The present study investigated Grade 9 learners’ perceptions of factors influencing their academic performance in Mathematics in Tshwane municipality, South Africa. The study was based on positivism paradigm. The quantitative research approach was used while the research design was a descriptive survey design. The sample was made up of 400 learners (280 females and 120 males). Convenient sampling method was employed as a result of the nature of data. A self-designed questionnaire was administered to collect data. Data were analysed using quantitative approach with the statistical package for the social sciences, version 24.0, and the few open ended data on strategies for improving learners’ performance were analysed deductively. Frequency tables and ratios were calculated to establish the rating of each item. A Chi-square test was used to establish relationships of the variables on learners’ Mathematics performance. The study revealed that the Grade 9 learners perceived the factors influencing their performance in Mathematics were teacher-learner relationship, school environment and influence of learners’ attitude towards their performance in Mathematics, while peer relationship and home background (parents’ relationship and support) were perceived as not having any relationship with learners’ academic performance. The following recommendations were made to improve the Grade 9 learners’ performance in Mathematics, they are: policies that may consider Mathematics as a compulsory subject in the place of maths numeracy; there should be a regular in-service training for Mathematics teachers; parents should give adequate attention and care to their children in their Mathematics assignments; there should be provision of additional classrooms and infrastructures by the government and other stakeholders; learners should be encouraged to cultivate a more positive attitude towards Mathematics as a subject. Lastly, the study proposed a model for improving Grade 9 learners’ academic performance in Mathematics in Tshwane municipality, South Africa. / Psychology of Education / D. Ed. (Psychology of Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self­ actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of the study was to explore the factors that contribute to poor academic achievement in TVET Colleges in the North West Province. A qualitative method of one-on-one interviews was utilised to collect data from participants. The study revealed that poor funding or late payment of NSFAS constitutes the demotivation of students, which results to poor performance. On the other hand, the lecturers also blame the poor results on students’ lack of motivation. The quality of students that register for NC(V) programmes do not match the curriculum as the mainstream schools do not adequately prepare them for the college curriculum. Based on the findings of the study, it is recommended that the top achieving students be awarded with incentives to motivate them. The NSFAS Bursaries ought to pay-out early in the year so that students may have enough funds for their transport and other college related needs. The students’ support services ought to be made available for the low performing students. / Educational Management and Leadership / M. Ed. (Education Management)

With reference to the demands for innovation facing the systems of tertiary education internationally, the Department of Higher Education in South Africa has been revamped since the realization of the democratic Government. In recent years, the Technical and Vocational Education and Training (TVET) College institutions became the potential learning institutions of choice that could revitalize the economy. This resulted in merging the former 152 TVET Colleges into 50 with the intention to streamline access in order to accommodate a larger number of students for technical and vocational training. The purpose of this study was to determine how student retention and success in the TVET Colleges can be effectively managed. The study was mainly guided by the theoretical framework of Bronfenbrenner’s (1979, 1995) ecological systems theory that explains individuals’ relationships with their environments by means of interrelated ecological systems functioning. Secondly, applied to this study was the principles of systems theory which supplemented Bronfenbrenner’s ecological systems theory. A mixed-methods research approach was used in determining the perceptions of TVET College personnel from different levels of institutional functioning and from students from different years of registration to determine the main factors influencing student retention and success at TVET Colleges. The empirical investigation comprised of a quantitative research approach (as phase 1) using questionnaires administered to students which was followed by a qualitative research approach (as phase 2) entailing semi-structured individual interviews with TVET College employees. The researcher used the chi-square and analysis of variables tests as analysis techniques in analysing and presenting the results in in this study. The research findings indicated a strong need for relevant career guidance provided to prospective TVET College students from primary school onwards, and the establishment of a constructive student support unit at TVET Colleges to promote student retention and success. Factors that promote the management student retention and success were identified as relating to the image and reputation of TVET Colleges, sources of effective communication, and student support activities that initially and continuously motivate or hinder student retention and success in the TVET College institutions. / Na aanleiding van die oproepe om vernuwing wat tersiêre-onderwysstelsels op internasionale vlak in die gesig staar, het die Departement van Hoër Onderwys en Opleiding in Suid-Afrika sedert die instelling van 'n demokratiese regering verskeie verbeteringe ondergaan. In die afgelope aantal jare het instellings in die tegniese en beroepsonderwys- en opleidingsektor potensiële voorkeurleerinstellings geword wat die vermoë het om die ekonomie nuwe lewe te gee. Dit het gelei tot die samesmelting van die voormalige 152 kolleges in die sektor tot 50 kolleges, met die doel om toegang te vergemaklik sodat meer studente vir tegniese en beroepsopleiding ingeneem kan word. Die doel van hierdie studie was om te bepaal hoe faktore wat studentbehoud en -sukses beïnvloed, doeltreffend in die tegniese en beroepsonderwys- en opleidingskollegesektor bestuur kan word. Die studie is gerig deur die teoretiese raamwerk van Bronfenbrenner (1979, 1995) se ekologiese-stelselteorie. Hierdie teorie verklaar individue se verhoudings met hul omgewings met behulp van ekologiese stelsels wat in verhouding met mekaar funksioneer. Tweedens, aan die studie was beginsels van stelsels teorie toegevoeg wat Bronfenbrenner se ekologiese stelsels teorie aanvul. Die empiriese ondersoek het bestaan uit ʼn kwantitatiewe navorsingsbenadering waarby vraelyste aan studente uitgedeel is, gevolg deur ʼn kwalitatiewe navorsingsbenadering wat semi-gestruktureerde individuele onderhoude met werknemers by tegniese en beroepsonderwys- en opleidingskolleges behels het. Die navorsingsbevindinge het gedui op ʼn sterk behoefte aan die voorsiening van toepaslike beroepsvoorligting aan leerders op laerskool en verder wat voornemens is om aan tegniese en beroepsonderwys- en opleidingskolleges te studeer, asook die vestiging van ʼn konstruktiewe studentesteuneenheid by hierdie kolleges om studentebehoud en -sukses te bevorder. Faktore wat studentebehoud en -sukses bevorder is geïdentifiseer as dié wat verband hou met die beeld en reputasie van tegniese en beroepsonderwys- en opleidingskolleges, bronne van doeltreffende kommunikasie, en studentesteunaktiwiteite wat aanvanklik en deurlopend as motivering vir studentebehoud en -sukses in hierdie sektor dien of dit belemmer. / Mayelana na xilaveko xa vutumbuluxi lebyi mafambiselo ya swikolo le ya langutiseneke na wona misava hinkwayo, Ndzavisiso ya tidyondzo ta le henhla ya Afrika Dzongayi cincile ku sukela loko hi ri eka mfumo wa xidimokirasi, Eka masiku ya namuntlha, tikholichi ta Vuthikiniki na dyondzo na vuleteri (TVET) ti hundzukile swikolo leswi nga langiwaku ku pfuxelela ikhonomi. Leswi swi endlile leswaku ku katsiwa tikholichi to ringana 152 leswaku ti va 50 ku ri ku endlela leswaku ku tekiwa na ku leteriwa vana va ku tala. Xikongomelo a ku ri ku endlela leswaku machudeni va nga lawuriwa na ku humelerisiwa njhani eka ti kholichi ta ti TVET. Dyondzo leyi yi rhangeriwa hi mavonelo ya malavisiselo ya Bronfenbrenner’s (1979, 1995), mavonelo ya matshamelo na mahlamuselo ya vuxaka eka mpfanganyiso wa matirhiselo, xavumbirhi, Dyondzo leyi yi tirhisile milawu ya mafambiselo na mavonelo lama tatisaku maendleo ya matshamelo na mafambiselo ya Bronfenbrenner. Malaviseselo ya maendlelo yo pfanganana ya tirhisiwile eka mavonelo ya va tirhi ya tikholichi ta ti TVET ku suka eka matshamelo na matirhelo yaku hambana hambana ku sukela eka malembe ya ntsariso ku endlela ku kuma nsusumeto wa ku humelela ka machudeni etikholichi. Ndzavisiso lowu wu katsakanya maendlelo ya khwalithethivhi, eka xiyenge xo sungula hi ku tirhisa swivutiso leswi nga ta xiyisisiwa eka machudeni swi tlhela swilandelerisiwa hi maendlelo ya malavisiselo ya khwalithethivhi (eka xiyenge xa vumbirhi) hi ku kandzelerisiwa hi nwangulano wa xiphemu na vatirhi va ti kholichi ta ti TVET. Mulavisisi u tirhisile xikwere xa chi na ku xopaxopa swiphemu swa swikambelo leswi a swi xopa xopiwa loko ku bumabumeriwe / hlayiwe mbuyelo wa ndzavisiso. Mbuyelo wu kombisa swinene leswaku kuna ku yelana eka ndzetelo lowu nyikiwaku machudeni ya ti kholichi ta TVET ku suka eswikolweni swa le hansi ku ya ehenhla, na ku tumbuluxiwa ka xiyenge xa mpfuno wa machudeni etikholichini ta ti TVET ku tlakusa ku tiyisa na ku humelela ka machudeni. Swi nwana leswi susumetaku ku tlakusa na ku tiyisa vufambisi eku tlakuseni na ku humelerisa machudeni ya ti kholichi ta ti TVET swikombisa swi fananisiwa na xiyimo na xindzhuti xa swikolo leswi, swipfuno swa mavulavulelo, na swipfuno swa switirhisiwa swa mpfuno wa machudeni wa masungulo kumbe wa ku yisa nkucetelo kumbe xirhalanganyi xa ku tlakusa na ku pfuna ku humelela eka tikholichi ta ti TVET. MARITO NKULO / Educational Management and Leadership / D. Ed. (Education Management)