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The impact of community involvement in school progress at Masedi Combined School in Tshikota, MakhadoMakhwathana, Azwitamisi Silas 02 February 2016 (has links)
MEd / Department of Curriculum Studies
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Attitudes of high schools students towards the teaching professionRavhuhali, Fhatuwani 05 1900 (has links)
MEd (Curriclum Studies) / Department of Curriculum Studies / See the attached abstract below
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Teachers' views on causes of poor performance in economics among Grade 11 and 12 learners in Matlalane Circuit, Limpopo ProvinceHlatshwayo, Delight Shaun January 2021 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The blame for the decline in performance of Grade 11 and 12 Economics learners in
District has been levelled on poor school resources, poorly trained teachers, and
teachers’ ability to execute their duties. Other stakeholders blame teachers for the
poor performance of learners. Due to that this study was conducted to explore
teachers’ views on causes of poor performance in Economics among Grade 11 and
12 learners in Matlalane Circuit, Limpopo Province. Quantitative surveys and
qualitative case study were used as research design. Data was collected using survey
questionnaires and interviews. The study distributed 80 questionnaires to Economics
teachers across Mogalakwena District and 100% response rate was achieved. The
researcher also conducted one-to-one interviews among six Economics teachers and
3 Heads of Department (HoDs). Quantitative data was analysed using mathematical
and statistical tools and was presented using tables, graphs, and charts. Qualitative
data was presented using thematic and narrative analysis. This study identified seven
(7) themes, namely, the (1) poor teaching environment and lack of teaching and
learning resources; (2) lack of interest and negative attitudes by Economics learners;
(3) poor teaching experience and content gap; (4) teachers perceive Economics as a
difficult subject; (5) inadequate support from parents, school leadership and
department; (6) poor discipline in schools; and (7) increased teenage pregnancy in
schools in mining areas. This study recommends in-serve training of Economics
teachers; provision of teaching and learning resources to schools; promotion of
parents’ involvement and participation in their children’s learning; provision of support
from the Department of Education in addressing school discipline and teenage
pregnancy. This study identified the factors that cause poor learners’ performance in
Economics. However, other aspects that are critical for changing the course of action,
as required by the pragmatic paradigm, were not explored because they were not
focus areas for this study. I therefore recommend further studies that on teaching and
assessment strategies used by Economics teachers. There is a need for further study
on strategies used by the Economics teachers; the level of commitment to their work;
amount of written work given to Economics learners and the discipline in schools.
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Perceptions of learner nurses and nurse educators regarding Information and Communication Technology in teaching and learning at the Limpopo College of Nursing South Africa.Ravele, Tshililo Austin January 2018 (has links)
Thesis (M.A. (Nursing)) -- University of Limpopo, 2018 / The implementation of Information and Communication Technology (ICT) and its impact on teaching and learning have not been researched in the Limpopo College of Nursing and, therefore, learner nurses' perceptions and nurse educators are not known. The purpose of this study was to explore and describe the perceptions of learner nurses and nurse educators of the use of ICT in teaching and learning at the Limpopo College of Nursing (LCN). Upon obtaining clearance from the Turfloop Research Ethics Committee (TREC) to conduct the study, the College granted permission to conduct the study.
Research employing the exploratory-descriptive qualitative research design was conducted to achieve the aim and objectives of this study. Data were collected from forty-seven (47) learner nurses and sixteen (16) nurse educators using focus group interviews. Data were audio-recorded, and field notes were written. Trustworthiness was ensured by applying Lincoln and Guba's trustworthiness criteria. Transferability was ensured by utilizing purposive sampling techniques to include all participants. Data were analyzed qualitatively by using Tech's open coding method.
The study results indicated that there is no ICT implementation in teaching and learning at the LCN. Learner nurses complained about the unavailability of proper ICT infrastructure, the lack of training of all LCN stakeholders in the use of ICT, the lack of skills of the lecturers to facilitate the utilization of ICT platforms, and the lack of a structured curriculum that embraces ICT platforms. The results indicated that nurse educators were concerned about producing learners who are not familiar with ICT; however, nurse educators were willing to implement ICT, even though no training had been provided to both old and new staff on ICT use. The results indicated that the LCN employs no ICT personnel. It is recommended that on-going training of the learner nurses and nurse educators in the use of ICT facilities be considered to remedy the situation. The college management should take the initiative to provide ICT facilities that can serve all campuses.
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Initiatives taken by teachers to improve the learning of physical geography in grade 12 : the case of secondary schools in Mamabolo Circuit, Limpopo Province, South AfricaMasenya, Manyako Salome January 2022 (has links)
Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The aim of this research is to explore initiatives taken by teachers to improve the learning of Physical Geography in Grade12 among the schools in Mamabolo Circuit, Limpopo Province, South Africa. This research was mainly qualitative in approach. A sample of 9 of Geography educators was purposively sampled in this study. The study discovered that educators need support from the Department of Education (DoE) critically when it comes to the improvement of teaching of Geography for quality results. The researcher established that the schools are not taking Geography as a subject seriously therefore, the educators teaching Geography are not considered as specialised. Therefore, this study recommends to the DoE, schools and educators to consider Geography as a subject of significance.
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Midwifery students' experiences of clinical teaching at Sovenga Campus (Limpopo College of Nursing), Limpopo provinceSetumo, Lefoka Johanna 11 1900 (has links)
The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes. / Health Studies / M.A. (Nursing Science)
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Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe DistrictMbulaheni, Visi Muriel January 2015 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.
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The roles of the principal in the implementation of the culture of learning, teaching, and service (colts) in the secondary schools in Mopani District of Limpopo Province - South AfricaSebopetsa, Ngwako Stephen 21 September 2018 (has links)
DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning,
teaching and service (COLTS) in the effective, ineffective and schools experiencing
fluctuating NSC results for the past five years. The study explores why secondary schools
located within the same socio-economic environment, with the same resources, uniformly
funded and controlled by the same government and ultimately there are commitment
variation, hence effective schools, ineffective schools and schools with fluctuating results.
Therefore, in an attempt to attempt to answer the main research question for this thesis:
What role should be played by the secondary school principals in implementing the
culture of learning, teaching and service? Other identified sub-questions were raised.
Furthermore, a review of relevant literature was conducted and uncovered what makes a
good and good school leadership, management and provision of quality service on
international scale, that is, in developed, developing and under-developed countries. The
Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most
suitable theory since the theory proposes that individuals can change their leadership
style (behaviour) depending on the situation and the readiness of the followers.
Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data
was collected from these 6 circuits which have effective, ineffective and secondary
schools experiencing fluctuating NSC results for the past five years. Quantitatively, a
total number of 38 secondary school principals as key-informants subjects were given a
questionnaire to respond on the set questions which was later analysed through the
SPSS version 17.1 programme and empirical deduction was made. Additionally,
qualitative method of data collection was used on 20 participants, on-site observation and
document analysis. The researcher utilised the focus group (semi-structured) interview
on 7 secondary school principals and 7 SGB members and one-on-one semi-structured
interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich
qualitative data. The principle of anonymity was utilised on which codes were used in
order to conceal the identity of the participants so that they could participate freely in data
collection. The researcher analysed data collected from focus group interview and visited
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schools (on-site observation) of the principals who participated in the interview in order to
verify the authenticity of data and also checked school records to validate collected data.
All the collected qualitative data (from interviews) and confirmed through site-observation
and school records. Collected data was analysed and themes were developed linked to
the objectives of the study. A number of findings emanated from this study. The
principals were found to be the final authority and accounting officer for the school on
which teaching, learning and service is the primary duty. The study revealed that the
principals play a substantial impact for the implementation of the culture of learning,
teaching and service. The study recommends that principals must ensure that planning,
monitoring and support of teaching and learning must be a priority duty of the principal.
Furthermore, basic policies that are necessary for the school to be effective must be
compulsory to all schools and the DBE must ensure that its implementation is strictly
monitored, for instance school starting and departure time and school uniform. The
researcher developed a model which contributes to the new body of knowledge which
emphasises the support from different stake-holders that can contribute extensively
towards the implementation of the culture of learning, teaching and service in schools. / NRF
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Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South AfricaMbhenyane, Charlotte Misaveni 20 September 2019 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / The focus of this study was to investigate the sustainability of teaching Consumer Studies as a school subject. The study was conducted in Vhembe District schools. The main purpose of the study was to establish the extent of the challenges affecting the sustainability of teaching Consumer Studies and to develop the necessary measures to address them. Consumer Studies is in a struggle for legitimacy as a school subject, despite its recognition and designation by the Department of Education. The study argued that Consumer Studies as a school subject is a tool for creating a sustainable future for learners. The nature of the study demanded for the adoption of a qualitative research design. Purposeful sampling procedure was used to select the population for the study. 42 secondary schools which offered Consumer Studies in all the circuits of the Vhembe District were purposefully selected. Participants constituted of school principals, heads of departments and Consumer Studies teachers of the sampled schools. Interviews, Observation and Document analysis were used as strategies for data collection. Data was analyzed thematically. The study revealed that Consumer Studies as a school subject was gradually downgraded and was not given the value that it deserves by the relevant authorities. This was evident as five out of the fifteen sampled schools were in the process of excluding the subject from the curricular. The study also revealed that the school subject Consumer Studies was not promoted as a viable career option for learners. The subject was regarded as an elective in the curricular of most schools selected for the study. It was recommended that the value of Consumer Studies be considered in order to avoid its elimination while other learning areas were added into the system and given compulsory status as well. The study further recommends the promotion of Consumer Studies as a viable career option for learners at secondary schools. The study suggested a model for sustaining the teaching of Consumer Studies at secondary schools. / NRF
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Midwifery students' experiences of clinical teaching at Sovenga Campus (Limpopo College of Nursing), Limpopo provinceSetumo, Lefoka Johanna 11 1900 (has links)
The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes. / Health Studies / M.A. (Nursing Science)
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