Spelling suggestions: "subject:"a.teaching -- south africa -- limpopo"" "subject:"a.teaching -- south africa -- ḽimpopo""
41 |
The influence of English as a language of learning and teaching on high school learners' academic performance in Mathematics in Vhembe DistrictMakhuvha, Livhuhani Cathrine 05 1900 (has links)
Department of Curriculum Studies / DEd ( Curriculum Studies) / See the attached abstract below
|
42 |
Experiences of bridging course learners regarding clinical supervision at the selected hospitals in Vhembe District, Limpopo Province, South AfricaMafumo, Julia Langanani 05 1900 (has links)
MCur / Department of Advanced Nursing Science / See the attached abstract below
|
43 |
Challenges in implementing the National School Nutrition Programme for achieving educational objectives: a case study of schools in Vhembe District, Limpopo, South AfricaTshisikhawe, Mbulaheni Paul 18 September 2017 (has links)
DEd (Curriculum Studies) / Department of Curriculum Studies / Although on its introduction the focus of the National School Nutrition Programme (NSNP)
was to improve health and nutritional status of South African school children, it was put
in place to improve school attendance, curb absenteeism and drop-out by children of
school going age as a result of hunger and poverty. It was also meant to improve the
learning capacity of children since access to nutritious meals has the potential to improve
their concentration levels during instructional discourses, which can enhance the quality
of educational outcomes. This study explored the views of education stakeholders on the
challenges they encountered in implementing the NSNP in achieving its educational goals
at two schools in the Vhembe District in South Africa. Specifically, the study investigated
how the NSNP influences school access, attendance and participation at schools that are
benefiting from the NSNP in an endeavour to establish strategies for improving the quality
of schooling. Abraham Maslow’s theory of hierarchy of needs was applied to explain how
children’s basic needs can be a foundation to their educational needs and aspirations. A
case study design involving two schools was adopted for the study and the qualitative
research approach was employed. Purposive sampling method was employed to select
two secondary school principals, ten secondary school class teachers per school, ten
learners who were beneficiaries of the NSNP and ten of their counterparts who were not
on NSNP per school, and two circuit NSNP officers. Individual and focus group interviews,
documentary study and observations were used to collect data, which were analysed
thematically. The findings of the study revealed that: the National School Nutrition
Programme is a credible strategy for learners from poor backgrounds to access schooling
and reduce their school drop-out; there was no clear difference in academic performance
between leaners who participated and those who opted out of the Programme; educators
felt overwhelmed by administrative work for the feeding programme, which compromised
on their co-responsibilities; there were inadequate workshops to equip service providers
of the Programme; food was provided under poor hygiene conditions which made some
learners to opt out of the Programme; Programme records had inaccurate information.
Based on the main study findings, the study recommended that the programme should
continue as the majority of learners were benefiting; the Programme should have its own
v
administrative personnel; there should be regular staff development workshops on the
Programme; schools should erect proper infrastructure for food storage and service; a
multi- ministerial team of experts from health, education Programme; and all schools that
have the Programme should maintain nutrition gardens for provision of fresh food. Finally,
for the effective role-taking by duty-bearers for the Programme, the study concluded by
recommending a model called the Increasing Achievement Mode for the National
School Nutrition Programme.
|
44 |
Management of high school learners academic performance in ChemistryNesengani, Alidzulwi Thomas 18 September 2017 (has links)
DEd (Educational Management) / Department of Educational Management / Performance of learners in Chemistry in South Africa has been below the international
average. This study intended to investigate the management of high school learners’
academic performance in Chemistry as a component of Physical Science. The study
employed mixed designs which are qualitative and quantitative. The population of this
study comprised learners who were doing Physical Science, Physical Science teachers
and school principals. The principals as participants were purposively sampled whereas
teachers and learners were stratified random sampled. Data were collected through
questionnaires which were distributed to learners and teachers, while school principals
were orally interviewed. Data obtained from questionnaires were analysed using SPSS
software. Qualitative data were analysed through identification of themes, development
of codes and sub-themes. The improvement of teaching and learning will have a
positive impact on the academic performance of high school learners in Chemistry. The
findings showed that there are factors which affect the management of high school
learners like (school location, inadequate physical resources, attitude and anxiety)
contribute to the performance of learners in Chemistry. The findings also showed that
factors influencing the academic performance of learners in Chemistry like (effective
teaching, In-service Training of Chemistry teachers and Chemistry syllabus and
content) contribute to the performance of learners in Chemistry. This study will give new
insight to curriculum developers and implementers, and researchers regarding
emerging issues on performance and influence the Ministry of Basic Education on policy
formulation. Improved Chemistry performance will give learners opportunities to pursue
science related courses in higher institutions of learning and middle level colleges.
|
45 |
Creating a safe and secure teaching and learning environment: a successful school leadership imperativeSinthumule, Dzivhonele Albert 18 September 2017 (has links)
DEd (Educational Management) / Department of Educational Management / This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.
|
46 |
The accessibilty to English as the Second Language of learning and teaching in selected Public Primary schools of Vhembe DistrictMadima, Shumani Eric 18 August 2017 (has links)
MA (Linguistics) / Department of Communication and Applied Language Sciences / See the attached abstract below
|
47 |
Determinants of performance in English First Additional Language in the FET Phase of Grade 12 learners: a case study of selected schools in Vhembe District, Limpopo ProvinceMaposa, Benjamin 18 September 2017 (has links)
PhD (English) / Department of English / See the attached abstract below
|
48 |
Educator's knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo ProvinceKhosa, Aram 21 September 2018 (has links)
MPH / Department of Public Health / Globally, substance use is a significant public health problem around the world. Many schools encounter the challenge of learners using substances in and outside of the school premises. This problem affects the education system because learners who use substances display behaviours that negatively affect the quality of learning and teaching. The study aimed to determine the educators’ knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo Province. A descriptive research design was employed, and the participants were selected using purposive sampling. Data was collected utilising a structured questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 25 programme.
The study findings show substance use as a significant public health problem in schools. Some of the factors identified that contributed to substance use among learners by most educators were low-self-esteem, poor self-control, depression, meagre finances, academic environment, background, peer pressure, accessibility and availability of substances. Based on the findings a number of recommendations were made such as capacitating parents on parenting skills and also on strategies to assist teachers to fight against substance use by students. Instead of the media only displaying lucrative advertisements of alcohol, it must also provide education and awareness about substance use/abuse and its consequences. Further research is necessary to investigate learners’ and parents’ knowledge of the factors contributing to substance use. / NRF
|
49 |
The choice of English as a language of learning and teaching (LOLT) in selected public primary schools of Vhembe DistrictMudau, Angeline Thikhathali 20 September 2019 (has links)
MA (Linguistics) / Department of Communication and Applied Language Studies / The study investigates why English is chosen as a language of learning and teaching by
School Governing Bodies in selected public primary schools in Vhembe District.
Historically, only English and Afrikaans were regarded as official languages that could be
used as media of instruction in schools. The advent of democracy in 1994 saw nine most
spoken languages in South Africa, besides English and Afrikaans, being elevated to the
level of official languages. These languages included Tshivenda, Sepedi, Xitsonga,
Sesotho, Seswati, isiZulu, isiXhosa, Setswana and isiNdebele, Since the South African
constitution guarantees equal status to all the eleven major languages that are spoken in
South Africa, one would expect to find schools choosing other languages, besides
English, as a language of learning and teaching. The Language-in-Education Policy Act
of 1997 stipulates that, for the first three years of schooling, learners should be taught in
home language. The South African Schools Act number 84 of 1996, gives the mandate
to determine the language of learning and teaching to School Governing Bodies (SGB).
Amidst this freedom of choice, English remains the language of choice in public primary
schools of Vhembe District. Studies have indicated that learners cannot cope with the
sudden switch from home language to English, and that they end up failing or even
dropping out of school. This study aimed to find out why English remains the language of
choice for learning and teaching despite the fact that SGBs have the power to choose
indigenous languages. The study was undertaken in the following municipalities: Collins
Chabane and Makhado. A collective case study was used as a research design. Twelve
respondents, from six selected schools, namely; six SGB chairpersons and six school
Principals participated in the study. Respondents were purposively selected because they
were the ones responsible for school governance matters. Three data collection methods
were used, namely; observations, interviews and document anlysis. Data were analysed
using thematic analysis. Findings revealed that SGBs lack capacity to execute their duties
as school governors, and that English remains the language of choice because of the
status it has in the economic and academic world. The study also found that SGBs cannot
choose African languages because they are not developed as languages of science and
technology. Conclusions drawn from this study are that SGBs do not participate in the
v
drafting of the language policy because most members are illiterate and are not aware of
the power vested in them by SASA to determine the language policy of their schools. The
study also concluded that home languages are not chosen as media of instruction
because there are no learning and teaching materials in those languages, and also that
home languages are not used as media of instruction in secondary schools and tertiary
institutions that admit learners from these primary schools. A major recommendation of
the study is that indigenous languages should be developed into languages of science
and technology if they are to be used as languages of teaching and learning, and that
there should be a programme designed to assist grade 4 learners with the transition from
using home language as medium of instruction, to using English as medium of instruction. / NRF
|
50 |
Knowledge, practice and attitudes of primary school children towards healthy diet in Dikgale Village, Limpopo Province, South AfricaModjadji, Shapul Edith Ladygay January 2019 (has links)
Thesis (Ph. D. (Curriculum Studies)) -- University of Limpopo, 2019 / The aim of this study was to investigate knowledge, attitudes and practices of primary
school children towards healthy diet in Dikgale Village, Limpopo Province, South
Africa. This study was an intervention study at eight primary schools in Dikgale Village.
The study used both qualitative and quantitative research where mixed methods
research design. A total of 324 participants consisting of Grades 6 and 7 males and
females was purposively selected. These participants were divided into experiment
and control group after pre-test but before the intervention. This study used a 27-item
questionnaire which covered, knowledge on healthy diet, attitudes, practices,
subjective norm and self-efficacy questions as well as focus group interviews. The
main findings of the study comprise the following: (i) Learners in the experiment
condition did not reflect more health-related practices (F(1.315)=0.20; p>887), i.e.,
when considering co-variables and changes in health attitude, subjective norm and
self-efficacy; and (ii) After intervention, there was a significant increase
(F(1.315)=115.72; p<0.001) in health-related knowledge on the experiment group, i.e.,
when considering co-variables and changes in health attitude, subjective norm and
self-efficacy. In addition to this significant increase, 58.3% of the differences between
both groups seemed related to the intervention with regard to changes in knowledge
acquisition. However, there was no significant increase on both health knowledge and
health practices on the control group. The results suggested that, even if there can be
changes in knowledge due to intervention, healthy practices may be difficult to change
mainly because knowledge alone cannot decrease the prevalence of health-related
conditions. As a result, this study suggest that the curriculum should cover Food
knowledge practice so as to persuade learners to practice healthy diet. Also, School
Management Teams (SMTs) and School Governing Bodies (SGBs) should play their
role in emphasizing the importance of Food-Based Dietary Guidelines in schools.
Future interventions are therefore encouraged to include a moderate intensity
intervention by trained professionals and feasibility of involving educators, SGBs and
SMTs, particularly in policy adherence. Therefore, this study proposed a healthy food
intervention strategy incorporating the Theory of Planned Behaviour in order to justify
the knowledge, attitude and practices of children in healthy diet. Intervention should
adopt the Training Partnership Model wherein children, parents, educators are trained
by health professional on adherence to healthy diet. / Vlaamse Interuniversitaire Raad (VLIR)
|
Page generated in 0.0863 seconds