This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)

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)