In this study the learning challenges faced by Black orphaned girl learners in the Xhariep District who head households, were explored. A literature study was undertaken to highlight the causes, magnitude and effects of child-headed households and to establish the learning challenges in general experienced by learners who head households. Important prerequisites for effective learning such as parental expectations, self-esteem, goal orientation, school attendance, positive attributions, motivation, need fulfilment, self-regulation, self-efficacy, cognitive development, parental involvement and socio-economic factors were explored. The literature review informed the conceptual framework of the study, and provided the framework for designing interview questions that were used to gain a deeper understanding of the learning challenges experienced by black girl learners who head households. By means of qualitative, phenomenological research, one-on-one interviews were conducted with a convenient sample of a purposively selected group of 10 Black girl learners at Secondary School Level who head households in the Xhariep District of the Free State Department of Education. The interpretation of the data revealed various learning challenges which are experienced by these learners due to their unfavourable circumstances as heads of households. The interview data revealed that the girls who take part in the study experience a lack of basic needs such as food and money and love and belonging. Furthermore, they experience emotional problems due to the death of their parents and the stressful situation of having the cope with numerous responsibilities at home and school. Due to the mentioned problems, the participants experience learning challenges related to irregular school attendance, difficulty in coping with and concentrating on their schoolwork, poor achievement and low self-esteem. According to the responses of the learners, it is difficult to be a child and a parent at the same time, having to account for all the responsibilities of being a learner and accomplishing the parental role. This study is concluded with recommendations to teachers on how to assist Black girl learners who head households in the Xhariep District. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011

In this study the learning challenges faced by Black orphaned girl learners in the Xhariep District who head households, were explored. A literature study was undertaken to highlight the causes, magnitude and effects of child-headed households and to establish the learning challenges in general experienced by learners who head households. Important prerequisites for effective learning such as parental expectations, self-esteem, goal orientation, school attendance, positive attributions, motivation, need fulfilment, self-regulation, self-efficacy, cognitive development, parental involvement and socio-economic factors were explored. The literature review informed the conceptual framework of the study, and provided the framework for designing interview questions that were used to gain a deeper understanding of the learning challenges experienced by black girl learners who head households. By means of qualitative, phenomenological research, one-on-one interviews were conducted with a convenient sample of a purposively selected group of 10 Black girl learners at Secondary School Level who head households in the Xhariep District of the Free State Department of Education. The interpretation of the data revealed various learning challenges which are experienced by these learners due to their unfavourable circumstances as heads of households. The interview data revealed that the girls who take part in the study experience a lack of basic needs such as food and money and love and belonging. Furthermore, they experience emotional problems due to the death of their parents and the stressful situation of having the cope with numerous responsibilities at home and school. Due to the mentioned problems, the participants experience learning challenges related to irregular school attendance, difficulty in coping with and concentrating on their schoolwork, poor achievement and low self-esteem. According to the responses of the learners, it is difficult to be a child and a parent at the same time, having to account for all the responsibilities of being a learner and accomplishing the parental role. This study is concluded with recommendations to teachers on how to assist Black girl learners who head households in the Xhariep District. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning challenges among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semi-structured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaires were administered to student participants, while lecturers were interviewed. Data for the quantitative study were analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) (Version 24) while the qualitative data were collected analysed thematically. The study revealed that undergraduates in the two selected rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students‟ relationship. These are caused by lack of facilities, students‟ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction among st others should be established. The study suggests the need for addition of quality to university in developing learning in South African and Nigerian universities.

The Covid-19 pandemic affected educational organizations, as new educational delivery models introduced with the use of electronic tools for learning purposes. The use of digital tools has been common in universities and in adult education. However, the adoption of e-learning for providing education to minors has been a new phenomenon. There are many research findings regarding e-learning in higher education and in educational programs concerning adults. Less is known about the challenges of e-learning in secondary education. Therefore, this thesis intends to elicit information about the challenges that students, teachers and organizations faced during the pandemic, when e-learning was introduced as the only means to teaching minors. The challenges were investigated by performing an exploratory case study based on “Orosimo 2001”, a tutoring school in northeast Greece. Data was collected through face-to-face interviews with 9 teachers of the educational organization and thereafter was analyzed through thematic analysis. The findings were classified into three categories: students’ challenges, teachers’ challenges and organizational challenges. Furthermore, the positive and the negative effects of the introduction of e-learning were investigated. Finally, the organizational learning theory was used in order to examine whether the introduction of e-learning was the occasion for the teachers of “Orosimo 2001” to transform their educational practices. This research contributes to the existing literature by describing the challenges and the impact of e-learning in secondary education, providing insights that can be used in order to mitigate the negative effects of e-learning. The findings can be used to build e-learning procedures based on the needs of students, teachers and organizations. Furthermore, the research can be a tool in the training of teachers and members of educational organizations in e-learning environments. In addition, this study proposes an adaptation of organizational learning theory in order to examine the adoption of e-learning tools by secondary school teachers.

Extant research suggests the necessity for teachers to be culturally responsive to teach effectively to a diverse classroom. Extant research has also examined the perspectives of immigrant students in Western countries and the perspectives of teachers teaching to immigrant students. However, few studies have examined the perspectives of Canadian teachers lived experiences teaching first-or second-generation Chinese students. This qualitative study used a phenomenological approach to examine the experiences of six Canadian teachers who have taught first-or second-generation Chinese students and who have interacted with family members. The participants included four female and two male teachers with one teacher who taught in primary school and five teachers who have taught, and continue to teach in high school. The participants presently reside in British Columbia, Canada. The study’s data were gathered by semi-structured interviews, which were transcribed and analyzed to find common themes and the essence of the participants’ experiences. The study’s results indicated that Canadian teachers find teaching first-or second-generation Chinese students to be both positive and challenging. There are numerous differences between Chinese and Canadian preferences of learning, communicating, expectations, values, and perspectives of success, education, mental illness and learning challenges. The participants also provided recommendations for teachers and schools when teaching first- or second-generation Chinese students. / Graduate

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