Thesis (M.A. ( Research Psychology)) --University of Limpopo, 2014 / The study investigated the academic performance of orphaned primary school learners between the ages of eight and ten in Mankweng circuit. The study used both quantitative and qualitative methods. The quantitative component of the study included the sampling of 200 learners from ten schools in Mankweng circuit. One hundred learners formed the experimental group (orphans) whilst another hundred were placed in the comparison group (non-orphans). Availability and quota sampling was used for sampling the experimental group and simple random sampling was used to sample the comparison group. Four learning areas chosen for the study include Sepedi, Numeracy, English and Lifeskills. In all learning areas, it was found that the comparison group fell within level 2 (50-69) area whilst the experimental group fell within level 1 (0-49) area suggesting that the comparison group is performing better than the experimental group. The qualitative component of the study involved sampling ten educators from ten sampled primary schools in Mankweng Circuit, i.e. one educator per school. The main theme that emerged from these transcripts was the educators’ view that orphaned children tend to perform poorly at school when compared to non-orphaned children. Furthermore, the educators were of the view that orphaned children are more likely to show poor grades, lack of concentration and inability to write schoolwork when compared to non-orphans. The educators were also of the view that orphaned children were more likely to display behavioural and emotional problems when compared to non-orphans. Educators also suggested that guardians of orphaned learners are not coping well, and as such, are unable to adequately attend to the needs of these children. In conclusion, interventions at school, government as well as community levels are suggested. A suggestion is also made regarding the support that should be provided for grandparents (guardians) who tend to be drained as a result of having to look after orphaned children.

Thesis (M.Ed.) -- University of Limpopo, 2020 / The aim of this study was to investigate the availability and potential utilisation of educational technology in the teaching and learning of Geography in Grade 12 in Mankweng Circuit, in the under resourced area of Limpopo Province. The researcher used the constructivist theory with an emphasis upon constructivism as a theoretical framework. A qualitative research approach and a case study design were adopted for this study. Furthermore a purposive sampling strategy was used to sample seven teachers and four principals. In this study all the Secondary Schools fall under Quintile one-the Department of Basic Education’s classification category for no fee paying schools. There are no private or independent high schools that are privately owned, governed or funded in the Circuit. Government has made several attempts to improve the results by providing policies, resources such as infra-structure like classrooms and books, extended additional training of teachers and in some cases, schools took learners to camps for further studies. However, despite these efforts, the problem of the declining of results continues unabated. Data was collected through three methods, namely interviews, observation and document review. Data was analysed through the use of thematic content analysis method. The study came up with three major findings on availability and the use of computers in Grade 12 Geography, namely: (a) inadequate supply of and access to computers in schools and lack of security,(b) Lack of skill on the use of computers by teachers and (c) intermittent power interruptions at these schools influence the performance of learners negatively. These findings have major implications for the use of computers in the teaching of Geography in schools. Firstly, there is an urgent need to supply schools with computers if teachers and learners are to use them to enhance their teaching and learning of Geography and other subjects. Secondly, there is a need to train teachers in the use of computers in the teaching of subjects like Geography otherwise the demands of the Fourth Industrial Revolution will overtake these schools and performance of learners will not improve. Thirdly, principals should attend training workshops to learn about their responsibility as ICT leaders at schools moreover there is a need to tighten security at schools in order to safeguard computers and other valuable equipment that support teaching and learning

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2014 / Refer document