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Preterm infant feeding knowledge, attitudes, and practices amongst health practitioners at tertiary hospitals in Capricon District, Limpopo Province, South Africa
Full text linkThesis (M.Sc. (Dietetics)) -- University of Limpopo, 2024Introduction: Preterm infant feeding is the cornerstone for growth and development, and yet not prioritized by health practitioners.
Aim: This study aims to determine preterm infant feeding, knowledge, attitudes, and practices amongst health practitioners at tertiary hospitals in Limpopo province, South Africa.
Methodology: The study was conducted among 40 health practitioners working at the neonatal unit at Mankweng Tertiary Hospital. The sample size was calculated using the Morgan and Krejci formula, however due to the small sample size, the total population sample methodology was employed. The sample included 16 Medical practitioners and 24 registered nurses. The study complied to all ethical considerations. Data on the knowledge, attitudes and practice amongst health practitioners was collected using a structured self-administered questionnaire.
Data analysis: Statistical Package for the Social Sciences (SPSS) version 29 was used to analyse the data. Continuous variables were presented using minimum, maximum, mean and standard deviation. Categorical variables were presented with frequencies and percentages. Knowledge and practice questions were allocated one point for every correct answer and zero for a wrong answer. The overall knowledge and practice were interpreted using Bloom cut-off, and presented as maximum, minimum, mean and standard deviation. The attitudes questions were analysed using the attitudes score, and the overall attitudes score was calculated and presented as maximum, minimum, mean and standard deviation. The relationship between the socio-demography of health practitioners and the knowledge, attitudes and practice (KAP) was analysed using Pearson chi-square. The strength of the relationship was determined using Pearson’s correlation coefficient. P-value of less than 0.05 was considered as significant.
Results of the study: The majority (77%) of health practitioners had moderate knowledge, mean knowledge score of 48%, 88% of health practitioners had a positive attitude, with the mean attitudes score of 89.9%, and 58% of health practitioners obtained a moderate practice, mean score of 64.7%, on preterm infant feeding. There was a significant relationship between registered nurses and knowledge of preterm infant feeding (p=0.003), and years of experience of registered nurses and knowledge (p=0.046). Additionally, there was a significant relationship (p=0.031) between registered nurses’ years of working with preterm infant and their knowledge on preterm infant feeding. There was no statistically significant association between socio-demographic characteristics and the overall KAP variables.
Conclusion: Health practitioners at tertiary hospitals in Limpopo obtained a moderate score on knowledge, positive attitudes, and a moderate score on practice on preterm infant feeding, and there was no association between sociodemographic and KAP variables
Knowledge, attitudes and practices of sanitation among learners at the primary schools of Sekhukhune District, Limpopo Province, South Africa
Full text linkThesis (MPH.) -- University of Limpopo, 2024Background: Sufficient sanitation knowledge, positive attitude towards sanitation, and good sanitation practices among learners play a significant role in the prevention of sanitation related diseases and maintenance of good health and wellbeing. The study intended to examine and close gaps in the literature of sanitation in schools.
Objectives: This study aimed at assessing and describing the knowledge, attitudes, and practices of sanitation among learners in the selected primary schools of Sekhukhune District, Limpopo Province, South Africa.
Methods: A quantitative methodology and a descriptive research design was employed on this study. The study was conducted in primary schools of Sekhukhune District with 661 learners, and grade six learners were targeted. Simple random sampling was applied to select nine (9) primary schools and a sample size of 249 learners. Data was collected using a structured and validated questionnaire. Statistical Package for Social Sciences version 29 was used for data analysis. Pearson Chi-square test set at a 5% level significance was used.
Results: The overall results of the study were found to be satisfactory. The highest percentage of learners had adequate knowledge of sanitation, positive attitude towards sanitation, and good sanitation practices. There was a significant difference between the learners’ age, sanitation knowledge, and sanitation practices (P-value<0.05). Learners who did not have adequate knowledge were older learners 14 years of age.
Conclusions: knowledge, attitudes and practices of sanitation among learners in the primary schools was satisfactory, but still lacking among other learners. The results underscore the need to strengthen education on sanitation. Learners’ knowledge and attitudes on sanitation determine the actual practice towards it. Much effort should be directed towards improving learner’s understanding. Sanitation knowledge has to be imparted to learners early in life to ensure that learners have understanding which will influence their attitude and practices
Quid pro quo as a form of sexual harassment in the South African employment law :a critical review
Full text linkThesis (LLM. (Labour Law)) -- University of Limpopo, 2024This study examines the effects of the conduct of quid pro quo in the workplace by analysing the law applicable, its elements (consent in particular), as well as the extent to which the conduct constitute corruption. Quid pro quo is a latin concept which means “something for something”. For the purposes of this study, the concept of quid pro quo is discussed in context of sexual harassment.
It is not unusual that individuals who are in position of power in the workplace demand sexual gratification in exchange for employment favour. This has a long-standing effect on the relationship of the victim and the harasser. The Code of Good Practice on Sexual Harassment recognises quid pro quo as one of the forms of sexual harassment.
Despite being legally recognised, quid pro quo is the most ignored form of sexual harassment. While workplace quid pro quo harassment is well known, the public ordinarily consider it as an immoral activity rather than as sexual harassment. In circumstances where quid pro quo involves sexual penetration, a question of whether it qualifies as rape, or a separate form of sexual offence rises for consideration.
The study found that the consent given in quid pro quo, especially one resulting from a threat, is invalid and therefore quid pro quo conduct which include sexual penetration is an equivalent of criminal law crime of rape. The validity of consent has been evaluated in consideration of factors influencing consent, including but not limited to the need for employment and power relations.
Further, the study also shows that quid pro quo constitutes the crime of corruption, in line with the Prevention and Combating of Corrupt Activities Act 12 of 2004. The study evaluates the legal framework, including the
approach adopted by the legislature and the courts in responding to the effect of quid pro quo harassment in the South African employment law.National Research Foundation (NRF
Evaluating the effectiveness of interactive radio instruction in teaching indigenous languages to native and non-native speakers in Nigeria
Full text linkJournal article article published in African Perspectives of Research in Teaching and Learning Journal
Issue 4, Volume 8, 2024This study aimed to investigate the effect of interactive radio instruction on the academic achievement of native and non-native speakers taught indigenous languages. The study was quantitative research and a quasi-experimental design was employed, involving one experimental and one control group comprising 92 senior secondary class 2 students from two schools in Education District 5 of Lagos State. A Yoruba language achievement test (YLAT) was used for data collection, validated by experts, and tested for reliability with a coefficient of 0.85. Both groups underwent pretests, four weeks of treatment, and posttests. The experimental group, exposed to IRI, achieved a mean score (28.66, 12.25) significantly higher than the control group's mean score (12.92, 6.11). The result of the ANCOVA test on the post-test achievement scores showed that the difference in the performance between the students in the experimental class and control class was significant, F (1, 90) = 17.85; p < 0.05. The analysis revealed a significant difference in achievement between the IRI and lecture groups. These findings highlight the effect of IRI in learning Yoruba language. It was recommended that learners should be encouraged to practice the Indigenous languages outside the classroom through interaction with native speakers to immerse and strengthen their language skills and enhance comprehension
Enhancing physical sciences performance through formative assessment strategies
Full text linkJournal article published in African Perspectives of Research in Teaching and Learning Journal
Issue 4, Volume 8, 2024This study explored the impact of integrating formative assessment practices on improving academic performance among learners in Physical Sciences classrooms. Simple random sampling was utilised in the UMkhanyakude District of KwaZulu-Natal Province, South Africa, to select participants. A quasiexperimental design employing pretest and post-test comparisons was employed, with five secondary schools involved, three comprising an experimental group and two forming a control group. A total of 175 Grade 10 Physical Sciences learners from the selected schools participated in the study. Three teachers
from experimental schools underwent training in utilising formative assessment practices, while two teachers from the control group continued with their regular instructional methods without exposure to formative assessment practices. The study was guided by the Assessment for Formative Purpose Cycle as a conceptual framework to explore how formative assessment practices could enhance academic achievement. Data analysis was conducted using SPSS Version 26, employing a 2-way ANOVA statistical technique. Results indicated that students from experimental schools, where the intervention was
implemented, demonstrated significantly higher performance compared to those from control schools following standard classroom instruction. The findings suggest the importance of integrating formative assessment practices into the teaching of Physical Sciences within the South African education system to improve learners' conceptual understanding and foster independent learning in the subject
Critical legal analysis of Technical Vocational Education and Training Colleges (TVET) education as a viable tool for achieving the developmental agenda of the South African government
Full text linkThesis (Ph.D. (LLD.) -- University of Limpopo, 2024This academic study delves into the pivotal role played by Technical and Vocational Education and Training (TVET) colleges within the developmental strategy of the South African government. It elucidates the government's recognition of the indispensable contributions of TVET colleges towards its developmental objectives, particularly focusing on skills development, job creation, and economic growth. Against the backdrop of addressing formidable socio-economic challenges such as inequality, unemployment, and poverty, this inquiry underscores the intrinsic value of TVET colleges in the South African context. Moreover, the study scrutinizes the legislative and policy reforms enacted within South Africa to substantiate TVET education as a pragmatic modality for endowing individuals with the requisite knowledge and competencies to confront these pressing exigencies. The primary aim of this discerning analysis is to appraise the effectiveness of these initiatives in the realisation of their stipulated objectives. This academic study also undertakes a comparative analysis of the legislative and policy frameworks governing TVET in five distinct nations: South Africa, China, Germany, the United Kingdom, and Canada. The study juxtaposes the experiences and strategies of these diverse countries and seeks to discern innovative and effective approaches employed to promote TVET education and address societal challenges. While acknowledging the unique contexts, issues and objectives of each nation, this study underscores the potential for cross-national learning and the adoption of best practices. In particular, it provides an in-depth examination of the legislative and policy frameworks supporting TVET education, aiming to identify innovative practices that can enhance the efficiency and effectiveness of TVET in South Africa, thereby contributing to the nation's overarching development goals
Navigating barriers to academic professional development in Zimbabwe: a qualitative analysis of academics’ experiences
Full text linkJournal article published African Perspectives of Research in Teaching and Learning Journal
Issue 4, Volume 8, 2024In Zimbabwe, universities have established Teaching and Learning Centres to address issues of teaching
quality which have become a source of concern. However, programmes designed and developed in these
centres have experienced limited uptake from members of faculty thereby threatening the quality of
teaching and learning. This study aims to explore the reasons for this low uptake of academic professional
developed programmes from the lived experiences of lecturers. The study was framed by two theories,
namely constructivism and adult learning theory. In terms of methodology, the qualitative case research
approaches were used to collect data through open-ended semi-structured interviews. The population of
the study was lecturers in institutions of higher learning from which 20 lecturers were purposely sampled
from two conveniently sampled case study institutions. For data analysis, identification of themes was
done through transcription and thematical analysis of data. The study revealed that departmental
workloads, time, and pressure to do research made lecturers not to prioritize training in academic
professional development. It also came out that lecturers were not consulted in the development of
training programmes and that workshops clashed with scheduled academic commitments of lecturers. It
was recommended that needs analysis of lecturers should be conducted to inform the workshop
programmes as well as having policies that are clear on workload balance and time for support staff
development
The use of Kolb’s lenses to explore Social Sciences curriculum implementation in South African Schools : teachers’ perspective on pedagogy and content
Full text linkJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 4, Volume 8, 2024The social science curriculum serves as a key foundational subject to prepare learners who intend to further their studies by having History and Geography as specialized subjects. The success of the subject curriculum depends on the accomplishment and applicability of the subject policy objectives. However, despite the need to make the teaching and learning of the social science curriculum relevant, pedagogy and practice remain a challenge to meet the skills and values of the curriculum. Hence, this study explored teacher’s experiences of the Social Sciences curriculum in South African teaching and learning through Kolb’s experiential learning. Through Kolb’s experiential theory, the proponent emphasizes stages that need to be followed for content and pedagogic aspects of the subject. A qualitative approach with a case study design was adopted. Interpretive paradigm was used to look at teachers’ experience in the Social Science curriculum. Data was collected through individual semi-structured interviews with thirteen teachers. A thematic approach was used for data analysis. The findings of the study revealed that teachers lack pedagogies competencies for delivering Social Sciences teaching. The study concluded that teachers need to have knowledge and understanding of Social Sciences content to execute their key responsibility (teaching). Proper pedagogies such as small groups, discussion, and problem-solving should be incorporated into the subject to enable all learners within a band to understand the content taught. The study recommends Kolb’s stages of experiential learning be adopted to expose teachers to diverse ways that learners learn when executing a Social Science curriculum/lesson
Curriculum advisors’ reflections on phasing out Accounting in the Limpopo secondary schools : a case study of 10 districts in Limpopo Province
Full text linkJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 4, Volume 8, 2024This study explored the phasing out of Accounting in Limpopo Secondary Schools in the wake of a disturbing and worrying trend of a decline of learners’ enrolment. In tandem with declining learners’ enrolment in Accounting, emerging evidence shows that principals and circuit managers in Limpopo Province are currently promoting a mutual stance on the current and future direction of Accounting education in schools without consulting curriculum advisors (subject advisors). This paper reports on curriculum advisors’ reflections on the phasing-out of Accounting in Limpopo Secondary Schools in South Africa. Critical Theory informed the study in understanding the significance of stakeholders' reflective practice, a need for teacher and learner empowerment, social transformation and justice. The paper is premised within the interpretivist paradigm and uses one-to-one interviews to elicit qualitative data from ten curriculum advisors from ten Limpopo Education Districts. Data were subjected to content and narrative analyses. The research findings identified lack of consultation and formal communication, educational exclusion, lack of foundational knowledge, teacher and learner attitudes, and the influence of managerialist ideologies as key to reasons for phasing out Accounting. This study recommends that the department should develop initiatives to address negative attitudes toward Accounting through repackaging of curriculum, provision of adequate support for Accounting, establishing and promoting transparency, communication systems and professional development instead of discontinuing this critical subject in the South African Curriculum
Preferential oxidation (prox) of carbon monoxide (co) in hydrogen rich stream over copper supported on cobalt based catalysts
Full text linkThesis (M.Sc. (Chemistry)) -- University of Limpopo, 2024The use of hydrogen (H2) fuel as an alternative source of energy for transportation and residential applications has recently increased. Polymer electrolyte membrane fuel cells (PEMFCs) use hydrogen produced from steam reformer and water gas shift as source of energy. The presence of trace amount (~0.5 – 2 vol.%) of carbon monoxide (CO) lower the efficiency of the fuel cells which prefers CO less than 10 ppm. Preferential oxidation of carbon monoxide (CO(PROX)) is a preferred method for the reduction of CO and a suitable catalyst with less selectivity to hydrogen species is required for this process. Transition metal oxide catalysts, such as CuOx, Co3O4, CeO2, ZrO2, MnOx etc are used for CO(PrOx) reaction. However, it still a challenge to prepared highly stable CO(PrOx) catalysts that can oxidize CO with minimal selectivity to H2, especially in the presence of moisture and CO2 in the feed stream.
The study reports various catalysts based on CuOx and CeO2 supported on Co3O4 catalysts, prepared by facile hydrothermal and reflux assisted precipitation and/or co-precipitation methods. The catalysts were prepared in the presence of surfactant/polymer (CTAB/PVP) mixture and used for CO(PrOx) reaction. The structural features of the synthesised catalysts were investigated by FTIR, XRD, SEM, BET, TEM, H2-TPR and TGA-DTA analysis. The presence of Co3+ and Co2+ stretching vibrations in all the prepared samples was revealed by the FTIR analysis and arose from Co3O4 phase, as confirmed by XRD spectroscopy. CO(PrOx) data showed that the introduction of CeO2 to Co3O4(Hyd) and Co3O4(Ref) catalysts by either hydrothermal or reflux route slightly increased the catalytic activity with temperature in dry CO(PrOx). The CuOx dopant on the other hand drastically increased the catalytic performance of Co3O4 catalyst as compared to CeO2, with 5 wt.% CuOx being an optimum load in both methods. However, doping CuOx by reflux to obtain 5 wt.% CuOx /Co3O4(Ref) catalyst, had enormous positive influence on CO(PrOx) activity, archiving almost 94% CO Conversion at 40 oC, while 5 wt.% CuOx /Co3O4(Hyd) achieved 74% CO conversion. The 5 wt.% CuOx /Co3O4(Ref) catalyst consists of CuOx species substituted within the Co3O4 framework, which increased the metal-support interactions and featured a smaller crystallite size, high surface area (SBET = 64.9 m2/g) and large pore size distribution. While the 5 wt.% CuOx /Co3O4(Hyd) counter catalyst showed just 57.6 m2/g SBET and had relatively small pore sizes. The CO oxidation as a function of temperature in moisture saturated feed gas showed negative effects over the as prepared catalyst’s sample. When tested for stability in moisture environment, the 5 wt.% CuOx /Co3O4(Ref) catalyst demonstrated relatively good stability over time on stream, as compared to the 5 wt.% CuOx/Co3O4(Hyd) counterpart. Co-feeding 15 vol.% CO2 into the reactor stream demonstrated a negative influence on the catalytic stability over 5 wt.% CuOx /Co3O4(Hyd) catalyst, where’s 5 wt.% CuOx /Co3O4(Ref) catalyst still showed a good CO conversion.
Introduction of CeO2 on the optimized bimetallic 5 wt.% CuOx/Co3O4 catalysts by similar preparation procedures to obtain a ternary catalyst resulted in a low CO(PrOx) performance, due to lowered surface area and morphology alterations as probed by the BET and SEM analysis. The ternary samples had a highly coarsened surface, with a high degree of irregularity. Under reflux method, the pore volume was also reduced dramatically upon CeO2 addition due to blockage by agglomerated nanoparticle (TEM evident). As a result, the stability in CO2 environment over 5 wt.% CuOx/Co3O4(Ref) catalyst was tremendously decreased. However, the % CO2 selectivity in these hash conditions (CO2 and H2O) over 5 wt.% CuOx /Co3O4(Ref) and 5 wt.% CuOx /Co3O4(Hyd) catalyst was improved upon ceria addition, ascertaining the role of CeO2 in moisture and CO2 resisting catalyst development.National Research Foundation (NRF