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Perceptions and experiences of employees on the adoption and continued use of high-performance computing systems at a selected historically disadvantaged institution, South Africa
Get PDFThesis (M. Com.) -- University of Limpopo, 2024The landscape of technology has significantly changed over the last decade. For the past two decades, the integration of technology has been something that a people have struggled adopting to. However, little research has been done to examine how this sense of technology integration develops and evolves. The adoption or rejection of new High-Performance Computing (HPC) technology is still up for debate, given its rapid development and increasing integration into users' personal and professional lives. The primary purpose of this study was to explore the perception and experiences of employees on the adoption and continued use of HPC systems at a Historically Disadvantaged Institution (HDI). A qualitative research design was implemented with the use of semi-structured interviews to collect data from a sample of 12 people within a department that mainly dealt with HPC in an HDI. Interviews were recorded using a recorder and transcribed. Thematic analysis approach was utilised to analyse and group emerging themes and sub-themes. Two themes, computer language background and continuous learning emerged as determinants of the adoption and continued use of HPC. The following four themes emerged in relation to the benefits of the adoption and continued use of HPC: solving complex problems, cost efficiency, innovation and job opportunities. The themes that emerged in relation to the impediments of the adoption and continued use of HPC are four, namely, load shedding, lack of data security, lack of resources and lack of exposure. On the other hand, only one theme, education, training and development emerged with regards to influencing the integration and continued use of HPC can be encouraged in HEIs. It is recommended that for future implications, studies should make use of computation knowledge to integrate solutions that will solve problems that affect the implementation and use of HPC in more industries
Perceptions of senior phase teaching in implementing teaching and learning materials within Sepedi Home Language curriculum : a case of Tubatse Circuit, Sekhukhune East District, Limpopo Province, South Africa.
Get PDFThesis (M. Ed. (Language Education)) -- University of Limpopo, 2024This study aims to explore the perceptions of Senior Phase teachers in implementing
teaching and learning materials within the Sepedi Home Language curriculum at
Tubatse Circuit, Sekhukhune East District, Limpopo Province, South Africa. The
quester-view approach was used to collect data in written and/or face-to-face forms.
The study sampled three (3) teachers per three primary schools and three (3)
Departmental Heads from the sampled schools. Data was analysed thematically
following the inductive method. The study intended to find out why Senior-Phase
teachers do not find it easy to implement the Sepedi Home Language curriculum,
investigating the relevancy of the teaching and learning materials since they are
developed from the guidelines of a second language and written in English rather than
Sepedi
A Phenomenological study of home-based caregivers providing palliative care to terminally ill patients at Mahlathi Village, Mopani District, Limpopo Province
Get PDFThesis (M.A.(Clinical Psychology)) -- University of Limpopo, 2024Home-based caregivers are a very important part of multidisciplinary teams in the health profession. They work together with health professionals to ease the burden of care on hospitals by providing care to patients in the comfort of their home. However, as they give care, they encounter many challenges that affect the quality of their work. Many studies have been conducted on home-based caregivers. Nonetheless, there are not many that address the motivation and coping strategies that home-based caregivers use to cope with challenges.
The current study aimed to explore the lived experiences of home-based caregivers providing palliative care to terminally ill patients in Mahlathi Village, Mopani District, Limpopo Province. A qualitative research approach using a phenomenological design was used. Twelve home-based caregivers (eleven females and one male) aged between 41 and 59 years old were sampled to form part of the study. The participants were selected using a purposive sampling method. Data collection was conducted through semi-structured interviews with the home-based caregivers. The interviews were conducted in Xitsonga and translated into English.
The study used interpretive phenomenological analysis (IPA) to analyse the findings. The study revealed that home-based caregivers remain highly motivated to do caregiving work despite the challenges that come with it. Helping community members, personal experiences and a lack of employment were pointed out as the themes. The study further showed challenges and positivity about home-based caregiving. The experiences of the home-based caregivers when working with patients, families of patients, families of the home- based caregivers, community members and institutions where they work were discussed.
Psychological experiences of the home-based caregivers and coping mechanisms were also identified. The study concluded that home-based caregivers experience many challenges when caring for terminally ill patients. However, the support from their own families, colleagues, supervisors, and community makes their work easier. It is recommended that the Department of Health set aside time for home-based care programmes to ensure their effectiveness. Increasing home-based caregivers’ salaries to improve on their livelihood should receive attention of the department
Experiences of teachers in the implementation of a special school curriculum and barriers learners face in Vhembe District, Limpopo Province, South Africa: towards an intervention strategy
Get PDFThesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2024The study investigated the participation of teachers in the implementation of the special school curricula and barriers learners face in Vhembe District Special Schools. Qualitative research design was adopted wherein nine (9) teachers and seven (7) departmental heads were interviewed from schools A to E. Class observation, consulted official documents to support the implementation of special school curricula, school profile instrument and structured interviews were used to gather information. Analysis of information was performed through narrative and thematic content analysis.
The study discovered that roles of teachers and departmental heads varied in terms of implementing curricula. There is a lack of comprehensive training towards empowering departmental heads and teachers in special schools. The results revealed that there are many barriers that prevent learners from learning effectively in the classroom settings. Some of the barriers range from learners’ conditions to teachers and language issues. Furthermore, there are limitations that are hindering the execution of special school curricula such as lack of resources and insufficient workshops. The research discovered that it is crucial to involve teachers in curriculum development and design as it encourages them to cultivate self-identification in the process of implementing such a programme. The study proposed that collaborative approach is key in combating barriers experienced by special schools. Research recommends that the DoE should conduct comprehensive training as a way of empowering the participants in the accomplishment of the special schools’ curricula. Findings proposed that adequate facilities and resources be provided as prerequisites for the successful operation of special school curricula. Furthermore, special schools should build partnerships with parents and develop mutual responsibility to successfully meet special needs learners in the educational system.
The educational structures should involve teachers and departmental heads in curriculum development and design. All special schools may be encouraged and be motivated to start a support team. The SBST must help in training teachers and solve problems that teachers and learners experience in their schools. Special schools may be encouraged to establish reading and writing programmes. Based on challenges and gaps identified in this study, a Curriculum Implementation Model for Special Schools was developed
Implementation of Gender-Based Violence policy framework in Mankweng Township
Get PDFThesis (MPAM. (Public Administration)) -- University of Limpopo, 2024Gender-Based Violence (GBV) remains a pervasive and complex issue in South Africa, particularly affecting women and girls. This study delves into the heart of this problem by focusing on Mankweng Township, an area marked by diverse cultural influences and socioeconomic challenges. Drawing upon a combination of interviews, questionnaires, and focus group discussions, this research provides a comprehensive examination of GBV, its root causes, and the experiences of its victims and survivors. The findings illuminate a nuanced picture of GBV, transcending conventional narratives. While the study confirms the predominant role of men as perpetrators, it also recognizes that not all men adhere to violent behaviours. Men, women, and members of the LGBTQ+ community in Mankweng Township face varying degrees of violence and discrimination, thus challenging stereotypical perceptions. Traditional customs and cultural norms are revealed as powerful factors perpetuating GBV. The practice of lobola, emphasizing ownership of women, and the subjugation of women in relationships are particularly highlighted. However, the study also uncovers potential solutions within cultural and religious frameworks, where churches can serve as safe spaces for dialogue and support.
Importantly, the research spotlights the often-overlooked experiences of the LGBTQ+ community, who face a disproportionately high risk of GBV. The fear of judgment and discrimination stifles their ability to seek help and report incidents. This underscores the need for a more inclusive approach to GBV prevention and intervention programs. The study's recommendations underscore the importance of awareness programs, better resource distribution, and cultural re-evaluation. In particular, it emphasizes the need to involve men and boys actively in GBV prevention efforts, challenging harmful gender norms and behaviours. The legislative framework, as explored in this study, provides a robust foundation for addressing GBV. However, the study also highlights the critical importance of effective implementation and enforcement of these laws. In conclusion, this research bridges gaps in understanding GBV, offering a multifaceted view of the issue in Mankweng Township. It calls for a more inclusive approach to GBV interventions, involving all genders and orientations. By implementing the recommendations outlined herein, Mankweng Township can take significant strides toward reducing GBV and creating a safer, more equitable community for all its residents. This study serves as a crucial foundation for future research and actions aimed at eradicating GBV in this region and beyond
The effectiveness of smart board in enhancing grade 6 technology teachers' creativity at Nkomazi East Circuit in Mpumalanga Province, South Africa
Get PDFThesis (M. (Technology Education)) -- University of Limpopo, 2024Creativity is very important in education as it makes learners to fully concentrate throughout the learning and teaching process. Hence, the purpose of this study was to explore the effectiveness of a smart board in enhancing Grade 6 Technology teachers’ creativity at Nkomazi East Circuit in Mpumalanga Province. The theory of creativity was used as a lens in the study, and the 9E instructional model was used to guide and understand classroom activities. The qualitative research approach and the case study design were used to gather and analyse data. Data collection involved both non-participant observations and semi-structured interviews. Four schools with smart boards were purposively sampled. The participants of the study included four Technology teachers and eight learners. All four teachers were interviewed and observed teaching using the smart boards, while the eight learners participated in interviews. To analyse the data, the study used deductive content analysis. The findings of the study revealed that smart boards are effective in enhancing teachers’ creativity, as they were able to make their lessons more interesting, exciting and effective, and developed learners’ creative thinking skills. They could access the internet to search for online resources which include but are not limited to diagrams, pictures, online quizzes and YouTube videos to creatively present their lessons in the classroom. Different smart board programmes such as the smart notebook, animation, PowerPoint presentations, as well as the show and hide features were also used to enhance creativity. With the help of the smart board, the teachers were also able to use a variety of teaching methods to correct learners' misconceptions and to develop their creative thinking skills. The study recommends that smart boards be utilised as a tool to enhance teachers’ creativity, which ultimately develops learners’ creative thinking skills. Future research may focus on investigating the extent to which smart board features improve learners' creative thinking skills and understanding of various topics
Assessment of the preservation of records in the traditional councils : a case study of Ga-Mphahlele Traditional Council in Limpopo, South Africa
Get PDFThesis (M.A. (Information Studies)) -- University of Limpopo, 2023Records serve a crucial function in the facilitation of organisational events and functions. In every organisation, records need to be preserved for their role. The study explored the Assessment of the preservation of records in the traditional councils of south Africa: a case study of Ga-Mphahlele Traditional Council with a view to improving the preservation and access to records. The study used a qualitative research approach and a case study research design found within interpretivism and constructivism paradigm. The population of the study was the council members of the traditional council. Quota sampling was used to sample council members of the GaMphahlele Traditional Council. The quota sampling method was embraced in the study, because the number of council members was small. All these council members were based in the Ga-Mphahlele area in the Capricorn District Municipality in Limpopo province, South Africa. The data was collected from the council members at GaMphahlele Traditional Council using a semi-structured interview. The Collected data was then analysed through thematic data analysis.
The findings of the study revealed that the traditional council does not have any policy or legislative frameworks used for records preservation, staff members in the traditional council did not have any qualification, skill, or knowledge pertaining to records preservation and there is less support from the top management when coming to the budget of records management and the traditional council does not have enough resources for records preservation. The study recommends that the traditional council should look at the national policy and legislative frameworks governing records and familiarise themselves with them so that they can be able to draft their own policy used for records preservation. The study also recommends that the traditional council should hire people with records preservation skills and knowledge, those who are already in the system should be given extensive training and have more workshops to equip their skill
English First Additional Language teachers’ perceptions of translanguaging pedagogy : a case of Vhembe District, Limpopo Province
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 3, Volume 8, 2024 Special IssueThis article reports on Grade 7 English First Additional Language (FAL) teachers’ perceptions of their use of a translanguaging pedagogy in teaching English FAL among Grade 7 learners in Vhembe District, Limpopo Province. The Continua of biliteracy model (CBM) underpinned the study. CBM foregrounds the development of biliteracy among bi/multilinguals and supports the view that learners’ communicative repertoires and language practices form an integral part of their learning process. The participants in the study were 6 Grade 7 English FAL teachers purposefully selected from three different primary schools. The study collected data through classroom observations, open-ended questionnaires, and semi-structured interviews. The overall results of the study revealed two differentiated strands of the teachers’ perceptions of the translanguaging approach in the teaching and learning of English FAL among Grade 7 learners. Firstly, the majority of Grade 7 teachers have a positive outlook on translanguaging pedagogy in the teaching and learning of English FAL. Alternation and flexible use of Tshivenḓa HL and English are permitted for scaffolding and acceleration of L2 learning. Secondly, the study revealed that some of these Grade 7 English FAL teachers objected to the use of translanguaging in preference for an English-only approach to accelerate the learning of English in their L2 classrooms. In their view, Tshivenḓa Home Language and English must be taught in isolation because of their distinct linguistic systems
Ambivalence among second-year students at a South African university about writing academically in an African language
Get PDFJournal article published in Journal of African Perspectives of Research in Teaching and Learning Journal
Issue 2, Volume 8, 2024The new language policy for higher education advocates the use of African languages in different academic discourses as a means of developing and intellectualising these languages in academia. Academic writing is one of the important discourses through which students construct and access knowledge in higher education. However, this domain has largely been dominated using English at the expense of African languages. This study therefore seeks to explore ambivalence about writing academically in isiZulu among second-year students majoring in mother-tongue isiZulu modules. The study draws from the language-as-problem and language-as-resource conceptual framework to explore students’ perspectives on academic writing. The findings show that, on the one hand, students are caught up in a nexus of multiple linguistic cultures influenced by globalising forces and racialised societal discourses that denigrate indigenous languages. On the other hand, they provide examples of the affordances of embracing students’ multilingual repertoires in academic writing and further show evidence of changing ideologies and hope for language re-intellectualisation. Ambivalence needs to be studied further as a means of dealing with linguistic cultures that have a negative influence on the functional status of indigenous African languages
Intellectualisation of indigenous language Sesotho at a South African university and implications for the speakers
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 3, Volume 8, 2024 Special IssueThe persistent underdevelopment of African indigenous languages in South Africa denies students who are the speakers of these languages access to education in their mother tongues. Denying students access to education in their preferred languages is an infringement of their birth right enshrined in the Constitution. The circumstances are even worse when a foreign language English is the only language recognised for teaching and learning in South African higher education. Learning in a foreign language has been identified as a major barrier to effective learning, a cause for academic under-achievement and high attrition rates in higher education. Underpinned by the Language Management Theory, this conceptual paper discusses an institutional language policy plan of a university in South Africa, whose intention is to develop and intellectualise an African indigenous language Sesotho as an academic language so that it can be used by the speakers for epistemological access and success. There is limited literature on the intellectualisation of Sesotho. The paper draws from the work of other scholars who have written on the intellectualisation of African indigenous languages to strengthen the arguments on the importance of the intellectualisation of Sesotho in one university in South Africa, the processes followed, and the implications for the speakers. The paper hopes to make contributions to the ongoing debates on the intellectualization of African indigenous languages, especially in South Africa