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An analysis of the names of Working Groups in Bohlabela Municipality in Mpumalanga Province, South Africa : an onomastic approach
Get PDFThesis (M. A. (African Languages)) -- University of Limpopo, 2023Names and naming processes often portray the culture and history of a particular people. Hence, names and naming are intertwined with a given society’s practices and behavioural patterns. Embedded in such is also people’s ways of life and philosophy. In the African context, names are often laiden with meanings, most of which may not be necessarily obvious to a person who is not as well-versed in a given people’s onomastic practices and creativity. Names of Working Groups are not an exception in this regard. By Working Groups, it is meant here groups of people who work in collaboration to achieve a particular goal together. Such groups often use a particular name to identify themselves in society, and in their naming themselves, one realises that there is a meaning behind the name. Accordingly, this research study aimed at analysing Working Groups’ names in the Municipality of Bohlabela, in the Mpumalanga Province of South Africa. Qualitative in approach and underpinned by Attribution Theory, the study explored the names of Working Groups as potent tools to cause conflict among members of Working Groups, and equally as models that empahasise communal trust, discipline and support among the members of these groups
The role of cooperatives in job creation and sustainable livelihoods : the case of Lepelle-Nkumpi Municipality, Limpopo Province
Get PDFThesis (M.Dev.( Management and Planning) -- University of Limpopo, 2024This qualitative exploratory case study looked at how cooperatives helped in job
creation and sustainable livelihood in Lepelle-Nkumpi Municipality in Limpopo
Province. The study had three objectives which were to explore the functions and
nature of cooperatives, to determine their relevance and purpose in improving the
living standards of communities, to assess their contribution to job and sustainable
livelihood creation and to make recommendations on strategies to improve the
contribution of cooperatives to job and sustainable livelihood creation. Seven
cooperatives in the municipality involved in agriculture, food processing, ranching,
bread making, capacity building and empowerment were studied. Semi-structured
face-to-face interviews with 18 participants, 9 cooperative managers and 9
beneficiaries were conducted. Participants were chosen using a non-probability
sampling technique. The eight-step descriptive qualitative data analysis method
developed by Tesch was used to analyse the primary study data. The results
indicated that cooperatives only made a small contribution to the development of
stable jobs and means of subsistence. The lack of coherent and clear recruitment
policies, gaps in training and acquired skills for managing the cooperatives, delayed
provision of subsidies, inability to penetrate the market, lack of product distribution
strategies and best practice strategies for expanding cooperative operations all
hampered their role in job creation and sustainable livelihoods. The study makes
important recommendations to cooperatives management, the Department of Social
Development and the Municipality of Lepelle-Nkumpi for the purpose of strengthening the contribution of cooperatives to job creation and sustainable livelihoods
A resource or a threat? codeswitching in the English First Additional Language classroom
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 3, Volume 8, 2024 Special IssueCode-switching (CS) is common in multilingual classrooms, yet it is usually treated as a ‘taboo’ in English First Additional Language classrooms in South Africa. This article explored the experiences of English First Additional Language teachers in using CS in high schools. This qualitative case study purposefully selected four high school teachers in one education district in KwaZulu-Natal. Data were generated through semi-structured interviews and semi-structured classroom observations. This study was underpinned by the Communication Accommodation Theory, which found that English teachers use CS in their classroom engagements to eradicate confusion and misunderstanding, attain lesson objectives, enhance learner performance, and create a conducive learning environment. These teachers use CS as a remedial, teaching, and accommodation strategy. There was also a concern and fear that CS might hamper language development and lead to failure of assessments and examinations. Also, the schools’ language policies are silent about CS. Given the findings, the researchers recommend that schools and education departments’ language policies take a stance and adopt CS as one of the teaching techniques teachers can use to teach English First Additional Language
Students’ utilization of their indigenous languages as resources that bolster dialogical participation during their learning
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 3, Volume 8, 2024 Special IssueThe exclusive use of English as a Medium of Instruction (MoI) in South African higher education sometimes creates barriers to students’ access to knowledge, knowledge sharing and knowledge construction; more especially to students who use English as a second language. The objective of this conceptual paper is to argue that the use of the indigenous languages alongside English, has a potential to encourage students to dialogically participate in their learning using existing knowledge as their frame of reference. The body of literature that the authors have reviewed communicates the historical facts that the indigenous languages have always been put on the margins in the South African learning spaces. Therefore, the author’s line of argument tries to suggest that indigenous languages can be utilized as resources for learning. Dialogical participation enables students to express their views effortlessly and meaningfully through applying their critical thinking capabilities. The students who can reflectively and critically think in their indigenous languages have a potential to develop skills that can enable them to make informed and decisive decisions. In addition, dialogical participation cognitively develops students to be creative problem-solvers in their social worlds and ultimately in their worlds of work. The utilization of indigenous languages for learning decolonizes the unjust imposition of colonial languages as the only ones that can be used for epistemological access and knowledge creation. Thus, the valuing of the indigenous languages and knowledge in a dialogue is an act of ubuntu, which is part of collectivity and equality. The researchers, therefore, premise their argument on student-centered learning in that the students can be academically developed to cooperatively shape and own their learning in the medium of dialogic engagements under the auspices of their indigenous languages and English as a lingua franca
Impact of technology-enhanced experiential learning on postgraduate students’ training in qualitative research
Get PDFJournal article published in Journal of African Perspectives of Research in Teaching and Learning Journal
Issue 2, Volume 8, 2024Shallow knowledge on qualitative analysis especially with the use of software like Atlas.ti was observed among students of higher degree in a Nigerian University. This study therefore aims to investigate the impact of technology-enhanced experiential learning on the performance of students trained in qualitative research methods. The research employs action research designed quantitatively. The population of the study were postgraduate students of Department of Social Sciences Education, in a Nigerian University while the target population were Measurement and Evaluation students offering Qualitative research methods. The study measures the participants' performance on the course based on the indicators, including transcribing, data cleaning, chunking/clustering, data coding and interpretation of results. Quantitative data is gathered through performance surveys and assessments evaluations based on the indicators. Findings of the study indicate that technology-enhanced experiential learning technique can positively influence learners' performance, resulting in more effective postgraduate qualitative research engagement while incorporating technology tools and immersive experiences aided higher levels of engagement, increased self-efficacy, and enhanced research skills among others. Also, the challenges encountered should be tackled through synergetic efforts by all concerned stakeholders
ICT integration into the teaching and learning of science: experiences and perceptions of secondary school teachers
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal Issue 1, Volume 8, 2024The integration of Information and Communication Technologies (ICTs) in education became crucial
after the COVID-19 epidemic. Few studies have examined how ICTs are utilised to teach science in
developing nations like Nigeria. This qualitative case study investigated secondary school teachers’
perspectives and experiences with integrating ICTs in science teaching in Nigerian classrooms using
semi-structured interviews with six science teachers from an education district in Lagos, Nigeria. Content analysis of the information gathered indicates that sampled teachers demonstrated positive perceptions of performance and effort expectations toward using ICTs in science teaching and learning but rarely used these technologies in their classrooms. The findings attributed sampled science
teachers’ low use of technologies to their perceived lack of facilitating conditions, including limited technological resources and access to digital devices, unreliable electricity supply, poor technological pedagogical content knowledge, and lack of support and funding. Thus, teachers should be provided with basic support, access to functioning technical tools like computer laboratories, and effective technology training for scientific teaching and learnin
Manipulatives: mediators of mathematics development for foundation phase learners
Get PDFJournal article published in African Perspectives of Research in Teaching and Learning Journal
Issue 2, Volume 8, 2024This paper explores the effectiveness of using physical objects, or manipulatives, in teaching mathematics to Foundation Phase learners aged to 8 in the Eastern Cape Province of South Africa. The study is grounded in Piaget's Theory of Cognitive Development and uses a qualitative research design. Ten videos were selected, and clinical interviews were conducted with each learner individually while they used manipulatives. The data was analyzed thematically. The study found that manipulatives are an inexpensive and effective resource for teaching mathematics, as they enable children to understand key concepts through hands-on experience, and later connect these ideas to abstract concepts. Based on these findings, the study recommends that teachers and learners incorporate manipulatives in all units of the mathematics curriculum for effective teaching and learning in lower grades
Exploring the impact of code-switching on English writing and speaking competencies: the case of Grade 12 learners'classroom at Hinkhensile High School
Get PDFThesis (M.A. (English Studies)) -- University of Limpopo, 2024Because of an insufficient level of English competence, English is rarely used in most
rural South African schools. English exposure is restricted, and many learners are only
exposed to the language in classroom. Because of that, most rural high school
teachers adopt code-switching in their EFAL classrooms. Therefore, the purpose of
this mixed-method study was to explore the impact of code-switching on English
speaking and writing competencies of Grade 12 pupils at Hinkhensile High School.
Furthermore, the goal of this study was to find out how often code-switching is used
by Grade 12 learners and how it impacts their English language speaking and writing
competencies. Again, the exploration focused on learners' and teachers' perspectives
of code-switching in terms of writing and speaking competencies. In this study, the
researcher employed a mixed-method approach, which is a mixture of both
quantitative and qualitative research methods; this strategy enabled the researcher to
collect and analyse data. Using classroom observation, semi-structured interviews
and questionnaires, data were collected from a selected sample of 12th grade pupils
and their two EFAL teachers. The study's findings indicated that pupils in the 12th
grade at Hinkhensile High School are inadequate in speaking and writing English
owing to a lack of English exposure. However, it was shown that code-switching in an
EFAL class makes learning more palatable for pupils by boosting their comprehension
of the information being taught and also helping them expand their English language
vocabulary. Moreover, classroom observations, interviews and questionnaire revealed
that code-switching is more common in Hinkhensile High School. In addition, both
teachers and learners perceive code-switching as a meaningful tool that helps learners
understand the lesson better, as their English language proficiency is low. Most
notably, the study found that code-switching improves pupil's English speaking and
writing skills by allowing them to employ words or concepts that were better articulated
through code-switching in their English writing and speaking interactions
The challenges faced by people with disabilities in relation to workplace accommodation in South Africa
No full textThesis (M. COM. (Human Resource Management)) -- University of Limpopo, 2024People with disabilities have been facing workplace challenges with regard to
reasonable accommodations in both developing and developed countries for the
past few decades. The United Nations and its Member States have introduced
policies and legislation that promote the employment and reasonable
accommodation of people with disabilities. However, little has been done to
address the challenges faced by people with disabilities concerning workplace
accommodations and South Africa is not an exception. The study aims to
investigate the challenges faced by people with disabilities in relation to
workplace accommodation in higher institutions of learning. The study employs
an exploratory research design and adopts a qualitative approach to aid in
capturing the thoughts, feelings, and emotions of the respondents. Thirty
respondents from the University of Limpopo in South Africa with disabilities and
without disabilities were purposively sampled. Semi-structured interviews were
conducted using an interview guide. The data collected was analysed using the
thematic content analysis. The findings of this study reveal the lack of
implementation of disability-related policies, the maintenance of the infrastructure
and attracting people with disabilities to apply for vacant posts in the institution.
This study recommends regular workshops for employees to be educated on
disability issues and strengthen their awareness and knowledge concerning the
needs of people with disabilities as well as make their environments
accommodative for people with disabilities
Evaluation of community perceptions on outdoor air pollution in Marapong and Onverwacht Townships, Lephalale Local Municipality, South Africa
Get PDFThesis (M. Sc. (Geography)) -- University of Limpopo, 2023Outdoor air pollution is a challenge globally, especially in developing countries. It is
associated with deleterious effects on the environment and human health. The aim of this
study is to evaluate how the communities of Marapong and Onverwacht perceive outdoor
air pollution and the risks they are exposed to. It is conducted to identify whether the
respondents are relating outdoor air pollution to particular diseases and environmental
issues, as well as how they perceive the measures implemented to tackle outdoor air
pollution and its related effects. The study area is located in Lephalale Local Municipality.
For this study, primary data and secondary data were collected. The primary data was
collected using questionnaires distributed to 232 participants from the two townships of
Lephalale Local Municipality. Questionnaires were used to collect data to assess how
communities perceived outdoor air pollution and its effects. Existing literature from
secondary data sources such as the internet, government publications, articles and
journals were also used to collect and extract information on outdoor air pollution in global,
regional and local countries as well as its associated human health and environmental
implications.
The study findings revealed that participants from both Marapong and Onverwacht
townships are aware of the occurrence of outdoor air pollution in their localities and the
impact it has on their health as well as their surrounding environment. However, the
participants had limited knowledge of measures implemented by the private and public
sectors to address the challenges of outdoor air pollution and its associated
environmental and human health implications. The study concludes that residents in the
affected areas lack awareness and are not adequately involved in decision-making
processes to address outdoor air pollution and implement control measures. Therefore, it
recommends raising awareness in the communities both public and private sectors about
the sources, consequences, and mitigation measures of outdoor air pollution through
various information sources. This includes encouraging individuals to take action to
minimize the generation of outdoor air pollution. Understanding how people are impacted,
their concerns, priorities, and willingness to accept governmental policies or laws is
essential for developing effective measures to address the issue of outdoor air pollution.National Research Foundation (NRF