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Attitudes of parents towards IsiNdebele in Mpumalanga
No full textThe study of a home language is important, especially, for the native speakers. However,
this aspect is neglected among the Ndebele. This research is therefore, aimed to assess
the reason the Ndebele people display a negative attitude towards their language,
isiNdebele. The research project was conducted in five primary schools in the Victor
Khanye Circuit. Data was collected from the Grade R and Grade 1 parents of isiNdebele speaking learners using questionnaires. From the group of native isiNdebele speakers, a
sample of 40 participants was selected. However, more than 40 questionnaires were
distributed to account for the participants who might not return them. The researcher
randomly selected completed questionnaires, validated the collected data, and checked
whether all the questions were answered. Once the questionnaires were collected, the
researcher evaluated the data impartially and recorded the findings. The study contributes
to addressing the negative attitudes of the Ndebele’s towards the isiNdebele language. It
promotes the development of isiNdebele, encourages the Ndebele’s to speak and learn
their language with pride, and proposes that the Mpumalanga Provincial Government
develop isiNdebele further. The research also highlights the potential for isiNdebele to
become economically viable by using it in parliament and other institutionsM.A. (African Languages)African Language
Homeownership in the global South : an assessment of barriers, benefits and scale of middle-income homeownership in Addis Ababa, Ethiopia
No full textThis study investigates homeownership among middle-income households in Addis
Ababa, a city facing a housing shortage of around 400,000 units due to rapid
urbanization at 4.1%. It examines socio-economic and demographic characteristics,
identifies key barriers to ownership, and evaluates government interventions. The study
also assesses the benefits of homeownership and explores the housing ladder of
middle-income households by analyzing their housing transitions.
A descriptive survey design was employed, guided by a pragmatic paradigm and a
mixed-methods approach. Using Cochran‘s formula, a sample size of 424 middleincome
households was determined for the survey. In addition, 12 key informants
comprising government officials and housing developers were purposively selected for
in-depth interviews. Data collection involved household surveys, key informant
interviews, and field observations. Quantitative analyses, including correlation, chisquare,
and descriptive statistics, were integrated with qualitative content analysis and
direct quotations to provide a comprehensive understanding of the housing challenges.
The study‘s findings indicating that homeownership among middle-income households
is significantly constrained by a range of socio-economic and demographic factors such
as limited income, age structure, marital status, and migration-induced urban pressure.
Despite relatively high educational attainment, the affordability gap persists due to high
housing costs, restricted land access, and escalating construction expenses.
To address these challenges, the study recommends expanding housing delivery
options, improving land access, increasing public housing supply, and establishing a
public mortgage bank. Rent-to-own schemes, targeted subsidies, legal frameworks for
rent and price control, formalizing informal settlements, mandatory savings, and
regional development are also critical to easing urban pressure and ensuring
sustainable housing solutions.D. Phil. (Geography)Geograph
Exploring grade 6 mathematics learners’ learning difficulties in space and shape : a case of Mopani East District
No full textAbstracts in English and Northern SothoSpace and shape (Geometry) is generally considered one of the most difficult and challenging mathematics topics in the school curriculum. Several studies have confirmed that primary school learners experience challenges in geometry. Amongst possible explanations for learners’ learning difficulties is that learners progress from one grade to another and even reach high school grades without having acquired enough geometry skills. As a result, the purpose of this study was to explore Grade 6 mathematics learners’ learning difficulties in space and shape. To achieve this, this study sought to answer the following research questions: What are the learning difficulties experienced by Grade 6 learners in space and shape? How do the learning difficulties of Grade 6 learners relate to the Visualisation, Analysis, and Informal Deduction of van Hiele’s theory of geometric thinking?
This study was framed within a pragmatic worldview, which informed the choice of adopting mixed-method research in the study. A sequential explanatory design was selected to collect and analyse research data for this study. In this regard, quantitative data was collected and analysed in the first phase, followed by the second phase of gathering and analysing qualitative data to explain the findings from quantitative data. The geometry test and focus group interview were used as primary data collection instruments to gather research data. A total of 208 Grade 6 learners from two conveniently sampled schools wrote the geometry test. Furthermore, a total of 17 learners were purposively selected from the geometry test to participate in the focus group interview. Data analysis in this qualitative dominant mixed method study was divided into two phases: simple frequency distribution analysis was used to analyse Grade 6 learners’ performance across Van Hiele levels of geometric thinking, followed by the narrative analysis of qualitative data.
The findings of this study revealed that Grade 6 learners experience learning difficulties across three levels of van Hiele. The findings related to van Hiele’s Analysis level revealed that learners: a) struggle with naming and justifying a parallelogram, an octagon, and a quadrilateral; b) struggle to define and recognise a rectangle; and c) have challenges recognising geometric shapes such as a triangle and a heptagon. Furthermore, the findings at the Analysis level of van Hiele revealed that learners: a) struggle with analysing and naming properties of geometric shapes such as a triangle, a pentagon, and a square, and b) struggle to recognise angles and polygons in a real-life context. Lastly, the findings at the Informal deduction level of van Hiele revealed that learners could not determine the hierarchical relationship between quadrilaterals such as rectangles and parallelograms.Geometry ke yenngwe ya di topic tša mmetshe tše di thatafelao zweyanana zwe zwintši zwa sekolo. Di research tše dintši di bontšhitše ore geometry e thatafela zweyanana zwe zwintši zwa o tsena ka primary. Zwezwingwe zwe zwi diyao ore zweyanana zwe thatafelwe ke geometry keore zwe phasa clase zwa pudlela a yenngwe, mara zwe khi yesu zwi tlwisise geometry o felelela. Bjatše, mogula wa resetšhe yewe ke o fatolla mathata awe zwiyanana zwa Grade sigisi zwi thlakanao le ona he zwi ke khe dia geometry. Ore re khone o bontšha mathata awe o apiwao ka ona, resetšhe yewe e be e lebeledle o araba di potšiso tšewe: Ke mathata a feyo a we zweyanana zwa Grade sigisi zwi’bao le ona mo a geometry? Nna mathata awe zwiyanana zwa Grade sigisi zwi’bao le ona a elana bjane le Visualisation, Analysis ka moka le Informal deduction ya theori ya van Hiele ya geometry?
Resetšhe yewe e hlomilwe leihloni la tibelelo ya le faase ye e tsebeyao ka pragmatisimi, yewe e dumeledlego ore o šomisiwe mokgwa wa o migisantšha di tsela tša o fatolla mathata a zwiyanana zwa Grade sigisi he zwi khe dia geometry. Data ya resetšhe yewe e fatollotlwe ka o šomisa mokgwa wo o tsebeyao ka la sequential explanatory, wowe o dumetšao ore re thome ka o kgubokantšha datha ya dinomoro ra boya ra e lebelela, kemokane wa khona o khe kgobakantshiwa datha ya mantswi yewe e re thusao ore re khone o tlwisisa datha yela ya dinomoro. Ke shomisitše geometry test le interview ya mothlakanelwa o kgobakantša data ya resetšhe yewe. Zwiyanana zwe 208 zwa zwekolo zwe zwezibedi zwewe zwe khethilwego kaore zwe khwaifi lenna, zwe ngwadle geometry test. Apeape, zweyanana zwe 17 zwe khethiwilwe mapampirini a geometry test ore zwe tle zwi diye dipotšiso tša mothlakanelwa. Ka mo resetšhene yewe yewe ya migisi yewe qualitative data e somisiwao kamaadla, data e sekasekiwelwe ka zwiripa zwe zwebedi. La mathomo o shomisiwa mokgwa wa simple frequency distribution o analyser ka mokgwa wowe zwiyanana zwi berekileo kaona testini ya geometry re khe somisa dilebele tša van Hiele.
Resetšhe yewe e khomane ore zwiyanana zwa Grade sigisi zwi na le mathata di lebeleni tše tharo tša van Hiele. Mowe a Visualisation lebele ya van Hiele, ke khomane ore: a) zweyanana zwe palelwa ke o fa maina a di shape tša o tshwana le parallelogram, octagon, le quadrilateral, zwa boya zwa se khone o fa mabaka, b) zweyanana a zwe khooni o apa ore rectangle ke ene, ebile zwi palelwa ke o kheta rectangle he e hlakane le di shape tše dingwe, c) zweyanana zwe palelwa ke o lemowa ore shapi ke triangle oba heptagon. Apeape, mowe a Analysis lebele ya van Hiele o khomanilwe ore: a) zweyanana a zwezebi di properties tša di shape tša o tšhwana le triangle, pentagon, le square, b) zweyanana a zwe khone o bona di angle le di polygons zweloni zwewe zwi šomisiwao tšatši le lengwe le le lengwe. Lamafelelo, mowe a Informal deduction lebele ya van Hiele, o khomanwe ore zweyanana zwi palelwa ke o khomphera rectangle le parallelogram o ya ka di properties tša bo tšona.M. Ed. (Mathematics Education)Mathematics Educatio
Educators’ experiences of structural conditions in rural primary schools at Alfred Nzo District
No full textSouth Africa’s educational system remains inequitable despite 30 years of democracy. The disparity between rural and urban schools is enormous. Rural primary schools continue to face challenges related to subpar working conditions such as inadequate instructional materials, inadequate water and sanitation and poor school infrastructure. For this reason, these challenges demotivate, cause stress and impact the effectiveness of educators, thereby impeding high-quality teaching while hampering learners’ academic achievements. This study focused on Educators’ experiences of structural conditions in rural primary schools at Alfred Nzo District. To demonstrate the resilience of educators in rural schools, the study adopted Polidore’s resilience theory, and the qualitative research methodology was explored. A purposive sample of 16 participants was selected to gain in-depth insights into their experiences in a rural teaching environment. Semi-structured interviews were conducted with the participants, enabling them to converse about their experiences in their workplace. Thematic analysis was used to analyse data, and codes were generated and categorised into themes. The study found that teaching conditions in rural primary schools remain unchanged and face significant obstacles. Inadequate teaching resources, lack of classroom furniture and a shortage of educators still exist in some rural schools. The study recommended that addressing the backlog and poor infrastructure in rural schools across South Africa should be a top government priority. The study emphasises the urgent need for government intervention to improve rural school infrastructure, ensuring adequate facilities, furniture, and teaching resources.M. Ed. (Educational Leadership and Management)Educational Leadership and Managemen
Exploring female psychology students’ volunteering experiences at the Inside-out Outside-in South African corrections interest group
No full textIn the context of higher education, as propounded by the Community Engagement and Outreach Policy (Unisa, 2013), the University of South Africa (Unisa) academics are encouraged to involve students in In-Service Learning programmes, including those who may wish to volunteer their time to gain soft skills, experiential learning, and work-related skills. This study explored the volunteerism experiences of female Psychology students as part of Unisa’s “Inside-Out Outside-In” Corrections Interest Group. An exploratory, qualitative approach grounded in a phenomenological research design was incorporated into the study, and the standard ingroup identity model was used as the study’s theoretical framework. Ten study participants were recruited purposefully, and the data were collected using semi-structured interviews and analysed thematically. The results revealed that the terrain of volunteering is abundant with learning opportunities and that the volunteering experiences are unique, vary widely across individuals, and hold different meanings to different people. The results showed that volunteering among students requires resilience as its challenges can easily lead to burnout and despondency, owing to the fluctuating emotional situations they confront in carceral communities. It was also found that upon joining the Inside-out Outside-in South African Corrections Interest Group, the students did not come ‘empty-handed’ but brought misguided perceptions about the Criminal Justice System (CJS). However, through their participation over time, they gradually developed a rational understanding of the CJS. Conclusively, this study demonstrated that volunteering manifests many benefits, including debunking personal myths about carceral communities, deriving satisfaction and a sense of purpose, and building the capacity for active citizenship.PsychologyThe study did not receieve any funding
The politics of the fault line : a decolonial critique of V.Y. Mudimbe’s political thought on Africa
No full textThis study interrogates the politics of the fault line against the background of a decolonial critique of V.Y. Mudimbe’s political thought about Africa. It critically explores arguments about the African state and state in Africa as understood by V.Y. Mudimbe. This critique is launched against the background of four theoretical constructs, namely, the fault line of African culture, the fault line of African humanity, the fault line of African borders and the fault line of African liberation. Mudimbe’s literature abounds in the African episteme, however, he has displayed no coverage of coloniality in his arguments about the African encounter with Europeans and beyond. It is prudent to validate coloniality in the African episteme. This can be done through engagement with the conception of fault lines to account for what has been the focus of three major themes, namely, ‘invention’ and ‘idea’, ‘colonialism’ and ‘neocolonialism’, ‘African state’ and ‘state in Africa’.
The principal themes that preoccupy Mudimbe’s political thought are the mutation of African exploitation and marginalisation from colonialism to the African independence. This study submits that Mudimbe does not embrace coloniality as he should and that his literature would be more illuminating to African politics by including coloniality. This forms the crux of this study where colonialism and African independence are interrogated against the milieu of coloniality, to extend Mudimbe’s political thought.Ph. D. (Political Sciences)Political Science
Framework for the utilisation of external funding and the performance of small and medium enterprises in Lagos state, Nigeria
No full textText in EnglishThis study examined the framework for utilising external funding and its effect on the performance of Nigerian small and medium enterprises. To elucidate the present study, the financial growth theory, financial market theory, and pecking order theory were the theoretical lenses used to develop the framework for utilising external funding and examining the performance of small and medium enterprises. Qualitative and quantitative methods were used to collect the primary data. A cross-sectional survey was used for the quantitative analysis and in-depth interviews were used for the qualitative analysis. Four local government areas in Lagos State, Nigeria, were selected through a systematic sampling procedure. The study population comprised registered small and medium enterprises. Quantitative data were collected from 342 participants using purposeful sampling, while qualitative data were collected from 18 participants. Using Stata, a partial least squares structural equation model, the relationships between external funding and small and medium enterprise performance and small and medium enterprise performance and access to funding was examined. Thematic analysis was applied to the qualitative data. Substantial evidence from the qualitative and quantitative analyses regarding the relationship between policy initiatives and overdrafts supports the notion that policy initiatives are critical in the framework of external funding availability for small and medium enterprises. In light of the funding challenges of small and medium enterprises, this study recommends that the government intervene in the factor markets of small and medium enterprises to influence the legal framework for obtaining external funding. Additionally, any government policy initiative must enable and support regulatory framework efficiencies to improve business accessibility and ease business engagement to mitigate these challenges.D.B.L.Business Managemen
Leadership for school-community engagement in learner discipline : a case study of Dimamo Circuit, Limpopo Province
No full textAbstracts in English, Afrikaans and Northern SothoLearner discipline is one of the most crucial aspects for the success of any class and improved academic performance. The dawn of democracy ushered a legislation to address learner ill-discipline. Despite these measures, most schools still face learner discipline issues. This calls for school leadership to engage other stakeholders in collaborative efforts to address unacceptable learner behaviour. Given this background, the study sought to examine how school leadership engage school communities in learner discipline. The study is underpinned by transformational leadership theory, and employed a qualitative approach to examine how school-community engagement in learner discipline can be achieved. Purposive sampling was adopted to select nine participants comprising of three principals, two parents serving on SGBs in different schools, one traditional leader, one SAPS member, and two teacher union representatives from various trade unions. Furthermore, data was collected through semi-structured interviews, and analysed using the thematic analysis method, which revealed four themes. It was established that school leadership face challenges when engaging stakeholders to enhance good learner behaviour. For instance, the study found a shift in responsibilities among stakeholders wherein community engagement is influenced by the capacity of school leaders to effectively manage stakeholders. Additionally, it emerged that a lack of parent involvement is caused by socio-economic conditions such as poverty, unemployment, family situation, and social ills such as drug and substance abuse, bullying, and gangsterism are among the challenges. Part of the study’s recommendations include all stakeholders working together to enhance good learner behaviour and prioritising capacity building and training for school leaders in the management of stakeholders. Moreover, interdepartmental collaborations, awareness campaigns, partnership with NGOs and institutions that support acceptable behaviour and policy review should be considered.Leerderdissipline is een van die belangrikste aspekte vir die sukses van enige klas en verbeterde akademiese prestasie. Die aanbreek van demokrasie het wetgewing tot stand gebring om swak leerderdissipline aan te spreek. Ten spyte van hierdie maatreëls staar die meeste skole steeds probleme met leerderdissipline in die gesig. Dit vereis dat skoolleierskap ander belanghebbendes moet betrek by gesamentlike pogings om onaanvaarbare leerdergedrag aan te spreek. Daarom het die studie gepoog om te ondersoek hoe skoolleierskap die skoolgemeenskap by leerderdissipline betrek. Die studie word ondersteun deur transformasionele leierskapsteorie. Die studie het 'n kwalitatiewe benadering gebruik om te ondersoek hoe skool-gemeenskapsbetrokkenheid in leerderdissipline bereik kan word. Semi-gestruktureerde onderhoude is gevoer met nege deelnemers, insluitend drie skoolhoofde, twee ouers wat op SBL'e in verskillende skole dien, een tradisionele leier, een SAPD-lid en twee onderwysvakbondverteenwoordigers van verskeie vakbonde. Die deelnemers is doelbewus gekies. Die data is geanaliseer met behulp van die tematiese analisemetode, wat vier temas aan die lig gebring het. Daar is vasgestel dat skoolleierskap uitdagings ondervind wanneer hulle belanghebbendes betrek om goeie leerdergedrag te verbeter. Die studie het 'n verskuiwing in verantwoordelikhede onder belanghebbendes gevind. Verder word gemeenskapsbetrokkenheid beïnvloed deur die kapasiteit van skoolleiers om belanghebbendes effektief te bestuur. Daarbenewens het dit geblyk dat 'n gebrek aan ouerbetrokkenheid veroorsaak word deur sosio-ekonomiese toestande soos armoede, werkloosheid, gesinsituasie, en sosiale euwels soos dwelm- en substansmisbruik, boeliegedrag en gangsterisme is van die uitdagings. Die studie beveel aan dat alle belanghebbendes saamwerk om goeie leerdergedrag te verbeter. Kapasiteitsbou en opleiding vir skoolleiers moet geprioritiseer word in die bestuur van belanghebbendes. Interdepartementele samewerking, bewusmakingsveldtogte, vennootskap met NRO's en instellings wat aanvaarbare gedrag ondersteun en beleidshersiening.Kgalemo ya moithuti ke ye nngwe ya dikarolo tše bohlokwa kudu go katlego ya klase efe goba efe le tshepedišo ye e kaonafetšego ya thuto. Go thoma ga temokrasi go tlile ka molao wa go rarolla kgalemo ye mpe ya baithuti. Go sa šetšwe magato a, bontši bja dikolo di sa lebane le ditaba tša kgalemo ya baithuti. Se se ipiletša go boetapele bja sekolo go tsenya letsogo go bakgathatema ba bangwe maitekong a tirišano go rarolla maitshwaro a baithuti ao a sa amogelegego. Ka fao, nyakišišo ye e be e nyaka go hlahloba ka fao boetapele bja sekolo bo tsenyago setšhaba sa sekolo go kgalemo ya baithuti. Thuto ye e thekgwa ke teori ya boetapele bja phetogo. Thuto e šomišitše mokgwa wa boleng go hlahloba ka fao go tsenela ga sekolo le setšhaba ka go kgalemo ya baithuti go ka fihlelelwago. Dipoledišano tšeo di sego tša rulaganywa gabotse di dirilwe le batšwasehlabelo ba senyane, go akaretšwa dihlogo tše tharo, batswadi ba babedi bao ba šomago go di-SGB dikolong tše di fapanego, moetapele o tee wa setšo, leloko le tee la SAPS, le baemedi ba babedi ba mekgatlo ya barutiši go tšwa mekgatlong ya bašomi ye e fapanego. Batšeakarolo ba ile ba kgethwa ka morero. Datha e ile ya sekaseka ka go šomiša mokgwa wa tshekatsheko ya merero, yeo e utollotšego dihlohlo tše nne. Go hlomilwe gore boetapele bja sekolo bo lebane le ditlhohlo ge bo tsenya letsogo go bakgathatema go godiša maitshwaro a mabotse a baithuti. Thuto e hweditše phetogo ya maikarabelo gare ga bakgathatema. Go feta fao, go tsenela setšhaba go hlohleletšwa ke bokgoni bja baetapele ba dikolo go laola bakgathatema ka mo go atlegilego. Go oketša moo, go tšweletše gore go hloka go tšea karolo ga batswadi go bakwa ke maemo a tša leago le a tša boiphedišo a bjalo ka bodiidi, tlhokego ya mošomo, boemo bja lapa le malwetši a tša leago a bjalo ka go dirišwa gampe ga dihlare-tagi le dihlare-tagi, bomphenyašilo le dihlopha tša disenyi ke tše dingwe tša ditlhohlo. Thuto e šišinya gore bakgathatema ka moka ba swanetše go šoma mmogo go godiša maitshwaro a mabotse a baithuti. Kago ya bokgoni le tlhahlo ya baetapele ba dikolo di swanetše go etiša pele ka taolo ya bakgathatema. Ditirišano tša magareng ga mafapha, masolo a temošo, tirišano le mekgatlo ye e sego ya mmušo le dihlongwa tšeo di thekgago boitshwaro bjo bo amogelegago le tshekatsheko ya pholisi.M. Ed. (Education Management)Educational Leadership and Managemen
The influence of school governance and administration on learner performance in selected schools in Tshwane South District
No full textSchool governance and administration play a critical role in shaping learner performance and overall school effectiveness. However, many School Governing Body (SGB) chairpersons and administrators face challenges in fulfilling their responsibilities which can hinder effective teaching and learning. This study aimed to explore challenges that SGB chairpersons and administrators encountered in their day-to-day operations within selected schools. Employing a qualitative research design, the research investigated the experiences of SGB chairpersons and principals in selected schools in the Tshwane South District of the Gauteng province in South Africa. Purposive sampling was used to select participants, and in-depth interviews were used to collect data. Key findings revealed that most participants required further training in school governance and administration to enhance their effectiveness. This finding points to a recommendation that targeted capacity building programs for SGB members and principals need to be strengthened in order to improve leaner performance.M. Ed. (Educational Management and Leadership)Educational Leadership and Managemen
Exploring teachers and parents’ persepectives of learners’ academic performance in former Model C Schools within Ekurhuleni North District
No full textLearners’ academic performance in former Model C schools has gained significant
attention due to the historical advantages linked to these institutions. However, the
ongoing decline in the educational performance of certain former Model C schools has
raised considerable concern. A qualitative approach was adopted, and it involved using
semi-structured interviews to gather data from teachers and parents to give a holistic
perception of the challenges that influence learners’ academic performance. Given this,
the researcher conducted a study of three former Model C schools, selected using
convenience sampling, to unlock the challenges associated with the decline. Purposive
sampling was used to select participants. A total of 18 participants were interviewed,
including three principals, nine teachers, three parents and three members of the School
Governing Body (SGB). The theoretical framework guiding this study was
Bronfenbrenner’s ecological system. Thematic analysis was used to analyse the
collected data.
The research findings disclosed several challenges teachers, learners & parents faced
in the former Model C that caused a decline in affected academic performance.
Challenges such as learners’ behavioural factors, cognitive and motivation challenges
& unsupportive school and home environments were identified as the main obstructions
to learners’ academic achievement.
The research highlights the need for collaboration between teachers and parents to
address challenges and enhance learner performance. Recommendations involve
encouraging open communication channels and implementing teacher-parent
workshops. By aligning efforts, stakeholders can create a more conducive and
supportive environment that promotes equitable academic success for all learners.M. Ed. (Psychology of Education)Psychology of Educatio