https://ir.unisa.ac.za/handle/10500/4671 2026-05-04T08:52:05Z 2026-05-04T08:52:05Z Kutama, Tshimangadzo Beauty https://ir.unisa.ac.za/handle/10500/32416 2026-04-30T12:00:44Z 2025-09-01T00:00:00Z

Investigating teachers’ awareness of socio-economic, behavioural and literacy barriers to learning in primary schools in Elim Circuit, Limpopo Province. Kutama, Tshimangadzo Beauty Education plays a very important role in shaping people’s lives. In South Africa, it is seen as a way to fight poverty, build strong communities, and support social development. However, there are many barriers to learning that prevent learners from reaching their full academic potential, especially at primary school level. This study sought to investigate teachers’ awareness of socio-economic, behavioural, and literacy barriers to learning in Elim Circuit, Limpopo Province. The study employed a quantitative approach and a cross-sectional survey design. Structured questionnaires, with close-ended questions, were distributed to 126 teachers across 14 schools in Elim circuit. Data were collected anonymously over one week and analysed using the Statistical Package for Social Sciences (SPSS). The findings showed poverty, food insecurity, poor infrastructure, absenteeism, lack of discipline, and limited parental involvement as major barriers to learning. Other concerns included mental health issues, drug use, cyberbullying, and gang related activities. The study concludes that there is an urgent need for better literacy programs, emotional support, and stronger parental involvement. Although teachers use creative strategies to help learners, more systemic support is needed. The study recommends targeted services and collaboration among schools, families, and communities to address these challenges and improve learning outcomes for primary school learners.

2025-09-01T00:00:00Z Sibambo, Samkelisiwe Dorothea https://ir.unisa.ac.za/handle/10500/32413 2026-04-30T09:04:04Z 2025-01-21T00:00:00Z

Exploring stakeholders' experiences in student support at selected technical vocational education and training college in Mpumalanga Province Sibambo, Samkelisiwe Dorothea This study aimed to explore stakeholders’ experiences in student support at a Technical and Vocational Education and Training (TVET) college in Mpumalanga Province, South Africa. The interpretive paradigm was chosen for this research as it provides the interpretation that reality is manifold and procedures are tailored for each case to strengthen the credibility of the research information. This approach also assisted the researcher in exploring stakeholders’ experiences in student support from their subjective perspectives and in natural settings within a short period. A qualitative approach was used to make sense of stakeholders’ experiences, understandings, theories, perspectives, and behaviour in specific college settings. This qualitative study was shaped within the interpretive research paradigm. For this study, a single-case study research design was employed. The population of the study included campus managers, Heads of Departments (HODs), lecturers and students. Purposive sampling was used to select four campus managers, seven HODs, seven lecturers and seven students, totalling 25 participants. Semi-structured interviews were the primary method of data collection, which was then triangulated with observation and documentation. A thematic data analysis process was utilised to categorise themes from the collected data. Findings revealed multiple challenges faced at the college, including dropouts, absenteeism, lack of resources, lack of training, NSFAS issues and academic challenges, as well as strategies for improvement. It was ascertained that student support played a crucial role in the academic performance of students in TVET colleges and that students need adequate support. The outcomes also suggested that TVET colleges should implement various approaches to enhance student support. Additionally, this study served as a source of information for the management of TVET colleges, and recommends that campus managers ensure effective college management by providing clear daily directions for all stakeholders (HODs, lecturers and students). The researcher also recommends that lecturers further their studies to provide new content to students, boost their confidence, and improve students’ academic performance. The study will benefit students by reducing the high dropout rate in TVET colleges, ultimately producing students who are well-equipped for the working environment. The goal is to recognise the available support to students at TVET colleges.

2025-01-21T00:00:00Z Pachenah, Ruth F. https://ir.unisa.ac.za/handle/10500/32412 2026-04-30T07:34:11Z 2025-01-01T00:00:00Z

The effectiveness of digital school leadership in the digital era: a case study of Mpumalanga and Limpopo province secondary schools in South Africa Pachenah, Ruth F. This study investigated the challenges faced by school leaders in South African secondary schools amid increasing digital integration. As technology evolves in educational contexts, understanding its impact on leadership and teamwork among educators becomes essential. Employing a mixed-methods approach, this research collected data through questionnaires, interviews, focus groups, and document analysis from teachers at eight selected schools (one per province): four in rural areas and four in urban settings across both provinces. The quantitative survey aimed to pinpoint the challenges school leaders encounter, while qualitative insights provided a deeper understanding of these issues. Data analysis involved thematic and statistical analyses to uncover key themes and quantify relevant variables. Throughout the research process, ethical considerations were addressed. Findings demonstrate that the research objectives were achieved, revealing both transformative benefits and challenges in technology integration. Participants reported enhanced operational efficiency, improved communication, and increased student engagement due to digital tools, supporting streamlined tasks and data management. However, disparities in digital literacy among school leaders and teachers, inadequate infrastructure, and issues such as cyberbullying and connectivity problems remain obstacles. Effective strategies identified for addressing these challenges include enhancing teacher training, enforcing technology use policies, investing in infrastructure, and fostering collaboration. Additionally, the study's limitations include its focus on eight schools in two provinces, which may not be representative of South Africa's diverse educational contexts, and its reliance on self-reported data, which may introduce bias. The study is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and Transformational Leadership Theory, providing context for understanding the interplay between leadership practices and digital integration in educational settings. Text and abstract in English

2025-01-01T00:00:00Z Mokhets’engoane, Setho John https://ir.unisa.ac.za/handle/10500/32411 2026-04-30T06:03:54Z 2025-11-01T00:00:00Z

Exploring the possibilities of blended learning in higher education institutions in Lesotho Mokhets’engoane, Setho John This study explored the possibilities of implementing blended learning in higher education institutions in Lesotho. Guided by the Community of Inquiry (CoI) and the Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, the research sought to examine the nature of blended learning within Lesotho’s higher education system, explore lecturers’ and students’ perceptions of factors affecting its implementation, determine best practices for learner support and to propose practical guidelines for its effective adoption. The study employed a convergent parallel mixed-methods design collecting data through document analysis, semi-structured interviews, and student questionnaires. The findings revealed that blended learning is conceptually recognised within both national and institutional policy documents including the Higher Education Policy (2013) and the Open Distance Learning Policy (2022) yet its operationalisation remains inconsistent. Lecturers demonstrated positive attitudes towards blended learning as they recognised its potential for flexibility and active learning. However, they highlighted persistent barriers such as unreliable internet connectivity, limited digital competence, and weak institutional support. Students reported generally positive perceptions with strong teaching and cognitive presence, though social interaction and peer engagement were found to be limited. This research contributes to the discourse on blended learning in developing contexts and provides a roadmap for HEIs in Lesotho to enhance educational quality through innovative teaching and learning approaches. Drawing from these findings, the study developed the Lesotho Blended Learning Readiness and Implementation Model (L-BLRIM) which is a cyclic framework comprising five interdependent components. The model and its accompanying practical guidelines provide a contextually grounded roadmap for transforming blended learning from policy aspiration to sustainable practice. The study concludes that achieving successful blended learning in Lesotho requires coordinated leadership, equitable infrastructure, continuous professional development and, most importantly, a culture of reflective evaluation.; Boithuto bona bo hlahlobile menyetla ea ho kenya ts’ebetsong thuto e kopaneng (blended learning) litsing tse phahameng tsa thuto naheng ea Lesotho. E tataisitsoe ke maoa a kang Community of Inquiry (CoI) le Unified Theory of Acceptance and Use of Technology (UTAUT). Liphuputso tsena li ikemiselitse ho hlahloba mofuta oa thuto e kopaneng tsamaisong ea thuto e phahameng ea Lesotho, ho hlahloba maikutlo a barupeli le baithuti ka lintlha tse amang ts’ebetso ea eona, ho fumana mekhoa e metle ea tšehetso ea baithuti, le ho hlahisa tataiso e sebetsang bakeng sa ts’ebetso e atlehileng. Boithuto bo sebelisitse moralo o kopaneng oa mekhoa e fapaneng (convergent parallel mixed-methods design), ka ho bokella lintlha ka tlhahlobo ea litokomane, lipuisano tse hlophisitsoeng, le lipotso tsa baithuti. Liphuputso li fumane hore thuto e kopaneng e amoheloa ka molao litokomaneng tsa maano a naha le tsa litsi tsa thuto tse kang Higher Education Policy (2013) le Open Distance Learning Policy (2022), leha ts’ebetso ea eona e ntse e sa tsitsa. Barupeli ba bontšitse maikutlo a matle mabapi le thuto e kopaneng kaha ba bone menyetla ea eona ea ho fana ka bolokolohi le ho kenya letsoho ha baithuti. Leha-ho-le-joalo, ba totobalitse mathata a ntseng a tsoela pele a kang inthanete e sa tsitsang, bokhoni bo fokolang ba marangrang, le tšehetso e fokolang ea litsi tse amehang. Baithuti le bona ba bontšitse maikutlo a matle ka kakaretso, ba bontša boteng bo matla ba ho ruta (teaching presence) le ho nahana ka botebo (cognitive presence), leha puisano le tšebelisano ea lithaka li fumanoe li fokola (social presence). Boithuto bona bo kenya letsoho lipuisanong tsa thuto e kopaneng maemong a linaha tse ntseng li hōla, ’me e fana ka moralo o hlophisitsoeng bakeng sa litsi tsa thuto e phahameng ho ntlafatsa boleng ba thuto ka mekhoa e mecha ea ho ruta le ho ithuta. Ho ipapisitsoe le sephetho sena, liphuputso li hlahisitse Lesotho Blended Learning Readiness and Implementation Model (L-BLRIM) e leng mohlala o potolohang o nang le likarolo tse hlano tse hokahaneng. Moetso ona hammoho le tataiso ea oona e sebetsang, li fana ka tsela e ipapisitseng le maemo a Lesotho bakeng sa ho fetola thuto e kopaneng hore e se ke ea lula e le toro ea maano empa e be ts’ebetso e tsitsitseng. Boithuto bona bo phethela ka hore katleho ea thuto e kopaneng naheng ea Lesotho e hloka boetapele bo kopaneng, lisebelisoa tse lekanang, koetliso e tsoelang pele ea barupeli, ‘me holim’a tsohle, tloaelo ea ho hlahloba le ho ithuta ka mehla. Text in English with abstract in English and Sesotho

2025-11-01T00:00:00Z