https://ir.unisa.ac.za/handle/10500/4671 2026-06-10T12:21:56Z 2026-06-10T12:21:56Z Carstens, Rindi https://ir.unisa.ac.za/handle/10500/32585 2026-06-10T09:32:40Z 2025-11-01T00:00:00Z

Exploring the effect of teacher–parent involvement as a curriculum-as-practice partnership and its influence on Grade 6 learners’ comprehension development Carstens, Rindi Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), this study investigated the impact of teacher–parent involvement on learners’ comprehension development. Within contemporary Curriculum Studies, curriculum is understood not merely as a prescribed body of knowledge, but as a lived and negotiated practice shaped through interactions among teachers, learners, families, and communities. In response to this perspective, the study foregrounded teacher–parent involvement as a curriculum-as-practice partnership that influences learners’ comprehension across home and school contexts. The study adopted an exploratory research design within a pragmatic paradigm, aligning with its aim to generate evidence-based recommendations to enhance teacher–parent communication and engagement. This paradigm supported the development of practical strategies to strengthen collaboration between home and school, ultimately improving learners' comprehension and academic performance. A qualitative research approach was employed, utilising open-ended questionnaires, focus-group interviews, and narrative analysis to gain an in-depth understanding of teacher–parent collaboration and its influence on language comprehension. This approach allowed for the consideration of contextual factors such as time, place, and participant roles, ensuring a holistic understanding of the phenomenon. The literature review highlighted the importance of a holistic approach to learning and identified strategies that teachers and parents can implement to promote engagement, improve reading comprehension, and build learner confidence. However, challenges including time constraints, communication barriers, and varying levels of parental involvement were also identified. Through the application of EST, these challenges were contextualised within the interconnected microsystems of home and school, with particular attention to how mesosystem influences, such as parental literacy levels and socioeconomic factors, shape learner outcomes. Findings indicated that sustained teacher–parent engagement fosters supportive learning environments that reinforce comprehension both inside and outside the classroom. The study contributes to Curriculum Studies by repositioning teacher–parent involvement as an integral curriculum partnership rather than a supplementary practice, and by offering practical recommendations to strengthen collaboration and enhance learners’ comprehension within an ecological framework.; Met Bronfenbrenner se Ekologiese Stelselteorie ( as grondslag het hierdie studie die impak van onderwyser ouer betrokkenheid op leerders se begripsontwikkeling ondersoek. Binne hedendaagse Kurrikulumstudies word kurrikulum nie bloot as ʼn voorgeskrewe kennisbasiskennisbasis verstaanverstaan nie,nie, maarmaar asas ʼnʼn geleefdegeleefde enen onderhandeldeonderhandelde praktykpraktyk watwat gevormgevorm wordword deurdeur wisselwerkingwisselwerking tussentussen onderwysers,onderwysers, leerders,leerders, gesinnegesinne enen gemeenskappe.gemeenskappe. InIn reaksiereaksie opop hierdiehierdie perspektiefperspektief hethet diedie studiestudie onderwyseronderwyser––ouerouer--betrokkenheidbetrokkenheid asas ʼnʼn kurrikulumkurrikulum--asas--praktykpraktyk--vennootskapvennootskap watwat leerdersleerders sese begripbegrip ooroor huishuis-- enen skoolkonteksteskoolkontekste beïnvloed,beïnvloed, vooropgestel.vooropgestel. Die studiestudie hethet ʼnʼn verkennendeverkennende navorsingsontwerpnavorsingsontwerp binnebinne ʼnʼn pragmatiesepragmatiese paradigmaparadigma aangeneem,aangeneem, inin lynlyn metmet sysy doeldoel omom bewysgebaseerdebewysgebaseerde aanbevelingsaanbevelings tete genereergenereer omom onderwyseronderwyser––ouerouer--kommunikasiekommunikasie enen --betrokkenheidbetrokkenheid tete verbeter.verbeter. HierdieHierdie paradigmaparadigma hethet diedie ontwikkelingontwikkeling vanvan praktiesepraktiese strategieëstrategieë ondersteunondersteun omom samewerkingsamewerking tussentussen huishuis enen skoolskool tete versterk,versterk, watwat uiteindelikuiteindelik leerdersleerders sese begripbegrip enen akademieseakademiese prestasieprestasie verbeterverbeter.. ʼn KwalitatieweKwalitatiewe navorsingsbenaderingnavorsingsbenadering isis gebruikgebruik metmet behulpbehulp vanvan oopoop vraelyste,vraelyste, fokusgroeponderhoudefokusgroeponderhoude enen narratiewenarratiewe analiseanalise omom ʼnʼn diepgaandediepgaande begripbegrip vanvan onderwyseronderwyser––ouerouer--samewerkingsamewerking enen diedie invloedinvloed daarvandaarvan opop taalbegriptaalbegrip tete verkry.verkry. HierdieHierdie benaderingbenadering hethet kontekstuelekontekstuele faktorefaktore soossoos tyd,tyd, plekplek enen deelnemerrolledeelnemerrolle inin agag geneem,geneem, watwat ʼnʼn holistieseholistiese begripbegrip vanvan diedie verskynselverskynsel versekerverseker het.het. Die literatuuroorsigliteratuuroorsig hethet diedie belangrikheidbelangrikheid vanvan ʼnʼn holistieseholistiese benaderingbenadering tottot leerleer beklemtoonbeklemtoon enen strategieëstrategieë geïdentifiseergeïdentifiseer watwat onderwysersonderwysers enen ouersouers kankan implementeerimplementeer omom betrokkenheidbetrokkenheid tete bevorder,bevorder, leesbegripleesbegrip tete verbeterverbeter enen leerdervertroueleerdervertroue tete bou.bou. Uitdagings,Uitdagings, insluitendinsluitend tydsbeperkings,tydsbeperkings, kommunikasiekommunikasiestruikelblokkestruikelblokke enen verskillendeverskillende vlakkevlakke vanvan ouerbetrokkenheid,ouerbetrokkenheid, isis egteregter ookook geïdentifiseer.geïdentifiseer. DeurDeur diedie toepassingtoepassing vanvan ESTEST isis hierdiehierdie uitdagingsuitdagings gekontekstualiseergekontekstualiseer binnebinne diedie onderlingonderling gekoppeldegekoppelde mikrostelselsmikrostelsels vanvan huishuis enen skool,skool, metmet besonderebesondere aandagaandag aanaan hoehoe mesosisteemmesosisteem--invloede,invloede, soossoos ouerouer--geletterdheidsvlakkegeletterdheidsvlakke enen sosiososio--ekonomieseekonomiese faktore,faktore, leerderuitkomsteleerderuitkomste vorm.vorm. Bevindinge het aangedui dat volgehoue onderwyser–ouer-betrokkenheid ondersteunende leeromgewings bevorder wat begrip binne en buite die klaskamer versterk. Die studie dra by tot Kurrikulumstudies deur onderwyser–ouer-betrokkenheid te herposisioneer as ʼn integrale kurrikulumvennootskap eerder as ʼn aanvullende praktyk, en deur praktiese aanbevelings te bied om samewerking te versterk en leerders se begrip binne ʼn ekologiese raamwerk te verbeter.; Ifakwe phakathi e-Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), lolucwaningo luphenya umthelela wokubandakanya othisha nabazali ekuthuthukiseni ukuqonda kwabafundi. Ezifundweni ze-curriculum zangaleso sikhathi, i-curriculum ayiqondwa njengendikimba yolwazi enqunyiwe, kodwa njengomkhuba ophilayo nokuxoxiwe ngawo owenziwe phakathi kokusebenzisana nothisha, abafundi, imindeni kanye nomphakathi. Ngokuphendula lombono, ucwaningo lwandulela ukuzibandakanya kothisha nabazali njengokubambisana kwi-curriculum, emsebenzini wokuqonda kwabafundi kuzo zonke izimo zasekhaya nezesikole. Lolucwaningo lwamukele i-design yokuhlola phakathi kwe-paradigm ye-pragmatic, ukuhambisana nenjongo yokwenza izincomo ezisekelwe ukufakazi ukuze kuthuthukiswe ukuxhumana nokuzibandakanya kothisha nabazali. Lomqondo usekele ukuthuthukisa amasu asebenzayo okuqinisa ukusebenzisana phakathi kwekhaya nesikole, ekugcineni kuthuthukiswe ukuqonda kwabafundi kanye nokusebenza kahle kwezemfundo. Kusetshenziswe indlela yocwaningo esezingeni eliphezulu, kusetshenziswa uhlu lwemibuzo oluvulekile, izingxoxo zamaqembu okugxilwe kuwo, kanye nokuhlaziya ukulandisa ukuze uthole ukuqonda okujulile ngokubambisana kothisha nabazali okunomthelela wokuqonda ulimi. Lendlela yokwenza ivumela ukucabanga kwezici nengqikithi njengesikhathi, indawo nezindima zabahlanganyeli, ukuqinisekisa ukuqonda okuphelele kwaleso simo. Ukubuyekezwa kwezincwadi kugqamisa ukubaluleka kwendlela yokufunda ephelele iphinde ihlonze amasu othisha nabazali abangawasebenzisa ukuze bakhuthaze ukubandakanywa, ithuthukisa ukuqonda nokufunda uphinde wakhe ukuzethemba kwabafundi. Kodwa-ke, izinselela, okuhlanganisa ukulinganiswa kwesikhathi, izithiyo zokuxhumana, namazinga okubandakanye abazali, nabo abatholakele. Ngokusetshenziswa kwe-EST, lezizinselela zihlanganisa i-microsystem exhumene nekhanye nesikole, njengamazinga okufunda nokubhala kwabazali kanye nezici zenhlalo nomnotho, obubumba imiphumela yabafundi. Imiphumela ibonise ukuthi ukuhlanganyela okuqhubekayo kothisha nabazali kukhuthaza izimo zokufunda ezisekela ukuqonda kokufunda kwangaphakathi nangaphandle kwekilasi. Ucwaningo luneqhaza Ezifundweni Zohlelo Lwezifundo ngokubeka kabusha ukuzibandakanya kwabafundi nabazali njengobudlelwano obubalulekile be-curriculum esikhundleni sokwenza okongeziwe, nangokunikeza izincomo ezisebenzayo zokuqinisa ukusebenzisana nokuthuthukisa ukuqonda kwabafundi ngaphakathi kohlaka lwezemvelo. Abstract in English, Afrikaans and Zulu

2025-11-01T00:00:00Z Bauchoo, Ishaan https://ir.unisa.ac.za/handle/10500/32584 2026-06-10T05:14:22Z 2026-02-24T00:00:00Z

The effectiveness of using digital tools to teach Grade 9 mathematics in the Ekurhuleni district Bauchoo, Ishaan This study investigated the effectiveness of the use of digital tools in the teaching of Grade 9 mathematics. Using digital tools in the teaching of mathematics could create a more positive attitude in learners and result in improved learner results. In an era of digital evolution where teenagers, like Grade 9 learners, use digital devices and digital platforms throughout the day, has meant the need for a change in school-based activities, assessments and examinations. Amending pedagogical approaches with the use of digital devices in the teaching of mathematics could engage with learners on a higher level and change the negative perception that teenagers have about mathematics. Underpinned by a constructivist paradigm, this multiple case study within a qualitative approach, sought to explore the effectiveness of digital tools in the teaching of mathematics at the Grade 9 level. Educational technology theory together with the Technology, Pedagogy, and Content Knowledge model, commonly known as TPACK, formed the theoretical framework. Data were collected via the transect walks and informal interviews, observations and focus group discussions in three selected schools in the Ekurhuleni district in Gauteng with six participant teachers. The findings revealed that with the introduction and implementation of digital tools, teacher need to incorporate technology (TK), pedagogy (PK), and content (CK) in their practice in order to ensure quality teaching in mathematics.

2026-02-24T00:00:00Z Letsoalo, Tjatji Victor https://ir.unisa.ac.za/handle/10500/32582 2026-06-04T12:56:44Z 2025-08-13T00:00:00Z

Barriers to learning at a technical vocational education and training college in Limpopo : a case of a national certificate vocational Letsoalo, Tjatji Victor This study investigated learning barriers at a technical and vocational education and training (TVET) college in Limpopo Province. Students are experiencing different learning barriers that contribute to the high failure rates. Several research studies on barriers to learning have been conducted at the school level. The aim and four objectives guided the study. Four research questions were answered. A qualitative research design, a case study and an interpretivism paradigm were used. Purposive sampling was used to select research participants. Bronfenbrenner’s ecological systems and Schlosberg's transition theories were used to undergird the study. Two data collection tools were used to collect data. Data were analysed using thematic analysis. Five themes emerged from the data. Different challenges experienced by the students and solutions to mitigate the learning barriers are discussed. The following are some of the findings of the study: There are challenges relating to the TVET college education system, which are a result of the former apartheid regime and its policies. TVET college lecturers are not trained to teach students without a Grade 12 certificate and students with disabilities. This study cannot be used to generalise the challenges of learning barriers in all the TVET colleges in South Africa, because it is case-specific. The study contributes to the discourse on TVET student support and inclusivity in teaching and learning. Therefore, a larger research study should be conducted in all the TVET colleges in South Africa that investigates the learning barriers of students.; Nyakišišo ye e nyakišišitše mapheko a go ithuta kholetšheng ya TVET ka Limpopo. Baithuti ba itemogela mapheko a go fapana a go ithuta, ao a tlaleletšago go ditekanyo tše di phagamego tša go palelwa. Dinyakišišo tše mmalwa ka ga mapheko a go ithuta di dirilwe maemong a sekolo. Maikemišetšo le maikemišetšo a mane di ile tša hlahla thuto. Go ile gwa arabja dipotšišo tše nne tša nyakišišo. Go šomišitšwe tlhamo ya nyakišišo ya boleng, nyakišišo ya mohlala le mohlala wa tlhathollo. Go šomišitšwe go tšea mehlala ka nepo go kgetha batšwasehlabelo ba nyakišišo. Ditshepedišo tša tswalano ya diphedi le tikologo ya tšona tša Bronfenbrenner’s le dithuto tša phetogo tša Schlosberg di ile tša dirišwa go thekga nyakišišo ye. Didirišwa tše pedi tša go kgoboketša datha di ile tša šomišwa go kgoboketša datha. Data e ile ya sekaseka ka go šomiša tshekatsheko ya sererwa. Dihlogo tše hlano di tšweletše go tšwa go datha. Go ahlaahlwa ditlhohlo tše di fapanego tšeo baithuti ba itemogetšego tšona le ditharollo tša go fokotša mapheko a go ithuta. Tše di latelago ke tše dingwe tša dikhwetšo tša nyakišišo ye: Go na le ditlhohlo tšeo di amanago le tshepedišo ya thuto ya kholetšheng ya TVET, tšeo e lego ditlamorago tša mmušo wa peleng wa kgethollo le melawana ya wona. Bafahloši ba kholetšheng ya TVET ga se ba tlwaetšwa go ruta baithuti bao ba se nago Mphato wa 12 le baithuti bao ba golofetšego. Thuto ye e ka se šomišwe go akaretša ditlhohlo tša mapheko a go ithuta ka dikholetšheng ka moka tša TVET ka Afrika Borwa, ka gobane e lebane le melato ye e itšego. Thuto e tsenya letsogo dipoledišanong mabapi le thekgo ya baithuti ba TVET le go akaretša bohle go ruteng le go ithuta. Ka fao, nyakišišo ye kgolo ya nyakišišo e swanetše go dirwa ka dikholetšheng ka moka tša TVET ka Afrika Borwa yeo e nyakišišago mapheko a go ithuta a baithuti. Abstracts in English and Northern Sotho

2025-08-13T00:00:00Z Khoza, Matlhogonolo Hellen https://ir.unisa.ac.za/handle/10500/32579 2026-06-03T13:53:21Z 2024-11-18T00:00:00Z

Exploring the effects of unacceptable learner behaviour on academic performance in selected Soshanguve High Schools Khoza, Matlhogonolo Hellen The study aimed to explore the effects of unacceptable learner behavior on academic performance in selected Soshanguve high schools. The researcher has observed declining matric results, high levels of dropouts, substance abuse, and a high pregnancy rate among learners in Soshanguve High Schools. The study employed three theoretical frameworks that underpinned the study: Elger’s (2007) Academic Performance Theory (ATP). The theory is based on six dimensions: context, level of knowledge, levels of skills, level of identity, personal factors, and fixed factors. They are used to explain both learner performance and improvements in performance. The second theoretical framework used was Bronfenbrenner's ecological systems theory, which focuses on the child's development within the context of their environment. Lastly, the study employed Indigenous learning theories to enable the researcher to unpack learners' behavior and academic performance from an African perspective, focusing on idioms and proverbs that guide learner behavior. The study used a constructive paradigm, a qualitative method, and a case study design. Furthermore, purposive sampling was used to select participants who met the research criteria. The study’s total population consisted of 26 individuals. Two principals, one from each school, two Heads of Departments (HODs), one from each school and 16 representatives from Grade 12 classes, males and females, eight from each school, two School governing body (SGB) members, one (1) from each school, two Life Orientation teachers, one from each school, as well as two Grade 12 class teachers, one from each school fit the criteria of participants who provided the desired information. Data were collected using semi-structured interviews, self-administered qualitative open-ended questionnaires, participatory observations, and document analysis. The researcher adhered to ethical considerations regarding obtaining permission for research, issues of informed consent, voluntary participation, and confidentiality. The findings revealed that alcohol and substance abuse were mentioned as the major issues that affect learners’ behavior and academic performance in Soshanguve High Schools. Secondly, the study findings confirm that the parents' socio-economic status affects learners' academic performance in the Selected high schools of Soshanguve. Thirdly, the findings revealed that English is used as a medium of instruction while all the participants speak their indigenous language and English as their second language. By its nature, English as a medium of instruction creates a learning barrier. Learning becomes challenging for learners who lack proficiency in the English language. The study develops essential cultural and social knowledge to understand environmental factors influencing learners' behaviors and academic performance in Soshanguve High Schools. The study integrates Western and indigenous methods to show how learners face challenges that need assessment through complete theoretical frameworks. The study adds crucial insights to educational research on underserved areas by providing suggestions for behavioral learning issues, language communication issues, and economic difficulties to support academic progress. The research findings demonstrate how to implement cultural practices that match learner experiences to enhance their daily educational experiences. The study shows how learners' behavior influences academic performance by presenting valuable solutions for classroom education and governmental and community-based educational programs.

2024-11-18T00:00:00Z