Unisa ETD

Strategies to promote responsible sexual behaviour among school-going adolescents in Mpumalanga Province of South Africa

2023-01-01T00:00:00Z

Strategies to promote responsible sexual behaviour among school-going adolescents in Mpumalanga Province of South Africa Mudzana, Pricilla Shupikayi The purpose of the study was to develop strategies to promote responsible sexual behaviour among school-going adolescents in the Mpumalanga Province of South Africa utilising a sequential explanatory mixed-method design. The study was conducted in two phases. Phase I (quantitative) included 252 school-going adolescents from two high schools aged 15 to 19 years. A pre-tested self-administered questionnaire was utilised to collect data. The study explored the school-going adolescents’ sexual behaviour patterns, sexual and reproductive health knowledge and information, attitudes towards responsible sexual behaviour, and utilisation of sexual and reproductive health services. Quantitative data were analysed using Statistical Package for Social Sciences (SSPS) version 20 software. According to Chi-square test results, the p-value of 0.562 suggested no statistically significant relationship between adolescents’ gender and attitudes towards responsible sexual behaviours. However, there was a statistically significant association between adolescents’ age and attitudes, and level of schooling and attitudes towards responsible sexual behaviours at a 5% significant ratio and a p-value of 0.000. There was another association between drinking alcohol and attitudes towards responsible behaviour (p-value 0.003 at a 5% significant level). The Chi-square test suggested acceptance of the existence of an association between getting drunk, getting drugged and casual sex and employing pregnancy prevention measures In Phase II, a nested sample of 14 school-going adolescents participated in two qualitative focus group discussions, and 30 key stakeholders participated in face-to-face interviews using interview schedules as data collecting tools. The phase explored the challenges adolescents face in maintaining responsible sexual behaviour and key stakeholders’ views on adolescent sexual behaviours. Creswell’s thematic data analysis approach was used to analyse the qualitative data. The findings revealed that though adolescents showed an excellent understanding of sexual responsibility, there was a high inclination to engage in risky sexual behaviours. Gaps in adolescents’ knowledge of SRH and lack of open communication between adolescents’ parents and partners put them at risk of sexual malpractice. Identified sources of information for SRH, such as religion, media, peers and significant others like teachers, health professionals and non-governmental organisations, played an important role in moulding adolescents’ sexual behaviour, both positively and negatively. The integrated results of Phase I and Phase II, together with literature control, were used to develop the proposed strategies to promote responsible sexual behaviour among school-going adolescents. These were validated by field experts. The study supported evidence that there are challenges adolescents meet in their effort to maintain responsible sexual behaviours. Hence the proposed twelve strategies to promote responsible sexual behaviour among school-going adolescents.

A talent management framework for the advancement of women to executive management: a case study in the South African manufacturing industry

2026-07-24T00:00:00Z

A talent management framework for the advancement of women to executive management: a case study in the South African manufacturing industry Tshabalala-Mzobe, Minah Mevasani Institutional structures in male-dominated industries perpetuate gender hierarchies, creating barriers to women’s leadership advancement. In manufacturing, these challenges are intensified by historical, cultural, and socio-economic factors that restrict the career growth of women. While progress toward gender equity has emerged in sectors like finance, ICT and academia, the manufacturing industry remains critically underexplored and resistant to transformation. Women remain significantly underrepresented in leadership positions within the manufacturing sector despite ongoing gender transformation initiatives. This study explored the organisational, social, and individual barriers affecting women’s advancement into leadership positions within a manufacturing organisation in South Africa. A qualitative single-case study design was adopted, and data were collected through semi-structured interviews with 20 employees serving in managerial and executive position. Thematic analysis was used to identify recurring patterns and experiences related to gender inequality, organisational culture, career progression, stereotypes, and leadership opportunities. The findings revealed that structural barriers, masculinised workplace culture, limited inclusivity and representation, unequal access to career development, and Merit-based biased, Accent bias continue to hinder women’s leadership advancement. While previous studies have primarily focused on identifying barriers, this study’s principal contribution lies in the development of a context-specific Talent Management framework aimed at enhancing women’s leadership representation within the manufacturing sector. The proposed framework integrates inclusive recruitment and promotion practices, leadership development initiatives, mentorship and sponsorship programmes, organisational culture transformation, performance support systems, vi and retention strategies to address systemic gender disparities. Theoretical contributions of the study provide a multi-level explanation of women's managerial and executive advancement that captures the interaction between individual, organisational, and societal factors. It offers practical recommendations on the implementation of gender-responsive personnel management strategies to support women’s career development and leadership development. The study contributes to the fields of talent management, gender studies, and organisational leadership by offering a practical and theoretically grounded framework that organisations can utilise to promote sustainable gender inclusion and leadership equity in male-dominated industries

The impact of inclusive procurement practices on small and medium-sized enterprises operating within the South African mining sector

2026-02-27T00:00:00Z

The impact of inclusive procurement practices on small and medium-sized enterprises operating within the South African mining sector Luthuli, Nkanyezi Nqobile This study explores the impact of inclusive procurement practices on small and medium enterprises (SMEs) within South Africa’s mining sector. Inclusive procurement, defined as the deliberate integration of diverse and marginalised suppliers into supply chains, has emerged as a strategic mechanism for advancing socio-economic development, equity, and sustainability. In the mining industry, procurement policies are central to shaping opportunities for local enterprises and host communities, making this an important area of inquiry. A survey was conducted with SMEs participating in mining supply chains to evaluate their experiences, challenges, and perceived benefits of inclusive procurement initiatives. Quantitative methods, including descriptive statistics and correlation analysis, were applied to examine the relationship between procurement practices and business outcomes such as growth, competitiveness, and community development. Results indicate that inclusive procurement contributes positively to SME empowerment by expanding market access, strengthening capacity, and encouraging innovation. However, significant barriers remain, including limited supplier readiness, compliance burdens, and inconsistent enforcement of policies. The study concludes that inclusive procurement is both a developmental imperative and a strategic enabler for SMEs in the mining sector. It recommends strengthening policy implementation, enhancing supplier development programs, and fostering collaborative partnerships between mining companies, government, and communities. By addressing existing challenges, inclusive procurement can unlock greater opportunities for SMEs, drive sustainable growth, and promote resilience. Collectively, the research highlights the transformative potential of inclusive procurement in advancing equity and socio-economic progress within South Africa’s mining economy

Using geogebra to teach grade 11 analytical geometry to enhance performance in Bohlabela District of Mpumalanga province

2024-01-01T00:00:00Z

Using geogebra to teach grade 11 analytical geometry to enhance performance in Bohlabela District of Mpumalanga province Mahama, Seidu Mohammed Musa The objectives behind the study were, firstly, to investigate the effectiveness of using GeoGebra in teaching Grade 11 Analytical Geometry to enhance learner performance. The research tested the alternative hypothesis (H₁): The use of GeoGebra significantly enhanced learner performance in Grade 11 Analytical Geometry. However, the control group used examples in the textbook and lessons were delivered in the traditional way while experimental group used GeoGebra. The study was grounded in Van Hiele’s theory, learners develop their knowledge of Analytical Geometry following five levels including visualisation, analysis, abstraction, deduction and rigor. of geometric thought and Vygotsky’s Zone of Proximal Development (ZPD), which provided a theoretical framework for understanding learning progression and scaffolding in geometry education. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative approaches. Purposive sampling was used to select 80 learners, 40 from an experimental group (taught using GeoGebra) and 40 from a control group (taught conventionally). The findings aimed to determine whether GeoGebra-based instruction led to statistically significant improvements in learner performance compared to traditional methods. The pre-test and post-test were administered to both study groups to assess significant differences following the intervention. Lesson observations were conducted during the intervention, alongside semi-structured interviews with learners before and after implementation. Question coefficients were used to evaluate difficulty levels in the pre-test and post-test, with positive values indicating underperformance and negative values reflecting good performance. The results, analysed at a 95% confidence level (𝑝 < 0.05), revealed statistically significant differences in performance between the two schools across both assessments. The coefficients determined the significance of pre-test and post-test outcomes between the groups. The study found a statistically significant difference in performance between the experimental and control groups, with the experimental group (coefficient = -5.891852) outperforming the control group (coefficient = 5.2511648) at p < 0.05 (p = 0.000). Additionally, the experimental group showed significant improvement in the post-test (coefficient = -5.891852) compared to the pre-test (coefficient = 12.569011) following the GeoGebra intervention (p < 0.05, p = 0.000). The results from pre- and posts-tests demonstrated that GeoGebra effectively enhanced learner performance in Analytical Geometry. Teacher interviews further supported this conclusion, confirming that the intervention led to improved learner outcomes. Based on these results, the study recommends that mathematics teachers integrate GeoGebra into their instructional strategies for teaching Analytical Geometry.