https://ir.unisa.ac.za/handle/10500/6425 2026-05-04T09:30:05Z https://ir.unisa.ac.za/handle/10500/32416 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 https://ir.unisa.ac.za/handle/10500/32339 Relating teachers’ pedagogical content knowledge to their formative assessment practices to promote learning in the topic of chemical equilibrium Mokgabudi, Itumeleng Francinah It is commonly understood that teachers who are successful in their practice possess a knowledge base called pedagogical content knowledge (PCK). PCK refers to the ability to transform content into teachable forms and is associated with teacher effectiveness. This study follows a qualitative research approach, acknowledging that context-rich data are essential to explore the interplay between PCK and formative assessment practices. The ability to assess whether learning is or has taken place is just as important in teaching. Research indicates that formative assessment significantly influences teaching methods and consequently, student learning outcomes. The purpose of this study is to examine how teachers’ PCK relates to their formative assessment practices in the topic of chemical equilibrium. Two physical sciences teachers were invited to participate in the current study. Data reflecting the selected teachers’ PCK was collected using a customised Content Representation (CoRe) tool aligned with the three Grand rubric components of PCK. The CoRe responses and follow-up interviews reflected teachers’ static PCK in terms of curricular saliency, learners’ conceptual understanding and conceptual teaching strategies including representations. Classroom observations revealed the dynamic nature of teachers' enacted PCK, as well as their informal formative assessment practices, particularly through oral questioning, structured by the Elicit, Student response, Recognise, Use (ESRU) model. The Grand rubric provided the conceptual framework for analysing PCK, replacing previous topic-specific models. By examining how PCK components guide in-the-moment eliciting, recognising, and using student thinking, this study heightened the understanding of how PCK drives effective formative assessment in a challenging chemistry topic. The results demonstrated that strong PCK enables teachers to use formative assessment strategically to build on prior knowledge, address misconceptions and support conceptual understanding. The study suggests that teacher institutions should prioritise developing PCK for formative assessment enabling teachers to respond in real time to student thinking and continuously support learning. 2025-06-25T00:00:00Z https://ir.unisa.ac.za/handle/10500/32312 Learning outcome assessment practice at polytechnic colleges in Addis Ababa Temesgen Tadele Asratie Educational and training principles confirm that assessment practice improves quality training. This study investigated the practice of learning outcome assessment at polytechnic colleges in Addis Ababa, Ethiopia. A quantitative research design was employed to collect data and analysis the results of the study. Questionnaire was used for data collection from 202 trainers and 358 trainees, whereas structured interview was used with three deans, three department heads, six trainers, and six trainees. Data analysis was made by using descriptive statistics, including frequency, percent, mean, and standard deviation. Then, inferential statistics, such as T-test and ANOVA, were employed. The result of the study revealed that assessment practice faced challenges due to trainers‘ lack of skills in developing assessment tools, low commitment to assessment activities, inability to use table of specifications, and minimal skills in assessment tools analayis. Moreover, a variety of assessment tools were not utilized in the assessment process. Besides, there were weak alignments among training components, including learning objectives and assessment approaches. Furthermore, both trainers and trainees exhibited low perception towards learning outcome assessment practice at polytechnic colleges. The T-test result depicted that there was a significant difference in mean scores between trainers and trainees in relation to the factors that hinder learning outcome assessment. One-way ANOVA demonstrated that there was a statistically significant mean difference among polytechnic college trainees‘ perception based on their training levels. An independent sample T-test proved that there was a significant mean difference between trainers and trainees in relation to factors impacting assessment, utilization a range of assessment tools, alignment, and perception of assessment practices. Besides, there were significant mean differences in terms of trainers‘ experiences and learning outcome assessment practice. Overall, the study revealed that the effectiveness of learning outcome assessment at polytechnic college was suboptimal. Therefore, a continuous professional development program should be offered to polytechnic college trainers to improve the assessment practice. To obtain a comprehensive understanding about learning outcome assessment practice in polytechnic colleges, it is suggested for researchers and scholars to conduct further comparative study on the area of summative assessment, formative assessment, and self-assessment between vocational and technical institutes and other higher education institutes. 2025-09-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32097 The role of dysfunctional environments in the academic performance of learners in three primary schools in Tshwane South District Sekhula, Pertunia Ntebaleng This study focused on the role of dysfunctional environments in the academic performance of learners. Dysfunctional environments are defined as a situation in which the physical, emotional and psychological wellbeing of individuals is not promoted or supported. The study was qualitative in nature. Semi-structured interviews were used to collect data. The thematic approach was used to analyse the data collected. Nine teachers who worked with learners from dysfunctional environments participated in the study. The purposive sampling technique was used to select the participants. The data analysis led to the identification of several themes: problems at home, insecure environments and poor parental involvement. In an attempt to support these learners, teachers treated them well, and showed them love. It was recommended that schools should appoint psychologist and invite parents to schools for discussions of learners' behaviour. Text in English 2024-07-29T00:00:00Z