https://ir.unisa.ac.za/handle/10500/6437 2026-06-27T04:55:28Z https://ir.unisa.ac.za/handle/10500/32582 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 https://ir.unisa.ac.za/handle/10500/32579 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 https://ir.unisa.ac.za/handle/10500/32287 Unveiling the shadows : an in-depth examination of bullying among secondary school learners in Gauteng East District, South Africa Motloung, Kamohelo Paulina Bullying is one of the most prevalent forms of peer-related violence during the school years and is commonly defined as a pattern of aggressive and intentional behaviour, perpetrated repeatedly over time against an individual who is unable to defend themselves. This behaviour is characterised by three key elements: repetition, deliberate intent to harm, and an imbalance of power, making bullying a systematic abuse of power among peers. Recognised as a complex and serious issue, this study examines the prevalence and various forms of bullying, the underlying reasons for its occurrence, and the duration over which it persists. It also explores the effects of bullying on perpetrators, victims, and bystanders, highlighting its multifaceted impact within the school environment. The intention of this study was also to explore how a poor school environment and culture contribute to bullying. A poor school environment refers to a learning context characterised by inadequate physical, social, and emotional conditions that undermine students’ well-being and contribute to negative behaviours such as bullying. In such environments, factors like overcrowded classrooms, lack of teacher supervision, insufficient resources, poor discipline management, and weak school leadership create conditions where bullying can thrive. When learners perceive their school as unsafe or disorganised, they are more likely to engage in or tolerate bullying as a means of asserting control or status. The responses in the interviews and interactions with participants gave light on the impact of school environment and culture on bullying in schools. The negative consequences of bullying on individuals, including depression, anxiety, and declining academic performance, were explored. The importance of identifying and preventing bullying through school-based programs and community efforts were highlighted, suggesting that these interventions may reduce bullying frequency and mitigate its negative effects. Against this background, the study was conducted with the purpose of exploring the experiences of teachers in dealing with bullying among learners. The researcher made use of Bronfenbrenner's ecological systems theory as the main theoretical framework underpinning the study and also as a theoretical lens with which experiences were probed and understood. In accordance with the qualitative nature of the study, the choice for the use of phenomenology was also used and supported by the fact that the study was located within the interpretive and social constructivism paradigms. In order to obtain data from reliable sources, a purposive sampling method was used to select the participants from the selected four schools. The researcher conducted semi-structured interviews with the 16 participants to gather data regarding bullying in these schools. The study found that bullying is shaped by a combination of personal factors (such as gender, socioeconomic background and physical attributes) and social dynamics, including peer pressure, social hierarchies and levels of social capital within the school. It further revealed that schools with negative climates, characterised by poor teacher-learner interactions, inadequate support and unsafe environments, experience higher levels of bullying, while positive, well-structured school environments show lower prevalence. Addressing bullying therefore requires holistic prevention and intervention strategies that include learner support, targeted programmes for victims and perpetrators, and active participation from parents and the wider community. The key recommendation is to increase awareness of bullying and offer training on the subject. There should be frequent training sessions for parents, educators, and students on how to recognise, prevent, and deal with bullying. Awareness campaigns encourage positive conduct and work to change perceptions about bullying.; Ngelixa leminyaka yokufunda ezikolweni, ukuntlontwa kwabafundi yayiyenye yezinto ezazenzeka nje lula, izinto ezinje ngobundlobongela koontanga njenezichazwa ngobundlongondlongo, izenzo ezicwangcisiwe ezenziwa ngabom liqela okanye umntu oyedwa. Ezi zenzoo ke zenziwa ngokuphindaphindwa ngabenzi bobibi kwixhoba elngenawo namandla okuzivikela. Iindlela ezintathu exixhaphakile ezithi zisetyenziswe ukuchaza ubundlondlongo zezi zikandelayo: uphindaphindo, Kwanza ngentloso nokungalingani ngamandla. Ngokwezimpawu zingentla, ukuntlontwa yindlela engeyiyo ecwangcisiweyo yokusetyenziswa kwamandla ziintanga. Ibonakala njenjeyona ngxaki enkulu yaye enganakwa. Koluphando ucalucalulo, iindlela ezahlukeneyo zokuntlontwa, kunye nonobangela wokuba zenzeke, kwakunye nobungakanani bexesha ezilithathayo , zixoxiwe zaze zaphononongwa. Ifuthe lokuntlonta kumntlonti, kkwixhoba lokuntlontwa nakumbukeli zezinye zezinto ezibalulekileyo eziphandiweyo kwesi sifundo. Injongo you phando bekukuhlolisisa ukuthi isimo esubucayi kwakunye nenkqubo esijongene nazo isikolo azinagalelo kusini na ekuntlontweni okanye ekuxhatshazweni kwabantwana. Iimpemdulo ezifumaneka kudliwano-ndlebe nakwintsebenzisawano nabathathe imxaxheba kwezi ndlela zikhankanywe mgasentla zichaphazela ubume kunye nezithethe ezilandelwa zizikolo. Iziphumo ezingalunganga kwintlondi okanye uxhatshazo kubantwana kuquka ukudamba, uvalo, ixhala,ukoyika kunye nokwehla lezinga lezifundo zomxhatshazwa ziphononongiwe. Ukubaluleka kokuchonga nokunqada okanye ukwehlisa izinga lwentlondi okanye ukuxhatshazwa lungenziwa ngokulandela imigomo eyenziwe zizikolo luncedisane neenzame zoluntu lukhnkanyiwe kolu phando. Mhlawumbe ezi nzame ix zinokulunciphisa okanye ukuthintela izinga loxhatshazo olwenzeka rhoqo. Olu phando lwenziwe ngenjongo yokuhlolisisa amava eetitshala ukuzama ukuhlangabezana okanye ukunqanda ukuntlontwa kwabantwsna. UMphandi usenzise iingcamango zikaBronfenbrenner ezibizwa ngokuba yi "ecological systems" njengeyona ngcamango isisakhelo ukugxininisa uphando ukuveza ukuba ngawaphi amava aphononongiwe ze aqondakala. Ukukhethwa kokusetyenziswa kwentwaso kungqine ukuba uphando lwenziwe ukutolika ukuhlanganyelana lungenzwanga lodwa luzimele geqe. Ukufumana u.nxibelelwano kumthombo onyanisekileyo, kuesytenziswe ukheto olunenjongo ukuchongwa kwabaza kuthatha inxaxneba kwizikol ezine. Kwizikolo ezine ezichongiweyo kwiGauteng East Disrict, ngabafundi abalishumi elinesithandathu abathathe inxaxheba kudliwano -ndldbe, iitatshala kuquka inqununu kunye nabazali (SGB) kunye nekomitii yokuqondisa izigwegwe. Iziphumo zophando zigxininise ekubalulekeni kokumisela isikolo ukuba sibe yindawo ekhuselekile apho abounding banokufunda ngokukhululekileyo. Kufuneka izikolo zimisele imigaqo-siseko eqotho, zincedisane noluntu ukwenza inkqubo eziluqilima emazilandelwe kugxilwe kakhulu kukhuseleko. Ezi ndawo ke zikhulisa intlonipho,ukwamnkeleka kwiintanga zakho, kootitshala, ezona mfanelo zamkelekileyo ukunqanda ukuntlontwa okanye ukuxhatshazwa. Eyona ngcebiso ibalulekileyo kukwandisa ukuqaphela kokuntlntwa nokufundiswa isfundo e singoxhatshazo. Kufuneka njalo kubekho iiseshoni zokufunsa abazali, iintitshaka kunye nabafundi ukuze bakwazi ukubabona nokuthi bangabanqanda okanye bangazikhusela kule ntlonti. Amaphulo okuqonda nokuqaphelisisa anika umdla wokuziphatha ngendlela eyamkelekileyo nokusebenzela ukutshintsha iingamango nokuxhatshazwa okanye ukuntlontwa.; Dilemong tsa ho kena sekolo, tlhoriso ke e nngwe ya mekgwa e atileng ho dithaka e le tsela e pepenene ya ho bontsha boqhobane ebile e ka hlaloswang e le ‘leqhoko, e tletse maikemisetso a diketso tse etswang kgafetsa ke motho ya itseng kapa lemulwana, tse lebisitsweng mothong ya sa tsebeng ho itwanela tlhorisong eo’. A mararo makgetha a ikgethang ho ka hlalosa boitshwaro ba ho hlorisa: (1) phetapheto, (2) maikemisetso le (3) matla a sa lekaneng. Ha o sheba matshwao ana, ho a utlwahala hore tlhoriso ke tshebediso ya matla ke dithaka ka tsela e fosahetseng. Re nka tlhoriso e le bothata bo rarahaneng bo bileng bo tebile. Diphuputsong tsena re lekola ho ata le mekga e fapafapaneng ya tlhoriso, esita le bolelele ba nako eo e etsahalang ka yona. Ditlamorao tsa tlhoriso ho mohlorisi, mohloriswa le moshebelli wa tlhoriso re ba nka e le batho ba bohlokwa mme dipatlisiso tsena di kenyeleditse bao bohle. Tsepamo ya dipatlisiso tsena e boetse e le ho lekola kamoo tikoloho ya dikolo tse nang le botjhaba bo fokolang di ka bang le seabo sa tlhoriso kateng. Dikarabo tse hlahisitsweng ke dipuisano le ba ithaopileng ho sebedisana le dipatlisiso tsena di fane ka lesedi la tshusumetso ya tlhoriso dikolong. Ditlamorao tse bosula ho mahlatsipa, tse kenyelletsang ho sithabela maikutlo, ho tshoha difotle le tshebetso e yang e ntse e fokola dithutong, di lekotswe. Bohlokwa ba ho hlwaya le ho thibela tlhoriso ka mananeo a thakgotsweng dikolong, di bataladitswe, ho etsetsa hore re bone hore di ka thusa jwang ho fokotsa tlhoriso le ditlamorao tse bosula. Ka boitshetleho bo boletsweng, dipatlisiso di entswe ho lekola malebela a matitjhere moo a lekang ho tobana le tlhoriso ho baithuti. Mofuputsi o sebedisitse theori ya Bronfenbrenner ya disesteme tsa tikoloho e le yona xi mokokotlo wa dipatlisiso mme e le leihlo le sefang dipatlisiso ho fihlela di ba di utlwisiseha. Kgetho ya tshebediso ya tsela ya diphuputso e sa nkeng lehlakore le yona e sebedisitswe ka tsela ya ho toloka dipharadaeme tsa dintho tse etsahalang bophelong. Tsela ya ho fuputsa ditaba mehloding e tshepahalang e lebisitse ho re mofuputsi a sebedise sampole e tjhorileng (purposive sampling) ho kgetha baithaopi/bankakarolo ba tla ba le seabo ho tloha dikolong tse nne. Bankakarolo ba leshome le metso e tsheletseng ho tswa dikolong tse nne tse hlwailweng Seterekeng sa Gauteng Botjhabela, ke bona ba bileng le seabo diphuputsong tsena. Dipuisano di entswe le matitjhere ao, a neng a akga mosuwehlooho, setho sa Sehlopha se lekolang Maphelo a Baithuti hammoho le Komiti e ikarabellang Maemong a Boitshwaro bo Hlephileng. Diphumano tsa dipatlisiso di hatella bohlokwa ba ho tsepamisa maemo a lokileng dikolong, a kenelletsang maano a hlakileng, tshehetso e matla ho tswa setjhabeng, maemo a tshebetso a topileng malebana le polokeho. Ditikoloho tsa mofuta ona di tsitlallela maemo a tlhomphano le tshehetsano dipakeng tsa baithuti le matitjhere le makgetha a hlokolosi a ho thibela le ho laola diketsahalo tsa tlhoriso. Kgothaletso e ka sehloohong ke ho eketsa kelohloko ya tlhoriso le ho kwetlisa batho mabapi le yona. Ho lokela ho be le dinako tsa boikwetliso tse etsahalang kgafetsa tse lebiswang ho batswadi, matitjhere le baithuti e le ho ba elelliswa tseo ba ka di etsang ho thibela le ho tobana le maemo a tlhoriso. Matsholo a kelohloko a ka thusa ho fetola dikakanyo tse amanang le tlhoriso. Abstract in English, Xhosa and Sesotho 2025-07-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32115 Culture shock, educating higher learning second language learners: a critical investigation Rice, Shaune Fitzpatrick The 21st century has witnessed a global spike in sojourners’ movement for education. Whether international or Indigenous students, moving to study in Canada, both will feel the effects of a phenomenon known as culture shock. In various layers of depthless, weather, food, etiquette, and ideologies are a few cultural elements that will hinder a student’s well-being (spiritual, emotional, physical, and intellectual). Some international and Indigenous students experience difficulties with learning shock which has many facets, but this particular study was interested in searching for pedagogies that would assist students, in a meaningful way, to overcome this educational shock. From a college and university, nested in a mid-sized populated northern city in Ontario, Canada, 12 tertiary students (nine female, three male) who were born in 11 different countries with 11 different mother tongue languages participated in this research study. In addition, these students had another obstacle to endure and that is English was their second language. A qualitative, phenomenological approach was practiced using a semi-structured interview plan (photo-storytelling) with five questions that included how they experienced culture shock in the classroom, how the natural environment assisted, the spiritual pull of the natural environment in assisting and recommendations on pedagogies that would assist in relieving pressure of culture shock. A reflexive thematic analysis (with hermeneutics) was used in locating codes and themes within the rich, experiential data (including photos). Themes revealed the realities of culture shock in the classroom and being relational including the spiritual connection with the natural environment assisted students with the healing process from culture shock. An academic door opened to the theory of Indigenousity and its connection to land and place base teaching methods; Die 21ste eeu het 'n wêreldwye styging in tydelike inwonders se beweging vir onderwys gesien. Of dit nou internasionale of inheemse studente is wat in Kanada gaan studeer, albei sal die gevolge voel van 'n verskynsel bekend as kultuurskok. In verskeie lae van diepteloosheid is die weersomstandighede, kos, etiket en ideologieë 'n paar kulturele elemente wat 'n student se welstand (geestelik, emosioneel, fisies en intellektueel) sal belemmer. Sommige internasionale en inheemse studente ervaar probleme met leerskok wat baie fasette het, maar hierdie spesifieke studie was geïnteresseerd in die soeke na pedagogieë wat studente op 'n sinvolle manier sou help om hierdie opvoedkundige skok te oorkom. 12 tersiêre studente (nege vroulik, drie manlik) van 'n kollege en universiteit in 'n middelgroot bevolkte noordelike stad in Ontario, Kanada, van 11 verskillende lande met 11 verskillende moedertaaltale het aan hierdie navorsingstudie deelgeneem. Boonop het hierdie studente nog 'n struikelblok gehad om te verduur en dit is dat Engels hul tweede taal was. 'n Kwalitatiewe, fenomenologiese benadering is beoefen deur gebruik te maak van 'n semi-gestruktureerde onderhoudsplan (foto-vertelling) met vyf vrae wat ingesluit het hoe hulle kultuurskok in die klaskamer ervaar het, hoe die natuurlike omgewing gehelp het, die geestelike aantrekkingskrag van die natuurlike omgewing in hulpverlening en aanbevelings op pedagogieë wat sal help om druk van kultuurskok te verlig. 'n Refleksiewe tematiese analise (met hermeneutiek) is gebruik om kodes en temas binne die ryk, ervaringsdata (insluitend foto's) op te spoor. Temas het die realiteite van kultuurskok in die klaskamer geopenbaar; en dat om relasioneel te wees, insluitend die geestelike verbintenis met die natuurlike omgewing, het studente gehelp met die genesingsproses van kultuurskok. 'n Akademiese deur het oopgegaan na die teorie van inheemsheid en die verband daarvan met grond- en plekbasisonderrigmetodes.; Le 21e siècle a été témoin d’une augmentation mondiale du mouvement des immigrants en quête d’éducation. Qu’ils soient internationaux ou autochtones, les étudiants qui viennent étudier au Canada ressentiront tous les effets d’un phénomène connu sous le nom de choc culturel. À divers niveaux de profondeur, la météo, la nourriture, l’étiquette et les idéologies sont quelques-uns des éléments culturels qui entraveront le bien-être d’un étudiant (spirituel, émotionnel, physique et intellectuel). Certains étudiants internationaux et autochtones éprouvent des difficultés à surmonter le choc de l’apprentissage, qui comporte de nombreuses facettes. Cette étude particulière visait à trouver des pédagogies qui aideraient les étudiants, de manière significative, à surmonter ce choc éducatif. Dans un collège et une université située dans une ville de taille moyenne du nord de l’Ontario, au Canada, 12 étudiants de niveau supérieur (neuf femmes et trois hommes) nés dans 11 pays différents et parlant 11 langues maternelles différentes ont participé à cette étude de recherche. De plus, ces étudiants avaient un autre obstacle à surmonter : l’anglais était leur deuxième langue. Une approche phénoménologique qualitative a été mise en oeuvre à l'aide d'un plan d'entretien semi-structuré (photo-récit) avec cinq questions portant notamment sur la manière dont les élèves ont vécu le choc culturel en classe, sur l'aide apportée par l'environnement naturel, sur l'attrait spirituel de l'environnement naturel et sur les recommandations sur les pédagogies qui pourraient aider à soulager la pression du choc culturel. Une analyse thématique réflexive (avec herméneutique) a été utilisée pour localiser les codes et les thèmes au sein des données expérientielles riches (y compris les photos). Les thèmes ont révélé les réalités du choc culturel en classe et le fait d'être relationnel, y compris la connexion spirituelle avec l'environnement naturel, a aidé les étudiants dans le processus de guérison du choc culturel. Une porte académique s'est ouverte sur la théorie de l'autochtonie et son lien avec les méthodes d'enseignement basées sur la terre et le lieu. Abstract in English, Afrikaans and French 2024-09-18T00:00:00Z