https://ir.unisa.ac.za/handle/10500/6418 Mon, 03 Aug 2026 21:28:37 GMT 2026-08-03T21:28:37Z https://ir.unisa.ac.za/handle/10500/32701 The effects of cyberbullying on Grade 7 learners’ academic performance in Vhembe West District, Limpopo Province Mabirimisa, Tshilidzi Caroline This study aimed to explore the effects of cyberbullying on Grade 7 learners’ academic performance in Vhembe West District, Limpopo Province. Cyberbullying is an ongoing, deliberate act of aggression by an individual or group against a victim who is unable to defend themselves, utilising electronic modes of interaction. Despite cyberbullying being widespread in South Africa, there is limited research on the experiences of primary school learners, as existing studies focus mainly on high school learners. However, cyberbullying has detrimental effects on learner victims, particularly on their academic performance. The Department of Basic Education is also increasingly confronted with incidents of cyberbullying, as learners engage more with digital technologies. To understand this phenomenon, this study utilised a qualitative research approach within an interpretivist paradigm, employing a case study design to gain an in-depth understanding of learners’ lived experiences of cyberbullying. The study population consisted of 24 purposively sampled participants from three primary schools: 9 Grade 7 learners, 9 school-based support team (SBST) members, 3 Grade 7 teachers, and 3 principals. Data were collected through semi-structured interviews with teachers and principals, focus group discussions with learners and SBST members, and document analysis. Bandura’s social cognitive theory highlights how learners’ behaviours and academic performance are influenced through interactions and by the environment. Thematic analysis revealed that Grade 7 learners experience various forms of cyberbullying, including harassment, social exclusion, impersonation and dissemination of harmful digital content. Cyberbullying impacts learners’ emotional well-being, self-esteem, concentration and classroom participation, often leading to poor academic performance. Learners frequently remain silent victims due to fear, stigma, and limited reporting mechanisms, resulting in emotional distress, psychological challenges, and behavioural difficulties that impair their academic performance. These findings indicate that cyberbullying poses a serious threat to both learners’ academic performance and their general welfare. This study recommends implementing comprehensive school-based interventions, clear cyberbullying policies, digital citizenship education, and collaborative support to prevent and address cyberbullying.; Ngudo iyi yo ṱoḓisisa masiandoitwa a u tambudzwa nga inthanethe kha kushumele kwa vhagudiswa vha Gireidi ya 7 kha zwa pfunzo Tshiṱirikini tsha Vhukovhela ha Vhembe, Vunḓuni ḽa Limpopo. U tambudzwa nga inthanethe ndi nyito i bvelaho phanḓa, nga khole, ya vhuhali nga muthu kana tshigwada kha mupondwa ane a sa kone u ḓiimelela, hu tshi shumiswa nḓila dza eḽekiṱhironiki dza u ṱanganelana. Naho u tambudzwa nga inthanethe zwo phaḓalala Afrika Tshipembe, hu na ṱhoḓisiso ṱhukhu nga ha tshenzhemo dza vhagudiswa vha zwikolo zwa phuraimari, sa izwi ngudo dzi re hone dzi tshi sedza nga maanḓa kha vhagudiswa vha zwikolo zwa nṱha. Naho zwo ralo, u tambudzwa nga inthanethe zwi na masiandoitwa a si a vhuḓi kha vha vhagudiswa, zwihuluhulu kha kushumele kwavho kwa pfunzo. Muhasho wa zwa pfunzo dza fhasi u khou ḓi ṱangana na zwiwo zwa u tambudzwa nga inthanethe musi vhagudiswa vha tshi khou ṱanganelana nga maanḓa na thekhinoḽodzhi dza didzhithala. U itela u pfesesa fhungo iḽi, ngudo iyi yo shumisa nḓila ya ṱhoḓisiso ya vhuimo nga ngomu ha paradigm ya ṱhalutshedzo, i tshi shumisa nzudzanyo ya ngudo ya tsumbo u itela u kona u pfesesa tshenzhemo dza vhagudiswa dza u tambudzwa nga inthanethe. Tshivhalo tsha ngudo tsho vha tshi na vhaṱanganedzi vha 24 vho sampulwaho nga ndivho u bva kha zwikolo zwiraru zwa phuraimari: vhagudiswa vha 9 vha Gireidi ya 7, miraḓo ya thikhedzo ya tshikolo ya 9, vhadededzi vha 3 vha Gireidi ya 7 na ṱhoho dza zwikolo 3. Datha yo kuvhanganywa nga kha inthavhiyu dzo dzudzanywaho nga tshipiḓa na vhagudisi na ṱhoho dza zwikolo, nyambedzano dza zwigwada zwo livhiswaho na vhagudi na tshigwada tsha thikhedzo ya Tshikolo na tsenguluso ya maṅwalo. Bandura’s social cognitive theory yo sumbedza nḓila ine vhuḓifari ha vhagudiswa na kushumele kwavho kha zwa pfunzo zwa ṱuṱuwedzwa ngayo nga u ṱanganelana na nga mupo. Tsenguluso ya thero yo bvisela khagala uri vhagudiswa vha Gireidi ya 7 vha tshenzhela mifuda yo fhambanaho ya u tambudzwa nga inthanethe, hu tshi katelwa u holedza, u bviswa tshitshavhani, u ḓiita muthu na u phaḓaladza zwithu zwi re khombo zwa didzhithala. U tambudzwa nga inthanethe zwi kwama vhuḓifari ha muhumbulo wa vhagudiswa, u ḓiṱhonifha, u ṱhogomela na u shela mulenzhe kilasini, kanzhi zwi ita uri vha sa shume zwavhuḓi kha zwa pfunzo. Vhagudiswa vha anzela u vha vhapondwa vho fhumulaho nga ṅwambo wa nyofho, u nyadziwa na maitele a u vhiga a si gathi, zwine zwa ita uri vha tsikeledzee kha muhumbulo, na vhuleme ha vhuḓifari vhune ha thithisa kushumele kwavho kwa pfunzo. Mawanwa o sumbedza uri u tambudzwa nga inthanethe zwi ḓisa khombo khulwane kha kushumele kwa vhagudiswa kha zwa pfunzo na kha vhuḓifari nga u angaredza. Ngudo iyi yo themendela u ḓivhadzwa ha u dzhenelela ho ḓisendekaho kha zwikolo, mbekanyamaitele dzi re khagala dza u tambudzwa nga inthanethe, pfunzo ya vhudzulapo ya didzhithala, na tshumisano vhukati ha zwikolo na zwiimiswa zwa thikhedzo u itela u thivhela na u langa u tambudzwa nga inthanethe.; Nyakišišo ye e hlahloba ditlamorago tša bomphenyašilo bja inthanete go baithuti ba Mphato wa 7 ka Seleteng sa Vhembe Bodikela, Profenseng ya Limpopo. Bomphenyašilo bja inthanete ke tiro ye e tšwelago pele, ya ka boomo go tšwa go motho o tee goba sehlopha sa batho kgahlanong le mohlaselwa yo a sa kgonego go itšhireletša; batšwasehlabelo ba šomiša mekgwa ya tirišano ya elektroniki. Le ge bomphenyašilo bja inthanete bo atile ka Afrika Borwa, dinyakišišo tša maitemogelo a baithuti ba dikolo tša tlase dia hlokwa, ka ge dinyakišišo tše di lego gona di lebišitše kudu go baithuti ba dikolo tše di phagamego. Lega go le bjalo, bomphenyašilo bja inthaneteng bo na le ditlamorago tše kotsi go baithuti, kudu go tšwelopele kua dithutong tša bona. Kgoro ya Thuto ya Fase (elego DBE ka boripana) le yona e lebane kudu le ditiragalo tša bomphenyašilo bja inthanete ge baithuti ba tsenela kudu theknolotši ya titšithale. Go kwešiša tiragalo ye yabo mphenyašilo, nyakišišo ye e šomišitše mokgwa wa nyakišišo ya boleng ka gare ga mohlala wa tlhathollo, e šomiša tlhamo ya nyakišišo ya mohlala go hwetša kwešišo ye e tseneletšego ya maitemogelo a baithuti go ditlamorago tša bomphenyašilo bja inthanete. Batšeakarolo go nyakišišo ye ba akaretša baithuti ba masomepedi nne (24) bao ba tšerwego sampole ka nepo go tšwa dikolong tše tharo tša tlase: baithuti ba 9 ba Mphato wa 7, maloko a 9 a Sehlopha sa Thekgo ye e Theilwego Sekolong (SBST), barutiši ba 3 ba Mphato wa 7, le dihlogo tša dikolo tše 3. Datha e kgobokeditšwe ka dipoledišano tšeo di rulagantšwego le tšeo di sego tša rulaganywa gabotse (semi-structured interviews) le barutiši le dihlogo tša dikolo, dipoledišano tša sehlopha sa nepo le baithuti le maloko a SBST, le tshekatsheko ya ditokomane. Teori ya temogo ya leago ya Bandura (Bandura’s social cognitive theory) e tšweleditše ka fao maitshwaro a baithuti le tiragatšo ya thuto di tutuetšwago ka ditirišano le ke tikologo. Tshekatsheko ya merero e utolotše gore baithuti ba Mphato wa 7 ba itemogela mehuta ye e fapanego ya bomphenyašilo bja inthanete, go akaretšwa tlaišo, go kgaphelwa ka ntle ga setšhaba, go itira motho ka noši le go phatlalatša diteng tša titšithale tše kotsi. Bomphenyašilo bja inthanete bo ama maikutlo a baithuti, go itshepa, go tsepamiša kgopolo le go tšea karolo ka phapošing; gomme seo se lebiša go tshepedišo ye mpe ya thuto. Baithuti gantši ba dula e le bahlaselwa bao ba homotšego ka lebaka la poifo, kgethollo, le mekgwa ye e lekanyeditšwego ya go bega, go feletša ka tlalelo ya maikutlo, ditlhohlo tša monagano, le mathata a boitshwaro ao a senyago maemo a bona a thuto. Dikutollo tše di laetša gore bomphenyašilo bja inthanete bo bea tšhošetšo ye kgolo go bobedi tshepedišo ya baithuti ya thuto le boiketlo bja kakaretšo. Nyakišišo ye e šišinya ditsenogare tše di feletšego tše di theilwego sekolong, melawana ye e kwagalago ya bomphenyašilo bja inthanete, thuto ya boagi bja titšithale, le thekgo ya tirišano go thibela le go rarolla bomphenyašilo bja inthanete. Abstracts in English, Tshivenda and Sepedi Fri, 20 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32701 2026-02-20T00:00:00Z https://ir.unisa.ac.za/handle/10500/32635 Exploring inclusive pedagogical practices within school curriculum: a case study of Motupa circuit, Limpopo province Moagi, Donald The core fundamentals of teaching and learning are attributed to the practice of various teaching strategies and skills. These skills are a pre-requisite for the strategies for the successful implementation of inclusive pedagogical practices to accommodate all learners in teaching and learning. This study employed Archer’s social realist theory as a theoretical framework to underpin the exploration of inclusive pedagogies within the school curriculum. A qualitative approach was used for this study with an interpretive research paradigm and a case study design. Data for this study was collected through semi-structured individual interviews, structured observations and document analysis. The study population consisted of teachers from secondary schools in the Motupa Circuit. Purposive sampling was used to select seven schools and fourteen teachers representing the Motupa circuits. Data from the study was analysed through a thematic approach. The study’s findings reveal that teachers have various misconceptions about the concept of inclusive pedagogy. In addition, the study revealed that teachers have the will to use various teaching strategies to accommodate learners, despite the challenges they face due to a lack of in-service training and insufficient resources aligned with inclusive pedagogies, among others. The study recommends a collaborative framework for the practice of inclusive pedagogy where teachers, parents, learners, School-Based Support Teams, the Department of Basic Education and curriculum planners should reconfigure and incorporate to work together to enhance the practice of inclusive pedagogy. Wed, 01 Jan 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32635 2025-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32585 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 Sat, 01 Nov 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32585 2025-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32584 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. Tue, 24 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32584 2026-02-24T00:00:00Z