• Experiences of educators towards the implementation of inclusive education in Richards Bay Schools 

  Nxumalo, Khethiwe Soli; Hlongwane, M.M.; Ndawonde, B (University of Zululand, 2019)

  The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, ...
• The effects of alternatives to corporal punishment to maintain learner discipline in secondary schools in King Cetshwayo District 

  Chonco, S’bonakaliso David; Kutame, A. P.; Kapueja, I.S. (University of Zululand, 2019)

  Corporal punishment was a world phenomenon based on the belief that for learners to behave correctly, they need to be punished through pain inflicting means. However, some countries started realizing that corporal punishment ...
• Perceptions of learners and education officials on the provisioning of career education in schools in the King Cetshwayo District in Kwazulu-Natal 

  Mnguni, Bonginkosi Maniko; Hlongwane, M.M. (University of Zululand, 2019)

  Career education is a statutory practice in South African public schools through the subject Life Orientation. Literature reveals that not much attention is given to the provisioning of career education in schools. Therefore, ...
• The attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape 

  Mcoteli, Nombuyiselo Tracey; Govender, S. (University of Zululand, 2018)

  This research investigated the attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape. The investigation took place during ...
• The experiences of educators with english as the language of learning and teaching in the intermediate phase 

  Ntombela, Goodman, Vusumuzi; Mhlongo, H.R; Pillay, P (University of Zululand, 2019)

  This study aimed to explore the experiences of educators in using English as the language of learning and teaching for Grade 4 learners. It employed an interpretive qualitative approach. A sample of six teachers teaching ...
• Educators’ and learners’ views on factors that contribute to poor performance of grade 12 physical science learners in the uMkhanyakude District in KwaZulu-Natal 

  Majamana, Yanga; Govender, S.A; Maluleke, N (University of Zululand, 2018-01-15)

  Physical Sciences continue to be one of the subjects that yield poor results in Grade 12 every year. Many factors have been said to contribute to the poor Grade 12 results including resources and teaching methods. This ...
• A study of factors contributing to underachievement in exponential and logarithmic functions in the Further Education and Training school phase 

  Mohammad, Javed Khizer; Imenda, S.N. (University of Zululand, 2019)

  This study sought to determine the NSC learners’ level of understandings of exponential and logarithmic functions; grade twelve teachers’ self- assessment of their readiness to teach exponential and logarithmic functions; ...
• The perspectives of stakeholders about the impact of incorporating chess into the curriculum practice in King Cetshwayo District Primary Schools 

  Dlamini, NtandokaMenzi Penelope; Maphalala, M.C (University of Zululand, 2018-12)

  The continuous protest from various quarters of society about the weakening education standard are a concern. Chess has been found to be a solution to remedy this problem in many countries through studies testing its ...
• In-service training needs of educators in the teaching of writing skills: a case study of primary schools at eSwatini 

  Dlamini, Zodwa, Priscilla; Mhlongo, H.R; Mabusela, M.S. (University of Zululand, 2019)

  Writing is dominant in schools and continues to be important for effective communication. Therefore, learners need to be up- skilled in writing skills as their everyday activities. This study was conducted to investigate ...
• Female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit 

  Mthethwa, Joyce, Fikile; Kutame, A.P.; Buthelezi, A.B. (University of Zululand, 2019)

  Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are ...
• Influence of the post-provisioning model in curriculum implementation at Secondary Schools in the King Cetshwayo District 

  Makhoba, Freddie, Fukuza; Buthelezi, A.B.; Gumede, B.T (University of Zululand, 2018)

  When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions ...
• Management challenges experienced by female educators in King Cetshwayo District secondary schools 

  Sibiya, Nondumiso Iris (University of Zululand, 2017)

  The study focused on classroom management challenges experienced by female educators in King Cetshwayo District secondary schools. The aim of the study was to explore classroom management challenges faced by female educators ...
• Challenges facing principals in managing the teaching of agricultural sciences in the FET band 

  Mutshinya, Azwindini Robert (University of Zululand, 2018)

  Principals are facing challenges in managing the teaching of Agricultural Sciences in the FET band, and this leads to some schools phasing out Agricultural Sciences. The aim of this study was to investigate the factors ...
• Assessment of support strategies in inclusive education in the Foundation Phase in the Umlazi District 

  Subramoney, Kemeshri Avril (University of Zululand, 2017)

  It has been 16 years since the release of Education White Paper 6 however, South Africa continues to experience challenges in implementing Inclusive Education (IE) by providing support effective for learners who experience ...
• Learning challenges among undergraduate rural university students in South Africa and Nigeria 

  Uleanya, Chinaza (University of Zululand, 2018)

  Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning ...
• Academic performance of Grade 12 learners in accounting in the Zululand District 

  Sikhombo, Zonke Nonhle (University of Zululand, 2018)

  The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on ...
• The relationship between texting and language development amongst intermediate phase learners in uThungulu District 

  Majola, Ntombi Octavia (University of Zululand, 2017)

  The aim of this study was to investigate the relationship between texting language and language development amongst Intermediate Phase learners. The study, which used the quantitative approach, sought to determine the ...
• The predictive validity of scores obtained in first semester examination on performance in introduction to programming systems 

  Mutambara, David (University of Zululand, 2017)

  Introduction to Programming Systems is considered to be very difficult and has a very high average failure rate of between 30% and 40%. Some researchers have studied the characteristics of students who pass Introduction ...
• Anxiety associated with the use of technology among teachers in Lesotho 

  Tlaba, David Tlaba (University of Zululand, 2016)

  The purpose of this study is to investigate anxiety associated with the use of technology among teachers in Lesotho. The sample consists of 100 high school teachers from various schools located in the Maseru district. To ...
• The effectiveness of the process, product and process-product approaches in the development of writing skills in the senior phase 

  Ngonyama, King Z (University of Zululand, 2018)

  The teaching of English First Additional Language in South African schools, towards the development of learners’ writing skills, requires the employment of the process approach (DBE 2011: 10). The Department of Basic ...

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