Browsing by Author "Mukhethoni, Ntambudzeni Grace"

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    Factors affecting grade 12 learner’s performance in life sciences at Luvuvhu Circuit
    (University of Zululand, 2019) Mukhethoni, Ntambudzeni Grace; Kutame, A.P.; Mokeena, S
    The challenge of underperforming learners undermines the intention of the government to see that each and every child is educated. Underperformance in some subjects, including Life Sciences, in Grade 12 in the Luvuvhu Circuit is still a problem. The aim of this study was to investigate the factors affecting performance of Grade 12 learners at Luvuvhu Circuit. The performance of the learners is not acceptable to the level of contributing to quality overall results. A qualitative research design was used in this study and data was collected through face-to-face semi-structured interviews. Interviews were tape-recorded and notes-taking done to add the interviews. Purposive sampling procedure was followed in selecting participants for this study. Data was collected from teachers who teach Life Sciences in Grade 12 at Luvuvhu Circuit. The results showed that learners’ performance was due to lack of labs, late arrival of the common tasks, absenteeism, substances abuse, location of schools and others. It is recommended that the Department should make provision of laboratories at various schools within the circuit, common tasks to be distributed and administered simultaneously at various circuits. The findings provided recommendations that will be shared not only at Luvuvhu Circuit but also throughout the entire education system to reduce the high failure rate in Grade 12 learners in Life Sciences. Areas of focus identified might also be shared with the subject advisors at district level.
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    Factors Influencing School Management Team Practices on Life Sciences teaching affecting learner performance in rural secondary schools of the Vhembe East district
    (University of Zululand, 2022) Mukhethoni, Ntambudzeni Grace
    The achievement of Life Sciences has not been satisfactory in some of the rural secondary schools of the Vhembe East District in the Limpopo Province of South Africa. This prompted me to explore factors influencing the School Management Team (SMT) practices on Life Sciences teaching in the area. This study was underpinned by the interpretivist paradigm. A qualitative research methodology was employed in this study to interact with the social reality of the participants. Data was collected from fifteen SMT members through semi-structured interviews and analyzed using thematic analysis. Participants for this study were selected purposively from three rural secondary schools in three Circuits of the Vhembe East District. The participants were selected on the basis that they were being information-rich about the knowledge and experience in promoting teaching and learning activity. The study revealed various factors that deprive SMTs from promoting the teaching and learning activity in Life Sciences. These include an unequal distribution of scholar transport in rural secondary schools, inadequate infrastructure due to vandalism, the introduction of online and WhatsApp learning to disadvantaged learners, the closing of schools due to Covid-19,and school violence and drug abuse. Recommendations from this study will be shared with all stakeholders in the Department of Education during Life Sciences conferences and workshops.