Browsing by Author "Mulaudzi, Israel Creleanor"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Challenges teachers face when teaching grade 4 English first additional language (FAL) reading in rural schools of the Dzindi circuit in the Vhembe district
    (University of Zululand, 2021) Mulaudzi, Israel Creleanor
    English is the medium of instruction for most of the learners in primary schools in Vhembe District. Therefore, the ability to read is an indispensable foundation for all learning. Failure by learners to understand either concepts in lessons or questions in assessments, because of English poor reading skills, impacts on learner performance in other subjects. However, teaching reading is a major challenge in South African rural public schools today. A considerable number of schools in the Vhembe District have teachers experiencing such challenges. While the Department of Basic Education (DBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turnaround strategies are provided, such interventions have been short-lived and were not sustainable. The aim of the study was to investigate challenges teachers face when teaching Grade 4 English First Additional Language reading (FAL) in rural schools of Dzindi Circuit in Vhembe District toestablish strategies to overcome those challenges. This study used a quantitative research design in which questionnaires and observation were used for data collection as a result quantitative approach was used. The sampling method used was probability where simple random sampling procedure was followed to select a sample of 20 respondents who completed questionnaires for quantitative method and 5 teachers were observed. Quantitative data was collected using questionnaires and structured observation schedules in this study. The DBE should take advantage of the high qualifications and vast experience held by most teachers in rural schools and empower such teachers through workshops on reading English FAL. It is recommended that teachers in rural schools must not be complacent about teacher-learner ratios that have become much lower, compared to the past, but should aim at the recommended ratio, that promotes individual attention to learners. Teachers in rural schools, most of whom are natives, are aware of words in their home language, that have the potential of interfering with words to be read by learners in English FAL. Special classes meant to focus on such words are crucial for learners to be alerted of such interference. Quantitative data were analysed using IBM Statistical Package for Social Sciences Version 25 (IBM SPSS statistics). Theoretical framework used theories of reading which are: the bottom-up approach to reading called phonics, the cognitive view (top-down processing), constructivism and the metacognitive view.
  • Thumbnail Image
    Item
    Effects of teacher stress on learner academic performance in rural secondary schools in the Vhembe district
    (University of Zululand, 2018) Mulaudzi, Israel Creleanor
    Teaching is regarded by many as one of the most stressful occupations, as evidenced by reports of academic results consistently poor in rural schools and teachers leaving the profession each day. Stress in general has always been a concern in many schools. The aim of this study was to investigate the effect of teacher stress on learner academic performance in rural secondary schools. This study used both quantitative and qualitative research approaches in which questionnaires and interviews were used for data collection processes. Simple random sampling and purposive sampling procedures were used to select participants from rural secondary schools in Vhembe District with a matric pass rate of less than sixty percent over a period of five years. Quantitative data was analyzed using IBM Statistical package for Social Sciences (SPSS) Version 24 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that teachers in secondary schools in the rural areas experience high levels of stress which has adverse effects on learner academic performance. These results guided me in developing the Three Pillars Teacher Stress Coping Model to assist teachers in rural areas to alleviate the stress they experience as they promote teaching and learning. The study contributed to the literature on the effect of the experience of stress by teachers on learner academic performance in rural secondary schools.