Educational Psychology & Special Needs Education
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- ItemAcademic staff perceptions of the influence of first-year students’ classroom behaviour on teaching and learning practices at a university in Kwazulu-Natal(University of Zululand, 2024) Sikhosana, Nokwethemba Nosipho Andiswa; Nkwanyana, B. P.; Mngomezulu,T. P.This study investigated academic staff's perceptions of the impact of first-year students' classroom behaviour on teaching and learning practices at a university in KwaZulu-Natal. The transition from high school to university was often difficult for first-year students, whose actions had a significant impact on the classroom environment, teaching methodologies, and learning outcomes. Using a qualitative research design, in-depth interviews and surveys were conducted with academic staff from various faculties to gain insight into their experiences and perspectives. The findings revealed that disruptive behaviours, disengagement, and a lack of preparedness among first-year students impeded effective teaching. As a result, academic staff frequently modified their teaching strategies, such as improving classroom management, simplifying course content, or incorporating more interactive teaching techniques to engage students. The study emphasised the importance of targeted professional development for academic staff, institutional support for managing classroom behaviour, and interventions to help first-year students adjust to university life. Understanding these dynamics was considered
- ItemEfficacy of educational assistants’ programme in support of teachers in rural schools at uThukela district(University of Zululand, 2024) Hlatshwayo, Sindisiwe Sithembile; Kent, D.; Nkwanyana, B. P.The role of the educational assistants (EAs) was to support the teacher in preparing and delivering the lesson, making necessary adaptations to meet the needs of the learners. South African teachers were overburdened in the classroom. The need for government intervention stemmed from implementing crucial programmes such as the Educational Assistants’ Programme. However, many hindrances were detected during the programme. The history of South Africa had produced inequality in education; therefore, this had created variation in the schooling system. Therefore, the existing barriers involved understaffing, creating poor working conditions. This study aimed to evaluate the effectiveness of the educational assistants’ programme implemented by the South African government in addressing the challenges teachers and learners faced in South African schools. The study drew from concerns about educational assistance programmes. The study sought to delve deeper into exploring the structural and functional limitations of the Educational Assistants’ programme. The qualitative research was used within an interpretive paradigm that was context-dependent. There was also the use of in-depth interviews for data collection, and for the data analysis, a thematic method was used. The study findings included a variation of ideas on the EAs programme. The study’s recommendations suggested that the classroom teacher should have been the primary instructor for all learners, including those with disabilities.
- ItemImpact of COVID-19 on academic performance of students at a historically disadvantaged University in Kwazulu-Natal(University of Zululand, 2024) Rapudi, Pfarelo; Nkwanyana, B. P.; Govender, S.The COVID-19 pandemic has significantly disrupted nearly every aspect of social life, with higher education being no exception. In response to the pandemic, many universities and colleges worldwide transitioned to online learning to adhere to lockdown regulations and social distancing measures. This method of teaching effectively minimizes both student-to-student and student-to-lecturer contact. While online learning offers convenience, many students—particularly those with limited technical and financial resources—struggle to cope due to existing economic and digital divides. This study aimed to explore the impact of the COVID-19 pandemic on students’ academic performance at a historically disadvantaged university in KwaZulu-Natal. The objectives that guided this research were: to examine the impact of the COVID-19 pandemic on students’ academic performance at the university; to identify the challenges students experienced during the pandemic; and to determine the kind of support that students require to enhance their academic performance during this period. A qualitative approach was employed, involving ten fourth-year students and five lecturers who were purposefully selected from the selected university. The data were analyzed using thematic analysis. The findings revealed significant challenges faced by both students and lecturers at the historically disadvantaged university in KwaZulu-Natal. Notably, a lack of resources was identified as a major obstacle for students in rural areas, complicating communication between lecturers and students. Many students lacked adequate skills to use computers and ICT-related resources due to their backgrounds, which hindered their ability to access online assessments and meet deadlines. The findings from the lecturers further corroborated the students’ claims regarding these challenges. Some lecturers acknowledged that inadequate ICT resources negatively affected their teaching and students’ academic performance. Addressing these issues could enhance the university's ability to foster improved academic achievement among students. With proper support for ICT integration and the provision of necessary resources, students could effectively create, administer, organize, and access instructional materials at their own pace.
- ItemAn analysis of the impasse reading disorder in the foundation phase in selected Nkandla Circuit Schools(University of Zululand, 2024) Mazibuko, Beauty Gugu; Nkoane, M. M.; Nkwanyana, B. P.The aim of the study was to explore the phenomenon of reading disorders regarding learners in the Foundation Phase in selected Nkandla Circuit schools, situated in KwaZulu Natal in the Republic of South Africa. There is a crisis in that learners in the Foundation Phase cannot read for meaning and proficiently. Reading disorders among Foundation Phase learners pose significant challenges to early education. The purpose of this study is also to explore what triggers these reading disorders and how to curb it. Identifying obstacles to reading in the Foundation Phase allows for early intervention. A qualitative research approach was adopted with the purpose of finding more details from participants, using a case study design. Purposive sampling was utilised to select suitable participants, which were 6 Foundation Phase educators in selected primary schools in the rural area of Nkandla Circuit. Semi-structured interviews and non-participant 6 class observations were employed to collect data. Thematic analysis was employed to analyse qualitative data. A sociocultural theoretical framework was the theory that guided this study. Vygotsky’s Sociocultural Theory emphasises the role of social interactions and cultural context in the development of cognitive processes, including learning and problem-solving (Rahmatirad, 2020). The transformative paradigm was utilised in this study, because the transformative paradigm is well-suited for influencing policy changes. All learners, regardless of their abilities or challenges, deserve equal opportunities to succeed. Supporting learners with reading disorders fosters inclusivity and academic excellence. Findings of this study revealed that a socioeconomic status has a negative impact in teaching and learning. Because of the shortage of reading materials, learners are not receiving enough support from their educators. The educators were also not well-equipped with reading skills, and they concurred during semi-structured interviews that they need extensive professional development and collaboration with educators that are from special needs’ schools. Based on the findings, this study recommend that the Department of Education should supply all schools with enough reading material and assistive technology devices, to accommodate learners with learning challenges. It further recommended that the Department of Education must provide extensive professional development to educators, especially giving them the skills to meet learners with learning challenges, such as reading disorders and dysgraphia.
- ItemDevelopment of strategies to reduce high failure rate among Learners at Etjendlovu Cluster Primary Schools(University of Zululand, 2024) Mkhatshwa, Bindzile Sithembile; Nzima, D. R.; Kent, C. D.This study examined the rationale behind the use of a variety of teaching techniques by teachers to instruct learners in the four primary schools located in the Etjendlovu cluster of the Shiselweni region. It aimed to assess the effect of high failure rates on learners and to develop intervention strategies to mitigate it. Guided by Carl Rogers' Theory and employing a qualitative approach rooted in interpretivism, the study utilized semi-structured interviews, focus group discussions (FGD), and observations. A maximum variation purposive sampling was employed to select 24 teachers, ensuring representation of the foundation, middle and Upper levels. All teachers participated in the FGD while three teachers were individually interviewed and observed during instruction per school. The study was cross-sectional and qualitative content analysis was utilized to identify themes within the data. The findings indicated that most teachers relied on lectures, discussions and question-and-answer methods, with minimal use of discovery approach. Lower and middle-level teachers incorporated the same methods with some songs and demonstrations. The study revealed that some learners exhibited improved behavior and academic performance when repeating a grade for the first time. However, the high failure rate was associated with several negative effects, including increased lateness, negative attitudes towards teachers and subjects, social isolation, school dropout, and low self-esteem. The study proposed a three-stage intervention strategy involving early planning, implementation, and conclusion. In the early planning stage, struggling learners, teachers and counselors devise support strategies. The implementation and conclusion stages involve executing the strategies with the assistance of headteachers and the Ministry of Education and Training until the learners successfully overcome failure. The study contributes to educational practices by suggesting interventions aimed at enhancing teaching effectiveness and reducing failure rates. Recommendations included employing qualified counselors and revising policies regarding teacher/learner ratios to facilitate the proposed interventions. Additionally, the study suggested conducting further research on a larger scale to develop comprehensive strategies for reducing failure rates across the Shiselweni region.