Educational Psychology & Special Needs Education
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- 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.
- ItemFactors influencing the responses and perceptions of responses of Indian South African adolescents towards problem situations in the Gauteng school setting(University of Zululand, 2017) Govender, Soma SundramAbstract Violent crime has a destabilising effect on society as it results in the loss of human lives, and it also affects the economy. There is a high level of violence in South Africa to the extent that it is undeniably a hazard to public health. This culture of violence is deeply rooted in South African history as political violence thrived during Apartheid and, when Apartheid ended, interpersonal violence became more prevalent. This new wave of violence is most burdensome to the youth of South Africa as the majority of them live in communities where violence is prevalent. This violence permeates the various environments (e.g. neighbourhood, school and family) the child is exposed to. In South Africa, the youth population falling into the age cohort of 15 to 25 years of age experience the highest rate of violence in the country and the majority in this age cohort are school-going youths. Violence in South African schools has escalated to such an extent that it is widely decried as a severe public health crisis. The purpose of this study was to explore the tendency South African Indian adolescents have to adopt the different types of responses (non-violent, overtly aggressive, relationally aggressive and mediocre) that are commonly used to resolve typical problem situations that adolescents face in the school setting. The research sought to explore the perceptions that these adolescents hold concerning the applicability of these responses. This study aimed to examine how the associating demographic factors (gender, age and residential environment) of the adolescents influence their preference for certain common responses and their perceptions concerning the effectiveness of these responses to resolve typical problem situations. The comparative analysis of the demographic categories did not produce any results of statistical significance, thus indicating that there is no difference in the preferences and perceptions of the demographic categories (males versus females, township (TS) versus suburb (SB) youths, and middle adolescence (MA) versus late adolescence (LA) youths that were compared against each other. However, upon further analysis of these results, a trend towards a higher level of preference for overtly aggressive responses among LA individuals and males, in comparison to MA individuals and females respectively, was identified. A similar trend was identified for the same demographic categories when comparing perceptions regarding the effectiveness of overtly aggressive responses in resolving problem situations. The remainder of the results from the additional analyses are similar to the findings of the initial analyses.
- ItemAnxiety associated with the use of technology among teachers in Lesotho(University of Zululand, 2016) Tlaba, David Tlaba; Sibaya, P.T. and Sibaya, D.C.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 meet the objectives, a questionnaire was designed, which collected data on teachers’ anxieties towards technology in relation to demographic variables. The findings of the study suggest that the educators do differ in their anxiety levels in relation to technology, and that there is no correlation between age and anxiety. The relationship between the variable of gender and anxiety is revealed. Furthermore, teaching experience is found to have a significant effect on anxiety, while nationality is found to have no effect on anxiety.