Factors affecting curriculum changes in teaching and learning of Economic and Management Sciences at Man’ombe Circuit, in Limpopo Province
| dc.contributor.advisor | Khumalo, P. N. | |
| dc.contributor.advisor | Dlamu, N. P. | |
| dc.contributor.author | Mathebula, Decorate | |
| dc.date.accessioned | 2025-08-13T09:39:58Z | |
| dc.date.available | 2025-08-13T09:39:58Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional-Studies at the University of Zululand, South Africa [2025]. | |
| dc.description.abstract | This study investigates the factors affecting curriculum changes in teaching and learning of Economics and Management Sciences at Man’ombe Circuit in Limpopo Province. The study aim is to examine the factors that are negatively affecting curriculum changes in the teaching and learning of EMS and to determine strategies to adopt to handle these curriculum changes. Qualitative research approach and interpretivism paradigm is used. The researcher uses multi case study and the population of the study consisted of circuit manager, educators, curriculum advisor and principals. Purposive sampling techniques is utilised to select the participants and the total number of the participants are twenty. The data is collected through interviews and analyses of documents, such as learners’ profiles, educators’ profiles, EMS record sheets and EMS CAPS policy documents and the study used thematic analysis. The findings reveal that the factors negatively affecting curriculum changes in EMS are - insufficient human resources, time allocation, and language of learning and teaching together with terminologies in EMS, unavailability of teaching materials, and high workloads for educators in EMS and lack of parental support. These factors are identified by participants, such as educators, principals, circuit manager and curriculum advisor. The approaches recommended to adapt to these curriculum changes include utilization of - textbook strategy, demonstration strategy, lecture strategy, co-operative strategy, instructional media strategy, question and answer strategy, group discussion strategy, brainstorming strategy and problem-based strategy. This shows that the curriculum changes in EMS require educators to use different teaching strategies. In this context, it is recommended that the EMS curriculum - needs to be re-evaluated so that it can start from the intermediate phase; that time allocation be increased to four hours per week instead of two hours per week, since EMS is a combination of accounting, business studies and economics; that educators and learners should be motivated to produce quality results; that all schools should be allocated resources, such as learners’ textbooks and calculators on time; that the Department of Education should employ more curriculum advisors and qualified educators for EMS who would be able to use a variety of teaching strategies in order to implement the curriculum, effectively. | |
| dc.identifier.uri | https://uzspace.unizulu.ac.za/handle/10530/2631 | |
| dc.language.iso | en | |
| dc.publisher | University of Zululand | |
| dc.title | Factors affecting curriculum changes in teaching and learning of Economic and Management Sciences at Man’ombe Circuit, in Limpopo Province | |
| dc.type | Thesis |