http://ulspace.ul.ac.za:80 The ULSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-04-13T19:51:27Z http://hdl.handle.net/10386/5449 Industrial revolution to the rescue of postgraduate supervision curricula with user interfaces Khoza, Simon Bhekumuzi Interrogating supervision curricula and user interfaces influenced by industrial revolutions helps supervisors and students understand the research identities that drive their research actions. Supervision user interfaces have been influenced by the Fourth/Fifth Industrial Revolution (4/5IR) to integrate WhatsApp/Telegram, Zoom/Microsoft Teams, Google Scholar, ChatGPT, Grammarly, EndNote, and others as part of higher education institutions (HEI). User interfaces are resource spaces where humans interact with computer systems to produce research actions. Industrial revolutions such as the 4/5IR have divided curricula into structured, unstructured, and semi-structured. Findings indicate that structured and unstructured curricula have dominated supervision since the 1IR. The dominance has suppressed the semi-structured curricula driven by self-reflection. The suppression motivated me to conduct this study, which examines the industrial revolution that influences PhD supervision curricula with user interfaces. This study used the pragmatic paradigm, action research, and natural-driven curriculum rationale to frame document analysis, reflective activities, observations, focus group discussions, and semi-structured interviews to collect data. The study used purposive sampling with convenience sampling to select twenty postgraduate supervisors from an HEI in South Africa. A semi-structured curriculum concentrates on actions, beliefs, and the outcomes of supervision. Therefore, this study recommends applying a semi-structured curriculum that promotes and addresses natural needs. Journal article published in the African Perspectives of Research in Teaching and Learning Journal Issue 5, Volume 9, 2025 Special Issue 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5448 Educators' and learners' perceptions of paper 1 assessments in grade 10 Tshivenda Home Language at Elim Circuit, Vhembe District, Limpopo Province, South Africa Nethononda, Ronewa Tracey The purpose of this study was to investigate educators' and learners’ perceptions of Grade 10 Tshivenda Home Language Paper 1 assessment tasks at Elim Circuit, Vhembe West District, Limpopo Province, South Africa. The study used a qualitative approach to elicit observations and interviews from a sample of ten learners and two educators. The study is reinforced by the behaviourist learning theory. This study's research methodology was outlined within the framework of a qualitative research approach, guided by the interpretivism paradigm, and employing a case study design. The participants were selected using a simple random sampling. The researcher collected data by using semi structured interviews, non-participant observation, document review. The data was analysed using the thematic analysis method. The results of this study indicate that both educators and learners perceive Paper 1 assessment tasks, particularly those related to language structure and conventions, as challenging. The research identified several factors that contribute to the subpar performance in these areas, including laziness or ignorance, inadequate professional development for educators (such as workshops), the use of various authors in the textbooks of both learners and educators, a lack of sufficient teaching and learning materials, insufficient time allocation, limited exposure to language structure and conventions, and the attitudes of both educators and learners towards the Home Language. The analysis revealed that these factors hinder the quality of productive teaching and learning environment, and contribute to poor performance, and incorrect use of Tshivenda Home Language. Several recommendations are made to minimise learners’ poor performance in paper 1 assessment tasks such as libraries should be fully functional at schools and finally time allocation needs to be revised. Thesis (M. Ed. (Language of Education)) -- University of Limpopo, 2025 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5447 Teachers' perceptions on development of Tshivenda reading skills at selected primary schools in Vhembe East District of Limpopo Province, South Africa Phalanndwa, Avhapfani Chrispoher This qualitative case study investigates teachers' perceptions regarding the development of Tshivenḓa Home Language reading skills among learners in the foundation phase. The research also explores the diverse strategies employed by educators to address the challenges associated with teaching reading in this context. The study employed a random sampling procedure to select participants. Two circuits out of 18 in the Vhembe East District, Limpopo Province, South Africa, were randomly selected. This was done by numbering the circuits from 1 to 18, placing them in a box, and drawing the first two circuits. Subsequently, 10 schools were randomly selected from the two chosen circuits. This involved numbering the schools, placing them in a box, and drawing the first 10 schools. Finally, eight Grade 3 teachers from these 10 schools were randomly selected to participate in the study. This was done by numbering the teachers from 1 to 10, placing them in a box, and drawing the first eight teachers. Data collection involved semi-structured interviews and classroom observations with these eight participating teachers. The findings, which emerged from a thematic analysis of semi-structured interview data and classroom observations indicate that teachers encounter significant obstacles when teaching reading in the foundation phase. These challenges collectively create barriers to effective reading instruction. Notably, teachers rely on professional development workshops, phase and grade meetings, and personal experience to mitigate these challenges. The study recommends that the Limpopo Provincial Department of Education, specifically the Vhembe East District, implement ongoing teacher training programmes that focus on reading strategies, supplemented by continuous support and guidance from Subject Advisors. Thesis (M. Ed. ( Language Education)) -- University of Limpopo, 2025 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5446 Contributory factors leading to non-attendance for ante-natal care by pregnant women in a selected public hospital in Limpopo Province, South Africa Kgorane, Makgaka Rebecca Background: Ante-natal care, especially early booking, is key to ensuring that pregnant women receive optimum care during pregnancy and delivery. It is essential in preventing pregnancy-related complications. However, the frequency of pregnant women presenting at the selected regional hospital for delivery with no prior history of ante-natal care remains high. This study aimed to identify and evaluate the contributory factors leading to non-attendance for ante-natal care. Objectives: The study explored and described the contributory factors leading to non-attendance for ante-natal care by pregnant women in a selected regional hospital in Limpopo province, South Africa. Methods: The study was conducted in a selected regional hospital. A qualitative research approach and exploratory, descriptive, and contextual design were adopted. Non-probability purposive sampling was used to select participants. The data were collected through in-person semi-structured interviews and analysed using a thematic analysis technique. A total of 16 participants were interviewed until data saturation was reached. Measures to establish trustworthiness—credibility, conformability, dependability and transferability—were implemented and ethical principles adhered to. Results: The current study found that the most reported factors contributing to non-attendance for ante-natal care were linked to the following themes that emerged from the study’s findings: socio-demographic factors, personal barriers, and system provider factors. Inaccessible healthcare, financial constraints, a low level of education, lack of knowledge of ante-natal care, lack of support, and poor nurse-patient relationships were identified as sub-themes of the current study. The least frequently reported factors—initial denial of pregnancy, late recognition of pregnancy symptoms, considered abortion, long queues/slow service, and operating hours—were also sub-themes emerging from the study. Conclusions: Although maternal services are offered free of charge, women persistently reach full term without seeking ante-natal care. Factors such as insufficient funds, inadequate support from family members, attitudes of healthcare personnel, and denial of pregnancy had a negative impact on attendance for ante-natal care by pregnant women. To mitigate these factors, the study recommended mass media outreach initiatives (TV, radio, newspaper, and social media) to educate the public on the importance of ante-natal care and spousal support. With the help of home-based carers, women can be tested for pregnancy at their homes and encouraged to attend ante-natal care. Thesis (M. Nursing (Nursing Science) -- University of Limpopo, 2025 2025-01-01T00:00:00Z