http://hdl.handle.net/10386/40 Fri, 17 Apr 2026 10:43:04 GMT 2026-04-17T10:43:04Z 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 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5448 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 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5447 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5400 Poor reading development amongst Grade six learners in Sekhukhune East District, Limpopo Province, South Africa Moetji, Mmaphuti Rebecca Poor reading development is one of the biggest challenges that learners face in schools. It has become one of the dominant sociological imperatives, as poor reading skills lead to many educational and social problems at rural primary schools in Limpopo Province. The purpose of this study was to explore the causes of poor reading development among Grade six learners in Sekhukhune East District, Limpopo Province, South Africa. This multiple case study addressed this knowledge gap by exploring the lived experiences of six teachers in Sekhukhune East District. Data were generated through semi-structured interviews and observations. This study revealed reading development challenges faced by learners such as grammar and spelling, pronunciation, punctuation and vocabulary. Furthermore, the study revealed factors inhibiting teachers and learners from effective teaching and learning of reading such as lack of resources and motivation, poor instructional leadership, poor foundation, teaching methods, resources and language interference, internal and external policy influence, environmental factors, socio-economic factors and parental involvement. The study recommends that teachers should use teamwork, technology, stakeholders’ assistance and teaching methods and extra lessons to address learners’ reading development challenges. The study further provides eight recommendations relating to curriculum developers and the Department of Basic Education, and implications for future research. Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5400 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5371 Grammatical errors made by Grade 7 learners when writing Tshivenda home language creative essays at Sekgosese North Circuit, Vhembe West District, Limpopo Province, South Africa Nemathithi, Sandani The study sought to investigate grammatical errors committed by Grade 7 learners when writing Tshivenda Home Language Creative Essays. The nature of the study and type of data collected motivated the researcher to use a qualitative approach. This study adopted communicative competence theory. The interpretivism paradigm necessitated the use of qualitative approach and case study design to understand the experiences and opinions of participants regarding grammatical error challenges when learners write creative essays. The researcher used three data collection instruments, namely, structured interview, non-participant observation and document review. The data collected were analyzed thematically. The most common grammatical challenges unearthed were capitalization, punctuation and spelling. The main contributing factors to these challenges were the shortage of resources, the excessive use of social media by learners, insufficient practice by learners, failure to implement the main principles of the Curriculum and Assessment Policy Statement and poor classroom management due to overcrowding. To lessen the gravity of this problem, the researcher suggested few recommendations, and some of them are: building of school libraries to mitigate the shortage of grammar books, parental involvement in their children's education, installation of grammar app on learners’ smartphones, extra lessons and extended opportunities be made available for learners and implementing Drop all and Read programme. Thesis (M. (Language Education)) -- University of Limpopo, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5371 2025-01-01T00:00:00Z