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All Journal Studies in Learning and Teaching Research in Social Sciences and Technology
Segooa, Mapule Yvonne
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Teachers’ Experiences on the Implementation of COVID-19 Protocols Amidst the Pandemic in Mmashadi Circuit of the Sekhukhune District Lengwadi, Thapelo Ephraim; Molise, Habasisa Vincent; Segooa, Mapule Yvonne
Research in Social Sciences and Technology Vol 9 No 2 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.33

Abstract

The global impact of the COVID-19 pandemic extended to the education sector in South Africa, prompting the implementation of preventative measures by the National Coronavirus Command Council. These COVID-19 protocols included the wearing of face masks or face shields, ensuring maximum ventilation, washing of hands, and school attendance routines to deal with overcrowded classrooms, among others. This study aimed to delve into the implementation of COVID-19 protocols in schools, focusing on the strategies utilised and the challenges teachers encountered. Employing a qualitative research methodology within a case study framework, the study involved eight teachers (five male and three female) from four schools in the Sekhukhune District, selected through purposive sampling. Data were elicited through semi-structured interviews to gain a thorough understanding of the phenomenon and coded for anonymity purposes. Aligned with the goal of the study, thematic data analysis was adopted for analysing the data. The findings revealed that teachers faced significant challenges in balancing their responsibilities in implementing COVID-19 protocols alongside making up for lost teaching time. However, alternative strategies were employed by teachers to mitigate this loss including the deployment of assistant teachers to support protocol and assist students with homework, additional security personnel to help guard and control unnecessary school visits, and for teachers to provide supplementary notes and embark on online learning. Recommendations include the increased deployment of support personnel, increased community involvement, training teachers to use online learning platforms, and for the Department of Basic Education to develop a guidance sheet to assist teachers in navigating the challenges of teaching during a pandemic.
Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District Sibuyi, Nyiko Amos; Segooa, Mapule Yvonne; Molise, Habasisa Vincent; Solomon Modiba, Ngwako; Mafumo, Thinavhudzulo
Research in Social Sciences and Technology Vol 9 No 2 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.28

Abstract

The purpose of this study was to investigate the challenges faced by SMTs in dealing with poor academic performance in the Mopani-West District of Limpopo Province, South Africa. Studies have indicated that schools in rural areas fail to meet their full potential due to a combination of factors including insufficient instructional resources, shortage of qualified educators, insufficient infrastructure, and poverty and inequality. The study adopted a qualitative approach following an interpretative case study design. Using purposive sampling a total of 18 participants, comprising six principals, six departmental heads, and six learners who met the research criteria were selected. The study sample included one principal, one departmental head, and one learner from each of these six schools in the Mopani-West District. Three schools from the sample were identified as high-performing, while the other three were identified as underperforming. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that resource scarcity in schools significantly hampered the quality of education. Issues such as insufficient teaching materials, a shortage of teachers, and the absence of technology create stark disparities between less and more privileged schools. The study also highlighted the impact of inadequate infrastructure on learning as one of the pressing concerns that compromise quality teaching and learning. Recommendations were made accordingly.
Exploring Activities Teachers Use to Develop Learners' Readiness in Grade R: A Holistic Development Perspective Segooa, Mapule Yvonne
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i3.430

Abstract

The study sought to explore the methods used by Grade R instructors to assess students' readiness to progress to Grade One. Typically, both indoor and outdoor play activities are utilised in the teaching and learning process, with a focus on readiness exercises to analyse the generated data. Thematic analysis was used in conjunction with observations and document analysis. The findings revealed that Grade R instructors employ various strategies to promote readiness, including continuous evaluation through observation and formal and informal activities. These activities are aligned with CAPS guidelines to ensure students are adequately prepared and engaged in their learning as they transition to first grade. Suitable recommendations were made based on the results of the study.
Co-Authors Lengwadi, Thapelo Ephraim Mafumo, Thinavhudzulo Molise, Habasisa Vincent Sibuyi, Nyiko Amos Solomon Modiba, Ngwako