Browsing by Author "Mngomezulu, Samukelisiwe Dorothy."

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Academic intervention experiences of 'at-risk' students : a case of an undergraduate programme in a South African university.
(2014) Mngomezulu, Samukelisiwe Dorothy.; Ramrathan, Prevanand.
The higher education landscape in South Africa has significantly changed upon attainment of democracy in 1994. Access to higher education has been increased for students from previously disadvantaged groups. However, access to higher education has not been met with success as a significant number of students fail to complete degrees in the minimum time required or drop out of programmes completely. Universities have to be responsive to such challenges hence there is a need for institutionalization of academic support programmes. This study sought to ascertain students’ experiences of causal factors and of academic support interventions in one of the Schools in a South African university. The study is underpinned by the Ecosystemic Perspective Theory, Attribution Theory, Vygosky’s Social Development Theory and Chickering’s Theory of Identity Development theories. Informed by the interpretive research paradigm, the study adopted a qualitative case study design in which data were solicited from a purposive sample of ‘at- risk’ students participating in academic support programmes offered by the School. Data was collected through document analysis, focus-group as well as individual interviews. Interpretive phenomenological analysis was used to analyse data. Content analysis through emerging themes was also used to analyse data. Data presentation is in the form of thick description in which verbatim quotations are used to present participants’ views. Findings were analyzed and collated into common themes which revealed that ‘at- risk’ status is caused by multiple factors emanating from both secondary and higher learning education. The study revealed that some challenging factors emanating from secondary schools were prevalent at a higher institution. Academic and non-academic factors were considered to be the main factors that contributed to poor academic performance. Participants revealed that they dealt with challenges differently depending on the nature of the problem. It emerged that warning of ‘at- risk’ status created a plethora of emotional and psychological experiences. It also emerged that intervention support participants received was beneficial to participants but some felt it was reactive rather than being pro-active. In conclusion, the study showed that student performance was negatively affected by academic and non-academic challenges that were both in and prior to university studies. Academic support programmes in place assisted the students and to a certain level but the timing of support and a non-holistic approach remained a challenge. I recommend an inclusive approach to student support within higher education which is largely data driven and includes all registered undergraduate students. Furthermore, early warning detection systems should be built into the data- handling systems so that students, staff and the intervention student support services can respond appropriately and timeously to potential impediments to students’ academic progress.
Exploring Grade 7 isiZulu First Language learners’ attitudes towards isiZulu in a multiracial primary school.
(2018) Nxumalo, Phumelele Innocentia.; Mngomezulu, Samukelisiwe Dorothy.
This study aimed at exploring grade 7, isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school so as to understand and explain the grade 7, isiZulu first language learners’ attitudes towards isiZulu, in a multiracial primary school. Two research questions were answered namely: What are grade 7 isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school? What influences the grade 7 isiZulu first language learners’ attitudes towards isiZulu in a multiracial primary school? The study took place in a multiracial primary school in Durban central circuit, in uMkhumbane ward, under the uMlazi district. To answer the critical questions, data was triangulated by using two research instruments, namely; face-to-face semi-structured interviews and open-ended research questionnaires. The study was a case study design which sourced data from a group of 8 learners learning isiZulu (their first language) in a multiracial school context. The study was a qualitative study where an interpretive paradigm was adopted because the participants were interacted with in their natural environment; the school. Purposive sampling was used in selecting eight learners as the participants in this study. The study was framed on two theoretical frameworks, i.e. attitude and bilingualism theories. Data analysis proceeded by way of categorising data into themes that gave rise to sub-themes. In making sense of data generated, this study applied attitude and bilingualism theoretical frameworks when I was analysing data. The findings indicated that some learners had negative and others had positive attitudes towards isiZulu. Those learners with negative attitudes regarded English as a better language. It was recommended that a study exploring isiZulu second language learners experiences in learning isiZulu be conducted in a multiracial primary school where isiZulu is compulsory. Studies in multiracial primary schools where isiZulu is a compulsory subject must be conducted. Experiences of non-isiZulu language speakers must be targeted towards isiZulu speakers. Learners who do not comprehend isiZulu as it is not their first language must be granted the opportunity of receiving extra lessons. Further, schools should create opportunities for learners to communicate in isiZulu even outside the classroom environment.
Exploring teachers’ experiences of teaching isiZulu as a first additional language in three multiracial schools in Isipingo.
(2019) Phungula, Nombuso Rittah.; Mngomezulu, Samukelisiwe Dorothy.
This is a qualitative study, which purpose is to explore the experiences of teachers in teaching IsiZulu as a First additional language (FAL) in three multi-racial schools in Isipingo. This study was very significant because many years after democracy in South Africa, there seems to be a big gap between the teaching of isiZulu in many schools in Kwazulu-Natal and English Language. This study focused on three schools in Kwazulu-Natal because it is home to predominantly isiZulu speaking people. The study utilised a case study approach and interviews were used to collect data from the teachers individually and as a focus group. The participants were selected by the use of purposeful sampling. The findings from the data responded to the research questions, which were: 1. What are teachers’ experiences of teaching isiZulu as a first additional language in three multi-racial schools in Isipingo, Umlazi district? 2. What are the factors that influenced teachers’ experiences of teaching isiZulu as a first additional language in three multiracial schools in Isipingo, Umlazi district? The data analysis process used thematic analysis to captures the teachers’ perspectives of teachers on their experiences of teaching IsiZulu as a first additional language in the classroom. The study findings revealed that the general views of the teachers about teaching isiZulu were mostly positive and most of the teachers supported the use of African languages at the three multi-racial schools. However, teachers sometimes experienced challenges with code switching, lack of resources and the absence of support from the Department of Education and other stakeholders such as parents and corporate organisations. The study recommends that there should be adequate support of the full implementations of the language policy by the Department of Education in order to make the use of IsiZulu an important aspect of language teaching in schools across South Africa. The study concludes that IsiZulu should be promoted in schools.
Exploring teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit.
(2019) Pius, Mngoma Sboniso.; Mngomezulu, Samukelisiwe Dorothy.
The study was conducted in Inanda. The participating schools were located in Inanda North which is a semi-rural area North of Durban, close to Umzinyathi and Ntuzuma. These residences have a low socio-economic status. Many learners came from disadvantaged families, with some having teenagers as parents. Most learners’ households are solely dependent on the social grant. The children are usually left to be taken care of by the grandmothers and grandfathers. The learners’ school attendance is affected by family commitments such as taking care of elderly relatives at home and by religion such as parents or guardians keep children at home during their conference or ceremonies of Shembe Baptist Nazareth.The schools that this study focused on did not charge school fees, and had between 1300 to 1500 learners’ enrolment. The learners had at least one meal a day at the school, courtesy of the feeding scheme in place. The schools were considered by teachers and Mafukuzela Gandhi inspectors as dedicated schools in terms of curriculum coverage, qualified educators, and excelling in extra mural activities such as cultural activities, music and athletics. The schools were also well equipped with resources such as books and computers. This study used a sample consisting of three grade 7 Natural Science teachers from three schools in Mafukuzela Gandhi circuit in KwaZulu-Natal. One participant from each school would represent entire group of Natural Science teachers. This study employed research instruments such as interviews and questionnaires as a method of collecting data. One participant from each school would represent entire group of Natural Science teachers. The aim of the research is to get teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit. Schools that were selected had different backgrounds that allowed the researcher to compare and give a clear picture of teachers’ experiences of teaching Natural Science in grade seven in Mafukuzela Gandhi circuit. The diversity was meant to provide different context that would potentially yield different narratives, and add to the understanding of the phenomenon to teachers and department of education. These schools differed in terms of enrolment, provision of Natural Science equipment, and background of the school. The teachers revealed that teaching Natural Science has made them to experience that the content is packed and terminology is hard for learners to master in one-year. Therefore,Like paperwork, extra mural activities and loaded learners in classrooms. Another point is that came through from the research was that some teachers are less confident to teach certain content and practical’s due to lack of resources, lack of specialization of subject teacher and lack of knowledge for practical’s in grade 7. To sum up, since the inception of education policies being landed to other foreign countries it has created a number of experiences for teachers to adapt in the curriculum implemented and adopted by department of basic education. It must be notable that Outcome Based Education (OBE) phase was implemented as a goal to achieve learning outcomes of learning areas; the previous curriculum was implemented to fix issues arising in the education system like curriculum2005. Thus has resulted not adequate time for teachers to conceptualize these framework of teaching. Nevertheless, education system has encountered radical changes; however, teachers are experiencing several amendments in these curriculums, skills development remained in the previous curriculum programmes. The same skills that were addressed in post 1994 curriculum are still captured in CAPS. For example, lack of science laboratories or resources are still escalating, inexperience Science teachers. Therefore, thats why Natural Science teachers are experiencing difficulties in teaching Natural Science in grade seven.