Browsing by Author "Ndlovu, Blanche Ntombizodwa."

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The experiences of the physically disabled students in the TVET College.
(2019) Mbense, Sizwe Absai.; Ndlovu, Blanche Ntombizodwa.
The aim of this study was to investigate the experiences of students with disabilities in a form of a case study at a Technical Vocational Education and Training (TVET) College with more focus on the factors that impact both negative and positive in their studies. The study had four research participants who are physically disabled students in the TVET College, two with multiple disabilities and the two with visual impairments. The study employed the social model of disability with an inclusive method to education. The methodology used in the study is a qualitative approach within a critical paradigm. Interviews, life histories, pictures and observation are the methods used to collect data and ensure a better understanding of the case in the TVET College in question. The themes within the data were analysed through the thematic content analysis. Implicit and explicit ideas within the data were revealed. The findings were classified into three developing themes of othering, academic ableism and poverty which were established by some minor themes. Through the study, it was found that students’ individual attitudes such as self-determination, self-advocacy, being positive and intrinsic motivation were the main enablers for learning and the parental and lecturer care was found to be the facilitators of success, development and improvement. Physical, economic, social and epistemic were the main barriers to access and success. These findings were descriptive of forms of subjugation and side-lining of an ableist TVET College. Students with disabilities were labelled as abnormal as they were expected to do like their able-bodied peers without assistive devices. It was not considered that the environment was also a barrier that prevented them from moving the college buildings. The impaired students were referred to as “other.” They were subhuman, disempowered and devalued. The negative attitudes of peers were identified as the main barrier to their learning experiences. When I embarked with the study it was recommended that the TVET College assist the students with disabilities by providing the suitable learning materials, providing resources and developing inclusive attitudes among both staff and students funding, inclusive education training for the lecturers as per legislation, accessible buildings, flexible curriculum that that economic matching.
Exploring Grade 10 teachers’ experiences of mother tongue reading habits: case studies of two selected high schools in KwaZulu-Natal.
(2019) Mhlongo, Stella-Rose Balungile.; Ndlovu, Blanche Ntombizodwa.
The study sought to explore Grade 10 teachers’ experiences of mother tongue reading habits. The mother tongue that is referred to in this study is IsiZulu, an African language that is predominantly spoken in the KwaZulu-Natal province of South Africa. The main objectives of the study were to understand Grade 10 teachers’ experiences of reading habits in rural and urban areas, to understand Grade 10 teachers’ experiences of mother tongue reading habits in both rural and urban high schools, and to explore why teachers experience these habits among learners in Grade 10. The research adopted a qualitative research approach as it was underpinned by the need to explore aspects exploring grade 10 teachers’ experiences of mother tongue reading habits in rural area schools. The methodology was therefore designed to generate narratives (i.e., words) rather than numbers as data for analysis. The research followed a case study design in order to explore and depict a specific setting with a view to advancing teachers experiences as the curriculum planners (isiZulu) as a language. The purposive sampling method was employed and the recruitment strategy was convenient sampling. Data were generated by means of semi-structured interviews, document analysis (policies) and classroom observations. The data were analysed according to thematic coding with links to the theoretical framework. Future studies should look into how the teaching of IsiZulu mother tongue reading in high schools is taught to teachers in teacher training institutions, and the in-service training that is provided to IsiZulu Home Language high school teachers in the field. The study reveals that Grade 10 teachers’ experiences of mother tongue reading habits are not very positive. Grade 10 learners cannot read fluently in IsiZulu, which is their mother tongue. They mispronounce IsiZulu words and mix IsiZulu with English when they speak. They read well at the sentence level, instead of reading texts with ease. When they read, they use their fingers and other objects to point at words, which lowers their reading pace and detracts from the reading. Learners look down on IsiZulu and do not see it as a problem if they do not know how to read in their mother tongue. At high schools, there is a scarcity of isiZulu reading material that can interest teenagers. The study revealed that teachers do not follow any uniform method in teaching reading; their focus is on finishing the syllabus, while not having implanted the love of reading into the hearts and minds of their learners.
Exploring grade ten teachers’ understanding of multiple intelligence in teaching physical science in a rural school.
(2018) Blose, Nkosingiphile Pearl.; Ndlovu, Blanche Ntombizodwa.
Understanding multiple intelligences in teaching is very important in order to achieve effective teaching. The most important tenacity of this research is to show some of the observable structures of a holistic and constructive enriched curriculum for physical science that shapes the strengths of learners within the classroom. Human intelligence varies so much that each learner has a unique combination of intelligences resulting in a unique personal profile for each learner. As a result each learner learns in a unique way. The purpose of this study was to explore physical science teachers' understanding of multiple intelligences in teaching. It is then very important for teachers to understand multiple intelligences teaching, so that they may reach every learner when teaching. The traditional ways of teaching catered for only mathematical and linguistic intelligences, leaving learners with other intelligences behind. When traditional ways of teaching are used physical science appears to be a difficult subject, because most learners fail the subject. This research presents an interpretive case study of four research participants who are Grade ten, physical science teachers in a rural school in Durban , KwaZulu Natal. For data generation, narratives, one on one semi-structured interviews and classroom observations were used. The main findings of this research signify that even though Physical Science teachers understand the different skills that learners have, they fail to show the learners multiple intelligences in their teaching. The other challenge that teachers focus more on is the group teaching therefore treating learners in the same manner. This is also seen when Physical Science teachers assess, their forms of assessments though different but they cannot deal with different types of multiple intelligences to cater for all learners in their classrooms. The study concluded that even though physical science teachers are showing the visibility of understanding multiple intelligences , they cannot articulate what multiple intelligences are. In their teaching there was visibility of the understanding of multiple intelligences, as they use mult iple intell igences strategies unknowingly , especially when they use visual aids. I recommend that further research on teachers' understanding of Multiple Intelligences should be done in three contexts. The department of education should organise more workshops for Physical Science teachers. The workshops should have sufficient information about the choice of careers so that Multiple Intelligences could be catered for. Moreover, the school counselors should design methodical interventions that cater for Multiple Intell igences to be inc orporated into curricular experiences in hopes of providing learners with various prospects to develop more mature career decision-making attitudes and competencies. The aptitude tests that address South African measures should be developed so that the learners could do aptitude tests that are in line with South African learners and most of all that cater for their Multiple Intelligences.
Exploring psychosocial support systems for vulnerable children in rural schools.
(2019) Ndlovu, Thembinkosi Victor.; Ndlovu, Blanche Ntombizodwa.
The HIV/AIDS pandemic and high levels of violence in South Africa have resulted in increased prevalence of orphans and vulnerable children (OVC). Vulnerable children experience barriers to learning and development. Broader socio-economic circumstances, including community health issues and dire poverty, such as is faced in rural communities, intensify the vulnerability. This qualitative study explored the educational prospects of lives of vulnerable children in rural schools, with a special focus on the psychosocial support systems available to them. Three layers of data generation techniques (Observation, Document analysis and Interviews) were employed in the exploratory case studies to explore the lives of three learners within the framework of two theories; Communities of Practice (CoP) and Social Constructivism. The amalgamated theoretical framework was intended to; raise awareness of the plight of rural children, advance social cognition, and to lobby for social justice. Two orphanage schools in rural KwaZulu-Natal were selected for the study. Purposive sampling was used to select three learners, four teachers, a resident social worker, a member of school management and two caregivers. The selected participants were regarded as integral voices and potential role players in the envisaged psychosocial support systems collaboration. The findings pointed to a critical shortage of psychosocial support systems for vulnerable children in rural schools, especially highly specialized services like educational psychology services, proper health care, food security and focused poverty alleviation initiatives.
Grade three teachers' experiences in teaching poetry: a case study in three contextual variations.
(2019) Fynn, Charity Zakithi.; Ndlovu, Blanche Ntombizodwa.
This study sought to explore Grade 3 educator’s experiences of teaching poetry, and to understand how and why they teach poetry in the way they do. A qualitative case study was conducted informed by a constructivist paradigm with educators in the Ugu District, south of Durban in KwaZulu-Natal, South Africa. Semi-structured interviews and classroom observations were conducted to gather data, which was then analysed using content analysis. The results of the study revealed that poetry teaching is a neglected area in the foundation phase. Inadequate educator training and professional development, and a lack of realistic alignment of time and available resources with the requirements of the CAPS curriculum, means that insufficient time is spent on poetry, and educators do not apply a uniform approach to poetry teaching during the time that is spent on it. A lack of adequate teaching and infrastructural resources in many schools, and a language barrier created by English as the LoLT, compounds the problems affecting poetry teaching. Many of these issues are not solely confined to poetry teaching, but affect teaching and learning in general in South Africa. Recommendations were provided for these issues to be addressed in a focused manner, to ensure that foundation phase learners in South Africa are adequately equipped to handle the conceptual leap to the intermediate phase. This will assist in ensuring the positive long-term learning outcomes of all South African learners.
Investigating schistosomiasis markers of inflammation and immune responses in school children on repeated mass drug administration in Bandanyenje, Zimbabwe.
(2017) Chisango, Tawana Jonathan.; Mduluza, Takafira.; Ndlovu, Blanche Ntombizodwa.
Abstract available in PDF file.
Parental involvement in supporting teaching and learning : a case study of three primary schools in the Pinetown District.
(2011) Ndlovu, Blanche Ntombizodwa.; Bhengu, Thamsanqa Thulani.
The study is responding to the outcries of the Department of Education and the South African Schools Act (SASA) Act No. 84 of 1996 and National Curriculum Statement, (2002) about involving parents in teaching and learning. It has been proven that children respond better when parents take initiative in their education. In the study I am investigating the involvement of parents in the teaching and learning. The family is seen as the backbone in every child’s education, this is to say when the parents take initiative in the education of their children, it is likely that the children will perform better at school. The need to investigate the parental involvement arose from the new curriculum, seeing educators struggling to teach in National Curriculum Statement so I needed to know if parents are copying. The parental involvement I am focussing on is essentially teaching and learning that takes place at home and at school where learners require help from the parents on their school work. Parental involvement is strongly linked to socio economic status which is in it self strongly linked with learners’ progress and that is significant to parental involvement. The schools I am researching will be drawn from three different African social contexts of township, rural and urban schools that used to be known as Model-C schools. I want to see what the nature is and how parental involvement is handled in these schools. Since this is a small study, I will not generalise the findings. This study adopted an interpretivist, qualitative case study research comprising three schools. I chose interpretive research paradigm because it will allow me to interact closely with the participants to gain insights and form clear understandings (Nieuwenhuis, cited in Maree, 2007). Using the findings gathered from the study I will access parents’ perspectives regarding their involvement in supporting the learners in teaching and learning in schools. I may not disregard the child-headed families where there is no elder person to concentrate on the children’s education.
Teachers' understanding of inclusion in urban primary schools in Pinetown District.
(2020) Ngidi, Princess Thembile.; Ndlovu, Blanche Ntombizodwa.
The study sought to interrogate the teachers' understanding of inclusion in urban primary schools in Pinetown district. The study sought to answer the critical questions: What are the teachers' understanding of inclusion in urban primary schools? What are primary school teachers' experiences of inclusion in urban primary schools? Why do primary school teachers understand inclusion the way they do? The methodology used in the study is a qualitative approach within a critical paradigm. Virtual semi-structured interviews and focus groups were used, are the methods used to generate data and ensure a better understanding of the case in a Primary School in question. The themes within the data were analysed through the thematic content analysis. Implicit and explicit ideas within the data were revealed. Participatory Action Research (PAR) as a methodology of generating data in social sciences. The literature reviewed in this study revealed that most studies analysed the state of inclusion in schools focusing on learners with disabilities. This study drew from the curriculum representations theory by Van den Akker. Data was generated using participatory action research in urban primary schools in the Pinetown district. The findings were classified into three developing themes of othering, academic ableism and poverty, which were established by some minor themes. The findings from this study established that the teachers' understanding of inclusion excluded international learners while focusing on learners with disabilities. Inclusion of international learners was facilitated using language as an instrument of inclusion, learner-tolearner interaction and creation of a non-discriminatory learning environment using the teaching and learning policy Curriculum Assessment Policy Statement (CAPS). The research recommends that staff development of teachers is key in understanding the inclusion of international learners.
Teachers’ experiences of teaching learners with violent behaviour: a case of contextually selected high schools in KwaZulu-Natal=Okwehlela othisha abafundisa abafundi abanodlame ezikoleni zamabanga aphezulu KwaZulu-Natali: ucwaningo lwezikole zamabanga aphezulu ezikhethiwe KwaZulu-Natali.
(2022) Fakude, Xolani Simangaye.; Ndlovu, Blanche Ntombizodwa.
School violence is a pervasive that has received much attention from the media, highlighting its increasing occurrence and the effects it has on the school community. South African schools are not exempted to violence, particularly learner violence instigated against teachers. Due to learner violence, schools are no longer safe working environments for teachers. Hence, the main aim of this study was to explore teachers‟ experiences of teaching learners with violent behaviour in high schools. This was a qualitative case study conducted in three different settings in the Pinetown District of KwaZulu-Natal, namely urban, township and rural. A qualitative design was employed in order to tap into the teachers‟ lived experiences of teaching learners with violent behaviour, to understand factors contributing to teachers‟ susceptibility to learner violence, and to gain insight into teachers‟ perceptions of the factors influencing learners‟ violent behaviour. A purposive sample of six teachers was selected from three schools, one in each setting. Data were generated by means of in-depth interviews, a focus group and teacher narratives. Content analysis was employed to analyse data. All ethical issues were considered before embarking on data generation. The study was underpinned by the bioecological systems and transactional analysis theories. The findings of this study indicated that teachers experience various forms of violence instigated by learners against them, and these include verbal abuse, learners‟ disrespectful behaviour towards teachers, learners‟ physical abuse of teachers, and learners‟ sexual harassment of teachers. The study further revealed that the gender and age of a teacher, the teachers‟ personality and self-presentation, being new in an environment, lack of discipline towards learners, their poor communication skills, lack of insight into learners‟ personal problems, interference in learners‟ fights, and tendency not to report school violence, are some of the factors that contribute to teachers‟ vulnerability to learner violence. The study also revealed that learners‟ personal characteristics, biological dispositions, lack of respect towards others, emotional problems, family conditions, school dynamics, peer pressure, and social factors have a negative impact on the development of violence instigated by learners against teachers. Deriving from the interpretivist paradigm and guided by the two theoretical frameworks, there is a need to establish an integrative approach to combat school violence, and a collaborative effort from all stakeholders involved in the education sector is recommended. Iqoqa Udlame lwasezikoleni luwubhubhane oluke lwathola ukunakwa abezindaba, becacisa ukwenzeka kwalo okukhulayo kanye nemithelela olunayo emiphakathini yezikole. Izikole zaseNingizimu Afrikha azisele ngaphandle odlameni, ikakhulukazi udlame olwenziwa abafundi kothisba, nokuyinto lolu cwaningo olugxile kuyo. Inhlosongqangi yalolu cwaningo kwakungukuhlola okwehlela abafundisa abafundi abanodlame ezikoleni zamabanga aphezulu zaKwaZulu-Natali. Lolu cwaningonto lwekhwalithethivu olwenziwa ezindaweni ezintathu ezehlukene eSifundeni sasePhayindane yaKwaZulu-Natali, okuyizindawo zasedolobheni, zaselokishini nezasemakhaya. Umumosakhiwo wocwaningo lwekhwalithethivu wasetshenziswa ukuze kutholakale lokho okwehlela othisha ngenxa yokufundisa abafundi abanodlame, ukuqonda izinto ezifaka ukuba sengcupheni kothisha kubafundi abanodlame, nokuthola okucatshangwa othisha ngodlame lwabafundi kothisha. Isampula elihlosiwe lothisha abayisithupha lakhethwa ezikoleni ezintathu, oyedwa endaweni ngayinye. Imininingo yatholwa ngokwenza izimposambuzo ezijulile, iqembu elihlosiwe nezindaba ezixoxwa othisha. Kwasetshenziswa ukuhlaziya okuqukethwe njengesu lokuhlaziya imininingo. Konke okuqondene nendlelakuziphatha ocwaningweni kwabhekwa ngaphambi kokuba kuqoqwe imininingo. Ekuqinisekiseni ukwethembeka kokutholakele, amasu ehlukene okuqoqa ulwazi olwehlukene asetshenziswa, kanti lokhu kwakufaka izimposambuzo ezijulile ezingahleliwe ngokuphelele, iqembu elihleliwe nezindaba ezixoxwayo. Ucwaningo lwalusekelwe yizinjulalwazi ze-bioecological systems kanye ne-transactional analysis ezibheka indima yendawo yokuhlala ekuqoqeni ukuziphatha kwabafundi. Okutholakele kulolu cwaningo kwaveza ukuthi othisha behlelwa yizinhlobo ezehlukene zodlame olwenziwa abafundi kubona, kulokhu singabala ukucokofulwa ngomlomo, ukungahloniphi othisha kwabafundi, ukushaywa kothisha abafundi, nokushelwa kothisha abafundi. Ucwaningo lwaphinde lwaveza ukuthi ubulili neminyaka kathisha, ukuziphatha nokuziveza kukathisha, ukuba musha endaweni, ukungaziphathi kahle phambi kwabafundi, ukungakwazi ukukhuluma nabantu, ukungakwazi ukubona izinkinga zabafundi, ukugxambukela ezimpini zabafundi, nokungavami ukubika udlame esikoleni, ezinye zezinto ezifaka isandla ekutheni othisha babekeke engcupheni yodlame lwabafundi. Ucwaningo luphinde lwaveza ukuthi ubunjalomuntu babafundi, ukwakheka ngokwesayensimzimba, ukungabi nanhlonipho okubhekiswe kwabanye, izinkinga emoyeni, nezimo zenhlaliswano kunomthelela omubi ekukhuleni kodlame olwenziwa abafundi kothisha.
Teachers’ experiences of using differentiated curriculum approaches in teaching fractions in Grade 3.
(2019) Mngomezulu, Sibongile Patricia.; Ndlovu, Blanche Ntombizodwa.
The aim of this study was to explore teachers’ experiences of teaching fractions to Grade 3 learners using the differentiated curriculum approaches in the Ngwelezane Circuit. It was a qualitative study that utilised the case study approach. Three mathematics teachers were purposively chosen as participants, using convenience sampling to select those who were the utmost accessible. Furthermore, these teachers were able to reveal teachers’ experiences. Data were generated through semi-structured interviews, classroom observations and document analysis. The curricular spider-web was used as a conceptual framework for data analysis. The findings of the study revealed that teachers’ experiences were influenced by factors such as rationale, content, teaching activities, teachers’ roles, materials and resources, grouping, time, learning environment and assessment. The rationales for teaching were based on (self-experience, informal and formal) and found to be the most influential component in teachers’ experiences. Where teachers were guided by the personal or self-experience rationale for teaching, they demonstrated a conceptual understanding of what they were teaching. On the other hand, teachers whose experiences were influenced by the societal or informal rationale for teaching did not make decisions that contributed to the successful teaching of fractions. Teachers who were guided by the content or formal rationale for teaching believed that being knowledgeable about fractions guided them to teach fractions effectively. It is recommended that teachers must be guided by rationales that will influence them for teaching fractions using differentiated curriculum approaches. In addition, the study recommends that there is a need for on-going professional development for Mathematics teachers so that they keep abreast of current and innovative teaching approaches, particularly for teaching fractions.
Teaching visually impaired students: a case study in one technical vocational education and training college in KwaZulu-Natal.
(2019) Msimango, Zwethanda Derrick.; Ndlovu, Blanche Ntombizodwa.
The research required to gain insight and understanding into teaching visually impaired students in TVET College by exploring their experiences in teaching visually impaired students in TVET College. Inclusive education has, since then, become a serious aspect of the KwaZulu Natal education system. This research explores lecturers’ experiences in teaching students with visual impairment in one TVET College in KwaZulu Natal. Using a qualitative, evocative and theoretical research design, the research hires a case research approach to answer the following questions: What are TVET college lecturers’ experiences of teaching visually impaired students? What approaches are used to teach visually impaired students in TVET College? Why do they understand teaching visually impaired learners in particular ways? The data was generated from a sample of four lecturers from one TVET College in KwaZulu Natal through semi-structured interviews, classroom observations, and document reviews. The research exposed that the lecturers have not been properly prepared for the application of the inclusive education policy in this college; this is reflected by their inadequate sympathetic of inclusive education. It also displays a weakness in the distribution of inclusive education policies as lecturers are not well trained, especially to assist students with visual impairment. The focus inclined to be only on children with visual impairment, or sight impairment. Therefore, there is a need for the TVET College, not only to review the policy and curriculum of inclusive education, but also unload the distribution process so that it empowers and ropes lecturers with information and practical approaches. The theoretical framework that directed this research was American psychologist Urie Bronfenbrenner’s ecological systems theory. The submission of this theory permitted a focus on how the ecological systems lecturers exist in influenced their experiences of and need for teaching visually impaired students. The offer of this theory allowed a focus on how the ecological systems lecturers reside in influenced they are sympathetic to and need for teaching support. The data generation was analysed according to thematic coding with relations to the academic or theoretical framework.