ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
The role of self-management in postgraduate studies at the University of Kwazulu-Natal.
(2017) Ramlall, Halisha.; Kharsany, Khadija.
Self-management has historically been viewed as a crucial success factor in postgraduate studies. There is a combination of both a positive and negative state in respect of self-management as some students display the required self-management skills for academic success whilst others lack these fundamental elements. The problem lies in the fact that most students have experienced a lack of self-management during their tertiary studies and there is a need to develop or suggest a theoretical framework or solution to their management. In addition to affecting the throughput rates of postgraduate students, a lack of self-management also affects the self-confidence of students as they may feel a lack of motivation to achieve their goals. A mixed-methods study was conducted with postgraduate students at the University of KwaZulu-Natal to examine the various aspects that contribute towards self-management. Students were required to answer a survey via Survey Monkey to determine their self-management patterns. Twenty-three students completed the surveys and the findings confirm that whilst students are self-motivated and have a reasonable degree of self-confidence, there is still a huge reliance on the University and supervisors to provide additional support. Students believe that there will be a significant increase in the throughput rates were such support made available. Students are goal orientated and focused however, they still require assistance from their lecturers and the University as a whole. It can be deduced that the students have high expectations from both the lecturers and the University in terms of their studies. Therefore the University needs to introduce extensive support mechanisms for postgraduate students which may include a Master’s tutor as well as a dedicated librarian.
Exploration of grade 11 learners’ mental constructions and difficulties in learning and solving trigonometric equations: a case of one school in Umlazi District.
(2023) Dube, Njabulo Happyboy.; Ngcobo, Zanele.
Trigonometry is a particularly challenging area of mathematics for high school learners. This study investigated South African Grade 11 learners' mental constructions and difficulties when learning and solving trigonometric equations. Participants were selected from an after-school mathematics programme that they attended on a voluntary basis. Data was collected using an activity sheet and semi-structured interviews. Baseline data was collected using an activity sheet from 17 learners Grade 10 learners; data was collected from the same learners a year later using another activity sheet with a different set of problems. Semi-structured interviews were conducted with 7 learners to probe their responses on the activity sheet. Most of the learners were found to be unable to make the necessary mental constructions to solve trigonometric problems at the Grade 11 level. Dubinsky’s (1991) constructivist APOS theory, which describes how learners construct their knowledge of mathematics concepts in stages characterised by action, process, object and schema, was used to analyse the mental constructions of learners. During both phases of data collection, most learners were found to rely on explicit step-by-step calculations to solve problems, indicating that they were operating at the action stage; a smaller number were able to do some of the steps mentally without writing them out, indicating that they had advanced to the process stage. No evidence was found of learners having advanced to the object or schema stages. Moreover, the findings showed that, while the learners perform procedures correctly, they applied rules without giving reasons. Piaget and Garcia’s (1989) triad mechanism were used to analyse the difficulties that hindered learners’ mental construction of concepts. Learners’ difficulties included incorrect conceptions of
the equal sign, overgeneralization of rules, and failure to integrate algebra concepts into their construction of trigonometric concepts. Based on the findings, the study recommends that teachers reinforce basic algebraic skills—such as collecting like and unlike terms, using brackets, and addition and subtraction of algebraic terms—before introducing trigonometric concepts. Teachers are urged to explore different methods for teaching trigonometric equations to enable learners to construct knowledge effectively, such as collaborative learning and differentiated classroom activities.
Cultural and heritage tourism as a tool for enhancing rural livelihood diversification in Sehlabathebe National Park, Lesotho.
(2022) Makwindi, Ngonidzashe.; Ndlovu, Joram.
In Southern Africa, heritage tourism has been identified as a tool for poverty reduction in rural areas because it has the potential to play a key role in enhancing livelihood diversification. Cultural and heritage tourism provides World Heritage communities with sustainable livelihoods, yet many African World Heritage Sites are surrounded by communities with visible high poverty and unemployment levels. Sehlabathebe National Park, a World Heritage Site in Lesotho, is not an exception in this regard. It is against this background that this study aims to explore the awareness, perceptions and role the World Heritage and tourism play in the livelihoods and everyday life of the local communities in Sehlabathebe National Park. The study sought to explore the participation of local communities in tourism and conservation at the World Heritage Site. Among other objectives, the study examined the impacts of heritage tourism on the rural livelihoods and evaluated the community’s perceptions and expectations of Sehlabathebe National Park as a World Heritage Site. It also assessed the benefits to the community resulting from Sehlabathebe National Park as a World Heritage site. To explore the complexity of rural livelihoods, the study adopted the philosophical underpinning of pragmatism complemented by Convergent Parallel mixed method design. The study was anchored by the Social Exchange Theory, Stakeholder Theory and Sustainable Livelihood Framework. The researcher administered questionnaires to a stratified random sample of 286 households in 12 villages and conducted in-depth interviews to a snowball sample of 11 experts. The quantitative and qualitative data analysis was done using SPSS and thematic analysis respectively. The key non-parametric tests conducted were Chi-square, Multiple regression analysis and Mann-Whitney. The study revealed that cultural and heritage tourism did not enhance livelihood diversification in most villages. It could not reduce household vulnerability and poverty. The local communities had not yet seen the benefits of Sehlabathebe National Park as a World Heritage Site seven years after getting the status. Local community participation in tourism and conservation was limited to consultation. Although the local communities still had high expectations of benefits from the Site, the study concludes that the establishment of Sehlabathebe National Park and the World Heritage status have not significantly improved the livelihoods of the local communities. The key recommendations were the adoption of Public Private Partnership (PPP) to bring in the much-needed investment and business expertise in the sustainable management of the park. The study also recommended giving back the custodianship and stewardship of the park to the local communities which entails empowering the village Chiefs to protect the park. This study contributes to new knowledge on tourism’s specific socio-economic impacts on rural livelihoods of the poor living around World Heritage Sites. The thesis makes a theoretical contribution to knowledge and academic rigor by testing complex sociological theories to examine a tourism phenomenon. Ultimately, this thesis has demonstrated that cultural and heritage tourism, though commonly perceived as the panacea for poverty alleviation, it should be supported by an appropriate tourism policy framework. The implication is that the park management should review its tourism policy and develop a comprehensive inclusive cultural heritage tourism product.
A critical exploration of the ethical implications of National health insurance (NHI) in South Africa bill.
(2025) Xasibe, Asanda.; Okyere-Manu, Beatrice Dedaa.
This study critically explores the ethical implications of implementing the National Health Insurance (NHI) Bill in South Africa. The NHI seeks to address long-standing inequalities in the country’s dual health system by creating a single-payer model that guarantees universal access to quality healthcare. Using the ethical theory of Ubuntu as the guiding framework, the study examines how the NHI aligns with principles of justice, equity, dignity, solidarity, and shared responsibility. The research also evaluates the potential risks associated with the Bill, including corruption, governance failures, financial sustainability challenges, and the possible weakening of private healthcare. A qualitative, exploratory, and desktop research design was used to analyse academic literature, policy documents, and official reports. The findings reveal that while the NHI presents strong ethical benefits and offers an opportunity to correct apartheid-era injustices, its success depends on transparent leadership, strong accountability systems, public participation, and the practical application of Ubuntu values in policy implementation. The study concludes that an ethically grounded NHI has the potential to build a more just and inclusive health system, provided that governance and institutional weaknesses are effectively addressed.
Investigating the impact of using an active pedagogic approach to teaching with technology on student learning.
(2023) Adeboye, Daniel Obatomisin.; Govender, Desmond Wesley.
The use of technology in the classroom has been a topic of debate for many years. Several researchers have done much work on how best technology can be integrated successfully into the classroom. Some argue that technology can be a valuable tool for enhancing student learning, while others believe that it can be a distraction and lead to decreased engagement. Research has made it clear that using an active learning approach to teaching and learning might make the results a bit more positively predictable. This study investigated the impact of using an active pedagogic approach to teaching with technology on student learning at a primary school in Nigeria. This study is a case study that made use of action intervention research, passing selected participants through seven weeks of teaching using the Activated Classroom Teaching (ACT) model as the intervention. The ACT model is an active learning pedagogical approach that passes students through six layers of increased activities – consumption, curation, conversation, correction, creation and chaos, ensuring student engagement. This study used a mixed method approach and so data was collected from a sample of 91 students through a questionnaire and 4 teachers through a focus group discussion. Secondary data as well as scores from teachermade tests were also collected to add robustness to the data. Quantitative analysis was done using SPSS, with other statistical tests and t-tests carried out as well. Qualitative analysis was done as the FGD was transcribed, coded and major themes were derived and discussed. The findings of this study suggest that using an active pedagogic approach to teaching with technology, such as the ACT model, can be an effective way to increase student engagement and academic performance, thereby enhancing student learning. Specifically, results revealed that the ACT model has a positive impact on the affective engagement and academic performance of students. Although students have high behavioural and cognitive engagement, there is a slight decrease in these engagement parameters for the students. Furthermore, the ACT model provides a pedagogical framework for teachers to use technology in a way that engages students and promotes deep learning. Investigating the Impact of Using an Active Pedagogic Approach to Teaching with Technology on Student Learning - Adeboye Daniel O. (2023) This study contributes to the body of knowledge by providing evidence that using an active pedagogic approach to teaching with technology can be an effective way to increase student engagement and academic performance. Additionally, it provides valuable insights for teachers who are considering using technology in their classrooms and suggests that for teachers to teach effectively with technology and get the desired results, they must be trained to engage the affordances of technology and teach using an active pedagogical approach.