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Access status: Open Access ,
The lived childhood experiences of incarcerated male sex offenders
(University of the Free State, 2024) Ntlatlane, Prudance Kgaladi; Taylor, H.W.
This study was motivated by the high rates and public outcry of gender-based violence (GBV) in South Africa, particularly sexual violence. There have been policies and interventions by the government and other stakeholders to curb the rate of GBV in South Africa. The interventions mainly focus on protecting the victims of GBV, particularly women and children. However, the rates of GBV, predominantly sex offences, continue to increase. The perpetrators of GBV and sexual violence are mostly not included in the interventions and policies. Research also focuses on the victims of sexual violence and not the perpetrators, which is problematic as it does not provide a clear understanding of sexual violence in South Africa, resulting in the same and redundant strategies to curb sexual violence. Developmental psychological theories highlight that various childhood factors and experiences influence behaviour in adulthood. Males are identified as perpetrators and are incarcerated for sexual offences in South Africa. However, there is limited research on sex offenders and the influences of childhood experiences on sex offences amongst males. This research, therefore, aimed to understand the lived childhood experiences of incarcerated male sex offenders in South Africa. The study adopted a qualitative approach and was guided by the phenomenological and multiple case study approach to understand the lived childhood experiences of sex offenders. Purposive sampling was used to recruit 10 participants from the Mangaung and Grootvlei correctional centres. A semi-structured interview was used to collect data. The interpretative phenomenological analysis (IPA) was used to analyse the data. The findings of the study found that lived childhood experiences play a role in the perpetration of sexual offences later in life. The findings also found that sex offenders experience negative experiences more than positive experiences during childhood, influencing the perpetration of sexual offences.
Access status: Open Access ,
Exploring the influence of family structure on the well-being of learners in rural schools during the COVID-19
(University of the Free State, 2024) Mbhele, Thobeka Angel; Mukuna, K.R.
This study investigates the influence of family structure on the well-being of learners in rural schools during COVID-19. It determines the factors influencing family structure in learners’ well-being in rural schools during COVID-19. It further explores the challenges the family structure encountered in improving learners’ well-being in rural schools during COVID-19 and identifies strategies to overcome these challenges on learners' well-being during COVID-19. There is limited research examining factors on the influence of family structure on the well-being of learners in rural areas. Most literature is international studies and does not focus on rural areas or delineate the effect of family structures on the well-being of learners. Thus, this study adopts a qualitative approach through a multiple case-study design. It employs an interpretive paradigm. Data were collected through including semi-structured interviews and observation. This study used purposive and convenience techniques to select four high school learners from grades 9, 10, and 11 and four high school teachers. Both teachers and learners are from two schools. Teachers’ teaching experiences were considered in this study. It was conducted in the uThukela district, KwaZulu-Natal province, South Africa. Data were analysed through narrative analysis. The results showed that family structure affects learners’ well-being and causes poor academic performance and disruptive behaviours. It further affected learner’s mental health. The study found that most learners from single-parent families, nuclear families, and grand-parent families experienced difficulties at home based on parenting style, family income, and support structure. The results suggested forming a basis for different stakeholders to assist the learners in coping with the challenges emanating from their family structure backgrounds. This study recommended that the government develop counselling, self-awareness, and tutorial programmes in schools for learners who cannot afford basic needs and should be provided with food, clothes, and learning materials.
Access status: Open Access ,
Mitigating the COVID-19-induced learning loss in reading in rural English FAL Grade 10 classrooms: a free voluntary reading approach
(University of the Free State, 2024) Mojaki, Mojaki Gilbert; Ngubane, Nomalungelo
Although the global Coronavirus pandemic (COVID-19) seems to have passed and gone, its rippling effects still echo in the domains of education, especially in South Africa. Globally, the pandemic led to a total shutdown of schools in 2020 and the adoption of remote online teaching and learning pedagogies. While some learners in different parts of the world may have benefited from these interventions, most learners in rural areas of South Africa were left behind owing to various factors, including a lack of remote learning resources and infrastructure. As a result, most learners in rural schools suffered learning loss during COVID-19. Language skills such as reading were severely affected. Using the Participatory Action Learning and Action Research (PALAR) methodology, this qualitative study explored the use of the Free Voluntary Reading (FVR) approach to mitigate the COVID-19-induced learning loss in reading among Grade 10 English FAL learners in one rural school in the Free State province, South Africa. The Input Hypothesis Theory underpins the study (Krashen, 1981). Two Grade 10 English FAL teachers and ten Grade 10 English FAL learners purposively participated in this case study. The data collected through semi-structured interviews, focus group discussions, and classroom observations were analysed using a reflexive thematic analysis approach. The main findings revealed that the FVR was implemented successfully to mitigate COVID-19 induced learning loss in reading in rural English FAL Grade 10 classrooms. Evidence for successful implementation points to increased confidence to read, increased motivation to read for pleasure, reading with comprehension, increased imaginative abilities, and expanded vocabulary. The lack of books, a non-functional library, and a neglected reading period were some of the major challenges. The study recommends the inclusion of a reading period in the timetable and the restoration of school libraries to ensure the successful implementation of reading interventions. Guided by these findings, the study developed a model for implementing FVR in English language classrooms in South Africa and beyond.
Access status: Open Access ,
The teaching and learning of Literature in the Grade 10 English First Additional Language classrooms in Limpopo Province
(University of the Free State, 2024) Mashao, Peter; Khosa, M.
Teaching literature in the English First Additional Language (EFAL) classroom is important for widening students’ vocabulary and providing opportunities to strengthen their language skills. Moreover, teaching literature for the said purpose requires expert teachers to encourage and motivate learners to read and engage in meaningful discussions to comprehend what is read. However, research on the teaching and learning of EFAL literature has shown that various factors contribute to the challenges of teaching and learning literature in the EFAL classroom. This study investigated the challenges of teaching and learning literature in the Grade 10 EFAL classroom. A qualitative research approach was used to collect and analyse data gathered through observations and interviews with teachers and learners. The data collected was analysed by using thematic analysis. The findings revealed that the following factors contributed to the challenges experienced in teaching and learning literature in the EFAL classroom: overcrowding, lack of teaching and learning material, reading problems, lack of interest in reading, learner progression, language barriers, reluctance to attend extra classes, and difficulties in analysing texts. Based on these findings, it is concluded that teaching and learning literature in the EFAL classroom will likely remain a challenge if the factors identified above are not promptly addressed. Hence, it is recommended that the educational authorities provide teachers with practical training workshops to help them apply their roles as teachers to overcome challenges in the circle of their influence. This study will contribute knowledge in terms of helping teachers improve their instruction of literature in the EFAL Grade 10 classroom for the benefit of EFAL learners across the grades in South Africa.
Access status: Open Access ,
A strategy to enhance management for sustainable curriculum practices in Grade 11 Accounting
(University of the Free State, 2023) Mphatsoane, Lineo; Tshelane, M. D.; Larey, D. P.
This study aimed to identify a strategy to enhance the management of sustainable curriculum practices in Grade 11 Accounting. This strategy contributes to the body of knowledge by addressing existing gaps in accounting curriculum practices and improving learner performance. The objectives were to determine the nature and scope of management for sustainable curriculum practices in accounting classrooms, to establish the perceptions of accounting curriculum managers in Lesotho secondary schools regarding these practices, and to propose a strategy to enhance the management of sustainable curriculum practices. Findings revealed several challenges within accounting education in Lesotho, including a lack of qualified teachers, inadequate teaching and learning resources, and insufficient pedagogical content knowledge. These challenges have contributed to poor learner outcomes, particularly in Grade 11. The study showed that most accounting teachers are not fully qualified and prepared, which impacts the effectiveness of teaching, learning, and assessment practices. Furthermore, the current curriculum lacks alignment with modern technological advancements and pedagogical approaches that would support 21st-century learning needs. The study was guided by the Critical Curriculum Management Theory (CCMT) and Critical Accounting Research (CAR) frameworks, both promoting ongoing reflection and transformational action to improve curriculum practices. One of the core findings highlighted the need for proper pedagogical training and the utilisation of technology in accounting education to better prepare learners for future academic and professional endeavours. Moreover, the study found that principals, heads of departments, and teachers worked collaboratively to maintain and enhance curriculum practices despite limited resources. This collaboration formed a "collective pedagogy" that addressed key challenges but required external support for long-term sustainability. A qualitative research design within the interpretive paradigm was employed using semi-structured interviews, lesson observations, and document analysis to gather data. Thematic analysis of the data identified themes such as inadequate professional development, a lack of curriculum alignment with 4IR skills, and the need for more substantial managerial support. The strategy or model proposed in this study emphasises professional development, resource provision, and managerial collaboration as critical components for enhancing sustainable curriculum practices in accounting classrooms. Ultimately, the findings underscore the necessity of reforming accounting curriculum practices to foster improved learner performance and ensure that accounting education in Lesotho remains relevant and effective.
Access status: Open Access ,
Preparing learners for higher education success through individualised home education in South Africa: a narrative research study
(University of the Free State, 2024) Morkel, Jacqueline; Wahl, W. P.
The South African education system is currently severely criticised for failing to adequately prepare learners for higher education, leading to high dropout rates and unfulfilled potential. Previous research has indicated how this challenge could be addressed through educational reform – on multiple levels of the educational system – and how to support underprepared higher education students to achieve success. However, what is not known is how a home education environment could prepare students for higher education success in the context of a developing country like South Africa. The purpose of this study is to create a deeper understanding of how a specific approach to home education, i.e., individualised home education, could effectively prepare learners for higher education success. As a qualitative research study from an interpretive perspective, this study used narrative inquiry method to achieve the above mentioned purpose. Snowball sampling was utilised to obtain adults who firstly have successfully completed their undergraduate studies at a public South African university, in the minimum residential period allowed for each of the participant’s respective degree programmes. Secondly, it was important that these families applied an individualised home education approach. Semi-structured serial interviews were conducted in order to gather rich and meaningful data. A total of twenty-one interviews were conducted of which fifteen interviews were transcribed. The data presented in this study included the first round interviews of seven home educated adults and five home education parents with two sets of siblings being interviewed. The second round of semi-structured interviews involved seven participants, i.e., four homeschooled students and three parents. A thematic data analysis process was used to analyse the data. The data presented four themes which describe individualised home education pertaining to higher education success: (1) milieu, (2) learning, (3) life skills and (4) quality interactions. The data indicated specific aspects for each of these elements. These aspects created a nuanced understanding of the home education environment that successfully prepared students for higher education success in later years. The research results were then compared with student engagement as a theoretical frameworks for higher education success. This comparison between the research results (at earlier education phases) and student engagement, provided correlations between the data and student engagement mechanisms: Affective-, Behavioural-, Cognitive-, Critical-, Political- and Socio-cultural student engagement. The results showed that individualised home education was highly effective in incorporating student engagement strategies, which was adapted throughout developmental phases, and how this education philosophy successfully prepared learners for higher education success, because it effectively facilitated learner engagement at the Primary and Secondary level. This research study provides deep insights, in an empirically grounded way, about the value of home education – especially individualised home education – and how it could prepare learners for post-secondary success.
Access status: Open Access ,
Case studies on South African preservice teachers’ experience of blended learning in technology education
(University of the Free State, 2025) Mobara-Links, Zaynab; Jita, T.
This research explores the perceptions, understanding, engagement, and experiences of third-year Technology Education preservice teachers who participated in a blended learning approach at a South African higher education institution. Their perceptions and experiences play an important role in uncovering the effectiveness of the approach in a practical-based subject. The study analysed the literature on Technology Education, blended learning, and information and communications technology (ICTs), to understand the factors influencing the effective implementation of blended learning approaches. The blended learning approach employed combined face-to-face and online teaching and learning, as well as a portfolio of research evidence to enhance preservice teachers’ engagement in the learning outcomes. The study used a multiple-case study designs as the research design. Furthermore, the Technology Acceptance Model and the Community of Inquiry framework were used as the theoretical frameworks. Data were collected through a survey, document analysis, and open-ended interview questions. The data were analysed using descriptive and thematic analysis methods. The results showed that preservice teachers had a positive perception of the blended learning approach employed and reported various benefits, including increased creativity, increased collaboration and problem-solving, and active engagement in hands-on experiences. The study also identified the challenges of the blended learning approach, such as limited time, limited access to applicable resources and venues, and some limited knowledge on where to gain additional information. The study concludes by theorizing a conceptual framework developed from the findings and recommends that blended learning is one promising teaching and learning approach for Technology Education preservice teachers in a South African higher education institution.
Access status: Open Access ,
Case studies of instructional leadership for the Life Sciences in two South African schools
(University of the Free State, 2024) Madonsela, Thobile Perseverance; Jita, L. C.; Badmus, O. T.
Globally, learner-achievement was prioritised in the past to enhance school reform efforts. Consequently, this led to Instructional Leadership being viewed as the key strategy for improving the quality of teaching and learning as a long-term trajectory for whole-school school improvement. Although Instructional Leadership is seen as a critical component to effectively enhance teaching and learning in schools, studies in this area of education generally speak to the correlation between management, instruction, and learning; but they do not directly address subject-specific Instructional Leadership - hence, the significance of this study. In acknowledging that scholars in the area of educational leadership have not strongly linked their studies to particular school subjects, it was realised that the existence of instructional problems may be sidelined; hence, subject-specific Instructional Leadership need to be prioritised. Consequently, this study explored the area of Instructional Leadership for the Life Sciences as enacted in South African schools. Findings from this study revealed that Instructional Leadership played a crucial role in sustaining school improvement. In addition, the findings indicated that for subject-specific Instructional Leadership in schools to improve, instructional leaders need to be professionally developed to understand the concept of IL, the subject (Life Sciences), and the practices that promote effective teaching and learning of the subject.
Access status: Open Access ,
Exploring factors that impact ICT integration in Free State senior phase EL2 classrooms
(University of the Free State, 2024) Khaile, Mopedi Peter; Grobler, Annemie
The Fourth Industrial Revolution (4IR) calls for the current global order to instantaneously adapt to management and governance needs of Industry 4.0 economy. Equally, the education sector needs to adjust rapidly to the concomitant innovations to benefit from the epoch of technological advancement. In South Africa the education sector faces the predicament of ICT enhanced pedagogy that has not advanced as predicted to improve teaching and learning. This study examined the integration of ICT in English Second Language (EL2) pedagogy. The study unfolded in two articles, adopting a qualitative approach. A phenomenological research design was used. Data were analysed, employing an eclectic approach to inductive content analysis. The first article explored teachers’ knowledge, skills and attitudes and types of digital technologies available and to which extent they were used in EL2 pedagogy. The second article examined how senior phase teachers integrated technology in EL2 instruction, and learners’ perceptions towards learning EL2 with the aid of ICT. The Technological Pedagogical Content Knowledge (TPCK) framework was employed to conceptualise ICT integration, juxtaposed with the theory of constructivism. Findings from the study revealed: (1) inadequate provision of ICT resources in schools, (2) rigid anti-mobile technology practices in schools, and (3) a need for a paradigm shift towards learner-centred language pedagogy.
Access status: Open Access ,
The voice of a generation: an adlerian psychobiography of Whitney Houston
(University of the Free State, 2024) Mathebula, Nhletelo; Fouché, J. P.
Psychobiographical research has experienced significant growth in local and international settings, gaining traction among academic supervisors, promoters, and postgraduate students within various Departments of Psychology in South Africa. Psychobiography, a longitudinal case study of the psychological development of an influential figure, is well-suited to examining personalities who have left a profound impact on society within the historical period in which they lived. One such figure is Whitney Elizabeth Houston (1963–2012), a globally acclaimed singer and actress renowned for her extraordinary vocal talent, groundbreaking achievements in music and film, and her role in crossing racial barriers in the entertainment industry. She remains one of the best-selling music artists of all time, earning widespread recognition for her artistic contributions and leaving a lasting cultural legacy that continues to influence generations of performers. Historically, psychobiographical studies have often focused on extraordinary White male subjects.However, there is increasing recognition of the need for broader representation, particularly in terms of gender and race. Despite Houston’s global recognition and contributions to popular culture, no existing academic studies have offered an in-depth psychological exploration of her life. A non probability purposive sampling technique was utilized to select Houston as a psychobiographical subject. Consequently, this psychobiography was undertaken to provide a psychological exploration and description of Houston’s personality functioning and development across her life within her socio-cultural and historical context. This study utilised Alfred Adler’s theory of Individual Psychology to analyse publically available biographical and historical primary and secondary data on Houston. Alexander’s nine saliency indicators were applied to arrange and prioritise the extensive biographical data available on Houston. Research questions were posed to the data, guiding the extraction of units of analysis that are relevant to the study’s aims. Furthermore, a psycho-historical conceptual matrix was utilised to systematically categorise and facilitate the analysis of Houston’s Adlerian personality development across distinct historical periods of her life. Findings suggest that Houston may have had an inferiority complex, as demonstrated by her misuse of drugs throughout most of her adulthood. Despite this, she seemed to possess a resilient spirit in her continuous striving for superiority in her career and fulfilment of the occupation, social, love and marriage life tasks. She also displayed a genuine concern for the well-being of others, extending her social interest beyond individual relationships to encompass broader communities and society. This was evident not only in her acts of generosity but also through her active support for various social causes throughout her life. This study contributes to expanding the body of knowledge on Houston’s personality and life and to Adler’s theory of Individual Psychology.