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Access status: Open Access ,
Strategies improving pedagogical content knowledge of economic and management sciences of teachers in Lejweleputswa district
(Welkom: Central University of technology, 2025-08) Lelimo, Tselane
This study investigates strategies for improving the pedagogical content knowledge (PCK) of Economic and Management Sciences (EMS) teachers in primary schools within the Lejweleputswa District, South Africa. Given EMS's foundational role in equipping learners with financial literacy and entrepreneurial skills, deficiencies in teacher PCK directly affect educational outcomes. Despite its curricular importance, EMS is often taught by underqualified teachers lacking specialised training, which negatively impacts learners’ comprehension and performance. The study addresses this critical educational challenge by examining the barriers EMS teachers face, including limited subject content knowledge, inadequate professional development, and resource constraints. The research is grounded in social constructivist theory and adopts a qualitative methodology within a transformative paradigm to explore contextual teaching experiences. Data were collected using focus group discussions, semi-structured face-to-face and telephone interviews with 11 participants, including EMS teachers, learners, a principal, and a learning facilitator. Purposive sampling was employed to select participants with direct instructional involvement in EMS at the Grade 7 level. Thematic analysis revealed four central themes: resource constraints, professional development and training, strategies for learner academic improvement, and learner support mechanisms. The key findings showed that professional learning communities, targeted CPD, mentorship, and collaborative teaching strategies significantly improved teacher efficacy. Teachers in structured peer training programmes reported higher confidence and better learner outcomes. Policy and practice are affected by these findings. The Department of Basic Education should prioritise EMS-focused teacher development and equitable instructional resource access. Additionally, school-based collaborative frameworks can sustain PCK improvement.
Access status: Open Access ,
Challenges faced in teaching and learning of financial literacy in the economic and management sciences (ems) curriculum
(Welkom: Central University of technology, 2025-10) Mulaudzi, Tshumbedzo Celander
This study explored the challenges encountered in teaching and learning Financial Literacy within the Economic and Management Sciences (EMS) curriculum. This chapter commences with a brief discussion of the significance of the EMS curriculum. Teacher qualifications in EMS, factors hindering effective teaching and learning of EMS, mechanisms to minimise the difficulties faced, assessment in EMS and the influence of EMS on related subjects in the FET phase and academic support are discussed. To address these questions, two data collection instruments were utilised: document analysis and semi-structured interviews, involving the perspectives of 16 participants who were purposively sampled. The study was framed using Cognitive Load Theory which assisted to explain how the cognitive load placed on learners affects their learning in Financial Literacy and Ecological Systems Theory which aided in identifying and addressing the multifaceted challenges teachers face in teaching Financial Literacy by considering the interplay of various ecological factors. The findings indicated that factors hindering learner performance in EMS included inadequate Financial Literacy knowledge among teachers, excessive class size, access to technological resources in the teaching and learning of Financial Literacy, scarcity of educational support materials, impact of curriculum changes in the teaching of Financial Literacy, time constraints, difficult terminologies and concepts in Financial Literacy, and deficiencies in the assessment approaches. Recommendations were made to mitigate these challenges.
Access status: Open Access ,
The effectiveness of computer applications technology as a vehicle to promote 21st-century skills to the learners of the Lejweleputswa district.
(Welkom: Central University of technology, 2025-09) Makhasane, W.M
The Computer Applications Technology (CAT) subject has become essential for promoting learners’ success in the contemporary technology-driven environment. Nevertheless, several challenges arise in implementing this subject, despite its significant advantages. Thus, the aim of this paper is to examine the effectiveness of using CAT to promote 21st-century skills (21CS) in learners within the Lejweleputswa District in the Free State Province of South Africa. The study used Technological Pedagogical Content Knowledge (TPACK) as the theoretical framework to achieve this objective. A mixed-methods research design was employed. The sample consisted of the 3 principals supervising schools offering CAT, 16 CAT teachers and 131 CAT learners from secondary schools providing CAT. The data were collected through semi-structured interviews and structured questionnaire. Moreover, the data were analysed using descriptive statistics, inferential statistics, and a chi-square analysis. The study’s major findings revealed that both CAT learners and CAT teachers believe that 21CS are taught through CAT and that CAT learners’ 21CS surpass those of their non-CAT peers. Additionally, CAT teachers observed that CAT learners’ communication skills do not exceed those of their non-CAT peers. Moreover, CAT learners frequently struggle with English. The study also identified several factors that contribute to the successful offering of CAT. Firstly, having adequate resources, such as sufficient computers, printers, and Internet access, is essential for facilitating a smooth teaching and learning process. Additionally, qualified teachers who receive ongoing support from a CAT subject adviser who provides necessary teaching materials to enhance the effectiveness of the subject. However, several challenges that hinder the effective teaching of CAT exist. A major issue is learners’ difficulty in understanding the Language of Learning and Teaching (LoLT). Teachers have noted that many learners struggle with English, which results in incorrect answers during examinations. Additionally, many learners enrolled in CAT have previously failed a grade or have advanced to the next grade despite being inadequately prepared, which negatively impacts their academic performance. Furthermore, the study’s findings revealed that one of the primary challenges associated with effective learning of 21CS through CAT is the financial burden associated with replacing necessary stolen resources. To address the gap between LoLT and understanding, the study recommends that CAT teachers adopt presentation-based learning methods. Specifically, learners should undertake informal, mini-research activities that have CAT-related content, and they should present their findings. This approach may enhance learners’ confidence, improve their English proficiency, and enhance their communication skills. In addition, the study recommends that teachers develop targeted support for advanced learners. The support may include personalised assessments to identify each learner’s preferred learning style, whether visual, auditory, or kinaesthetic. By understanding how advanced learners learn best, teachers can customise their teaching methods using multimedia resources, hands-on activities, or cooperative group work. This tailored approach will not only improve comprehension and retention but will also foster an inclusive environment that addresses the diverse needs of all learners. Furthermore, the study recommends that schools offering CAT enhance their security measures and consider insuring their computer laboratories and equipment. This would help mitigate the frequent need to replace stolen devices, ensuring that learners do not fall behind due to financial limitations.
Access status: Open Access ,
Capacitation of educators to handle skills-related challenges of an inclusive education learning environment in Thabo Mofutsanyana district.
(Welkom: Central University of technology, 2025-06) Makate, Lerata Jan
Teaching learners with learning disabilities may be one of the most challenging occupations worldwide due to the multitude of responsibilities involved. The role encompasses unique Knowledge, Skills and Attitudes (KSA) that require both personal and professional dedication. South Africa’s mainstream schools present a pressing need to explore the capacitation of educators to handle skills-related challenges in an inclusive education learning environment. The present study investigated this phenomenon with the hope that its findings would illuminate a deeper understanding of how educators can be capacitated to function in an inclusive environment effectively. The theoretical framework that underpinned this study was Lev Vygotsky’s (1978) Sociocultural Theory of Cognitive Development (SCT). This case study was conducted in three mainstream schools in the Thabo Mofutsanyana District of Free State Province. Participants were recruited through the use of a purposive sampling technique. The study sample consisted of three principals, three educator, three SGB members and three district officials. Data were collected from interviews and document analysis. Analysis was conducted through the use of interpretative analysis. The findings of the study revealed a gap in the implementation of inclusive education - particularly at the mainstream school level - due to the lack of KSA to function effectively in an inclusive education learning environment. The study recommended, amongst others, providing educators with workshops, training, co-teaching, access to resources and the establishment of Professional Learning Communities (PLCs) for educators to handle skills-related challenges in an inclusive education learning environment.
Access status: Open Access ,
Primary school financial management and leadership for quality education amidst covid-19 in Lejweleputswa education district
(Welkom: Central University of technology, 2025-09) Machava, Persians Mabizweny
This study therefore explores how Section 21 primary schools in the Lejweleputswa District managed their finances during the pandemic. It examines how principals and SGBs applied financial management practices to ensure the continued delivery of quality education under crisis conditions.
Access status: Open Access ,
Employee perceptions of social media regulation and its impact on workplace culture and climate at a cleaning company
(Welkom: Central University of technology, 2025-10) Nkhahle, Lerato John
This study explored employees' perceptions of social media usage regulation and its impact on organisational climate and culture. The study was motivated by the rising incidence of disciplinary actions and job losses related to social media use, underscoring the need for a deeper understanding of social media etiquette within organisational settings. Social media's influence on organisational climate and culture was profound, yet the extent to which social media usage regulation affects these elements has been largely overlooked in prior research. This study sought to fill that gap by examining how such regulations shape employees' thoughts, feelings, and actions, which were critical to corporate reputation management. The research was grounded in the Uses and Gratifications theory, which examined the motivations behind social media usage, and the Configuration Model of Organisational Culture, which aimed to align organisational values with employee behaviour. A qualitative approach was adopted, involving semi-structured interviews with 10 employees from Bokamoso Cleaning Solutions, a cleaning services company based in Welkom, within the Lejweleputswa District of the Free State Province, South Africa, to gather their perceptions of social media regulation. The findings revealed a significant communication gap between management and employees, with many employees uncertain about the existence of a social media policy within their organisation. Based on these findings, the study recommended the implementation of regular communication strategies to consistently reinforce and remind employees of the organisation's social media policies. This research contributed to a better understanding of the dynamics between social media regulation and organisational culture, offering valuable insights for both scholars and practitioners in the field of organisational communication.
Access status: Open Access ,
The impact of secondary school learners’ involvement in extracurricular activities on their academic performance
(Welkom: Central University of technology, 2025-09) Mashabe, Dikeledi Vanessa
This study sought to investigate the impact of secondary school learners' involvement in extracurricular activities on their academic performance. The study was underpinned by the institutional theory and was guided by the following question: How does involvement in extracurricular activities impacts learners’ academic performance? This research was conducted in five public secondary schools located in the Lejweleputswa area of the Free State Province. The study sample consisted of six participants, three learners and three teachers. The researcher used purposeful sampling to select interviewees. The research utilised a qualitative methodology as its design. The study indicates that learners in secondary schools within Kutloanong township encounter restricted opportunities for extracurricular activities, as some schools provide only soccer and netball. Furthermore, the lack of extracurricular activities impedes learners’ involvement, resulting in ennui, disconnection and adverse consequences such as dropout, substance abuse and teenage pregnancy. However, participants revealed that extracurricular activities are crucial for overall development since they enhance discipline, academic achievement, self-confidence and the relationships between teachers and learners. The findings also identified socioeconomic barriers that keep learners from engaging in extracurricular activities, a lack of parental and school administration support and a lack of resources. This study recommends that schools in Kutloanong Secondary Township should expand extracurricular activities, bring back dormant sports clubs, and ensure facilities and resources are available. Incentives and training for teachers are also recommended, as is financial assistance for learners from low-income families and increased parental support through involvement and encouragement. Finally, by putting these suggestions into practice, educational institutions might support learners' academic achievement, personal development and holistic growth.
Access status: Open Access ,
Exploring factors contributing towards the enrolment decline in commercial subjects in secondary schools in Thabo Mofutsanyana education district
(Welkom: Central University of technology, 2025-03) Nyenye, Malefane Steven
The main purpose of this study was to explore factors contributing to the decline in enrolment in commercial subjects in secondary schools in the Thabo Mofutsanyana Education District (TMED). The study's specific goals were to find out what factors are causing fewer students to enrol in commercial subjects, whether a lack of resources could be a factor, and what strategies the school management team (SMT) and teachers can use to get more students to enrol in commercial subjects. The study employed a qualitative research approach. Data were collected using semi-structured interviews. A total of 30 participants took part in this study, which included five commercial subjects’ teachers and 25 Grade 9 learners from five sampled secondary schools. The study used purposive sampling to obtain all the participants. Qualitative data were analysed and presented in text form, including quotes. The findings indicated that the decline in enrolment of learners in commercial subjects was influenced by learners’ perspectives about commercial subjects, lack of guidance, easy subject grouping or combination and influence from peers and parents. The results also showed that learners were not interested in commercial subjects because there were not enough teaching and LTSM and Information Communication Technology (ICT) was not used in the teaching and learning of those subjects. The suggested strategies to increase enrolment of learners in commercial subjects were such as providing guidance to learners, making LTSM available, implementing ICT in teaching and learning of commercial subjects and promoting commercial subjects to parents through various social media platforms. The study recommends that the schools should conduct commercial subjects’ debates and competitions that focus on different topics in commercial subjects. Additionally, the schools should organise a career day to provide learners with expert guidance on various careers in the commercial sector.
Access status: Open Access ,
Guidelines for investigating and overcoming challenges of grade 8 learners studying english as a second language in Lejweleputswa, Free State
(Welkom: Central University of technology, 2025-09) Marks, Tiffany
English is an extremely valuable language to learn, as it is mostly spoken worldwide. Learners studying English First Additional Language (FAL) may encounter challenges in the classroom that inhibit their acquisition of English proficiency. This study aims to determine the challenges that Grade 8 English FAL learners face in the classroom and to find possible solutions for these challenges. This study used the social constructivist theory to determine and understand the possible challenges that Grade 8 learners face in secondary school English classrooms. This study employed a mixed-method approach. Interviews were conducted with open-ended questions for Grade 8 English FAL teachers at Nanabolela Secondary High School and Lestsete Secondary High School. Questionnaires were distributed and completed by Grade 8 English FAL learners at the above-mentioned secondary schools. Qualitative data was analysed using the positivist research paradigm, and quantitative data was processed and analysed through MATLAB. Both the qualitative and quantitative data results indicated that Grade 8 English FAL learners struggle with many aspects of learning English, including parts of speech, such as pronouns and tenses, sentence structure, spelling, and reading in English. The results also indicated a need for extra time allocated to teaching English reading to learners, as well as extra time for teaching other elements of English as well. The qualitative data collected via the interviews indicated that there is an extremely crucial need for fully qualified English teachers that have a proper command of the English language. These results suggest that the employment of fully qualified English teachers would benefit the Grade 8 English FAL learners. Additionally, both the qualitative and quantitative results indicated that there should be a time slot allocated daily to learners for a class with an English teacher that focuses solely on reading to develop this crucial skill in Grade 8 English learners.
Access status: Open Access ,
Enhancing grade 11 accounting teachers’ pedagogical content knowledge for effective teaching and learning
(Welkom: Central University of technology, 2025-12) Mosaei, Thakane Bridgitt
This research assessed Grade 11 FET accounting teachers’ content and pedagogical content knowledge in South Africa. Although many teachers have teaching qualifications, learners’ performance challenges have been identified and attributed to low levels of accounting content and pedagogical knowledge. Inadequate teaching methodologies compound these issues due to frequent curriculum changes. The study utilised the Critical Emancipatory Research (CER) Framework, which seeks to address power imbalances in South Africa's educational system to foster transformative educational practices. Inadequate teaching methodologies compound these issues due to frequent curriculum changes. Using the Participatory Action Research (PAR) Framework, the study empowered a group of teachers, learners, school administrators, and content experts to identify and devise pedagogical improvements. Data generation included participatory workshops, focus group discussions on both in-person and digital platforms, such as WhatsApp, and collaborative lesson planning. Data were analysed using Critical Discourse Analysis (CDA) to examine the teachers' thoughts and interactions. The research results indicated the following challenges to effective accounting teaching: a lack of collaborative teaching, inadequate lesson preparation, unsatisfactory lesson planning, and limited opportunities for continuous professional development. Improvement strategies were derived from a singular approach integrating Lesson Study, SWOT analysis, and Professional Learning Community modelling and were defined from collaborative models of instructor development. Results demonstrated that collaboration, having a shared professional vision, and engaged stakeholders are essential for changing teaching practices. Still, systemic challenges, such as issues with change, curriculum overload, and Institutional Support Weaknesses, continue to stall teachers' development. The study resulted in the development of a contextualised professional framework for working teachers, with democratic agency, to pursue social justice in the teaching of accounting. The framework offers important lessons for the professionalisation of teaching and curriculum development, and for equity in education, in post-apartheid South Africa and other similar developing countries.