School of Human and Community Development (ETDs)

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Academic anxiety and a micro-online intervention for enhancing psychological capital
(University of the Witwatersrand, Johannesburg, 2022-06) Rambau, Karabo Fellicia; Siemers, Ian
This study investigates the effectiveness of a Psychological Capital (PsyCap) intervention in reducing students’ levels of academic anxiety. In essence, the current study focuses on academic anxiety with the aim of investigating whether a PsyCap intervention is able to reduce students’ perceptions of academic anxiety. Regarding this, the current study also aims to enhance students’ levels of PsyCap so that students can be able to cope with academic anxiety. This study also utilised the Conservation of Resources (CoR) model to frame the relationship between PsyCap and academic anxiety by arguing that the accumulation of personal resources (i.e., PsyCap) could act as a buffer and reduce the experience of academic anxiety among students. It is of paramount importance that students are equipped with the necessary resources or skills that are needed in order to survive and excel within higher education. This is because being a university student can come with countless challenges that are sometimes unbearable. Regarding this, Rehman (2016) have argued that students entering the higher education system often come across numerous issues such as, academic anxiety, academic stress, academic depression, as well as socio-economic hardships. The lack of research regarding enhancing students’ PsyCap in order to help them cope with academic anxiety has motivated the researcher to engage in this topic. In engaging in this topic, the current study adopted a positive psychology approach which focuses on individual’s strengths and capabilities. This study employed a quantitative quasi-experimental research design. Additionally, a non-probability, convenience sampling technique was utilised. Data was collected using a questionnaire, the questionnaire consisted of a self-developed demographic questionnaire, the Psychological Capital Questionnaire (PCQ) (Luthans, Avolio, Avey, & Norman, 2007; Luthans, Youssef, & Avolio, 2007), and the Academic Anxiety Scale (AAS) (Cassady, Pierson & Starling, 2019). The final sample (N=110) consisted of first year Psychology students from the University of the Witwatersrand, Johannesburg, in South Africa. Results of the current study confirm the effectiveness of the PsyCap intervention in enhancing students’ level of PsyCap. This implies that the intervention was effective in enhancing students’ PsyCap. Nonetheless, the intervention was not effective in reducing students’ levels of academic anxiety. The results of the current study also indicated that PsyCap and academic anxiety are related. In this case, a significant, negative relationship was found between PsyCap overall and academic anxiety, in Time 0, Time 1, and in Time 2. The results of the current study were discussed in relation to previous literature and previous research.
COVID-19 and children who experience special educational needs: Caregivers’ experiences, coping strategies, and support needs.
(University of the Witwatersrand, Johannesburg, 2023-05) Fernandes, Jenna; Amod, Zaytoon
Every aspect of parenting becomes magnified when caring for a child who experiences special educational needs, especially during a pandemic. Despite the wide recognition that the pandemic intensified existing stressors for caregivers of children who experience special educational needs as indicated by reports of significant declines in mental health, there is a scarcity of research exploring caregivers’ experiences during the pandemic, and especially within the South African context. Therefore, the aim of this study was to explore the experiences of South African caregivers, their available support structures, coping strategies, and support needs. An exploratory qualitative research design was employed, in which twelve caregivers of children who experience special educational needs participated in semi structured interviews. Reflexive thematic analysis was used to analyse the data, and subsequently, the researcher developed five intersecting themes and fourteen subthemes. Notably, the five themes were, “exhausted to the bone”, twice as isolated, finding the light in the dark, soldiering on and learning to cope, and a wish for change and advocacy. Critically, the results of the research study suggest that despite the difficulties experienced by caregivers, there were opportunities for growth and development. However, there is a deep desire for there to be more understanding and tolerance of differences.
Determining a Relationship Between Attitude Towards E Learning and Academic Stress Levels in Higher Education Students
(University of the Witwatersrand, Johannesburg, 2023-08) Persello, Byron Franco; Pitman, Michael
E-learning has become more prevalent in higher education institutes, partly due to the COVID-19 pandemic that necessitated social distancing as well as the rise in technology application to education. With stress being an important factor in the academic experience, this research report explores the relationship between the experience of stress and attitudes towards e-learning factors in students. The sample was 79 undergraduate students from the University of Witwatersrand who had undergone e-learning during the 2021 academic year. To gather the data, the Student-life Stress Inventory and Scale of Student Attitude towards E-learning was used. The results showed there was no correlation between experienced stress and attitudes towards the e-learning factors, results r = -.178, n = 75, p = .317. Descriptive analysis of the two measure’s items indicates that participants recognised the benefits of e-learning but challenges using the e-learning medium were still relevant to their experience. The overall stress was beyond normal management for 86.11% of the participants, even though social support appeared available.
Engaging with Immigrant Adolescent Learners to Co-construct an Acculturation Strategy for Integration in South African Schools
(University of the Witwatersrand, Johannesburg, 2023-03) Mabvira, Agrippa; Masinga, Poppy; Pillay, Roshini
Immigrant adolescent learners have a dual task of acculturating into new society whilst adjusting to normative age-related psychological, social and biological developments. Hence, a theory-driven, and evidence-based acculturation strategy for integration is imperative in aiding immigrant adolescents as they navigate through the simultaneous occurrence of developmental milestones with acculturation related tasks. In this study, I aimed to explore the affordances and challenges faced by immigrant adolescent learners during their process of acculturation and use the findings to co-construct an acculturation strategy for integration. The paradigm of this intervention study is critical realism. The two theoretical frameworks that I used to underpin this study are the human capabilities approach and acculturation theory. This qualitative study used participatory action research, to ensure active involvement of twelve (12) immigrant adolescent learners as co-researchers. I used purposive sampling strategy to recruit participants from three public schools in the Mthatha Township, Eastern Cape Province, South Africa (SA). Data was collected through photovoice and focus group discussions. I then analysed the data using thematic data analysis which yielded a synthesis of affordances and challenges to acculturation. Findings of this study offered rich and thick descriptions of co-researchers’ perspectives on how to foster successful acculturation and integration. Main findings include that language proficiency is a key determinant factor of acculturation outcomes. Hence, co-researchers recommended language support and immersion programmes. Moreover, discrimination by peers, educators, and community members emerged as a major impediment to integration. To address the problem of discrimination, this study recommends a culturally responsive curriculum in schools, intercultural training for educators and awareness campaigns that should focus on attitudinal change for communities. Another significant output of this study are recommendations given to various stakeholders who are key to an acculturation strategy for the integration of immigrant adolescent learners in SA schools. Moreover, supported by critical realism, the study calls for broader multiculturalism and diversity education to facilitate the integration of immigrant adolescent learners.
Exploratory Study on Educators' Experiences of the Mental Health Needs of High School Learners in the North West Province
(University of the Witwatersrand, Johannesburg, 2023-08) Mziwakhe, Boitumelo; Amod, Zaytoon
In many developing countries, including South Africa, adolescents’ mental health receives little attention within the larger field of mental health. This is despite the probability that developing mental health problems is significantly higher during adolescence than in any other developmental period. In line with the interpretivist paradigm approach, this study employed a qualitative research approach and adopted an exploratory and descriptive research design. The study aimed to explore and describe educators' experiences of the mental health needs of high school learners in the North West province of South Africa (North West). A semi-structured interview was used to collect data from 11 high school educators. Data in this study were analysed using thematic analysis. Understanding psychosocial development in relation to identity development in adolescent mental health and the ecological systems theories served as a theoretical framework for understanding the phenomenon under study. This study's findings indicated that factors affecting learners' mental health include disrupted family structures, child-headed households, poverty, sexual abuse, school violence, bullying, and psychoactive substances among learners. The findings also highlighted the importance of establishing school-community partnerships and the essential role the school-based support team plays in addressing the psychosocial needs of learners. Conversely, mental health stigma, social worker delays in addressing the psychosocial needs of learners, and ancestral calling were identified as barriers to learners seeking and accessing psychosocial services in schools. Based on the findings from this study, some recommendations to contribute to the mental health of high school learners include the development of age-specific and appropriate mental health policies and interventions. Further contributions would be to increase education funding to employ school nurses and social workers and establish positive school-community partnerships.
Exploring the perceptions of Adolescent’s Black Female Learners in Public School of STEM Careers in terms of its significance towards individual Economic Empowerment: A case study of Bona Comprehensive High School in Soweto, South Africa
(University of the Witwatersrand, Johannesburg, 2023-06) Sikhosana, Hope Nosipho; Nkomo, Thobeka
Low enrolment of females in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem in South Africa and Globally. The issue was greatly exacerbated by the history of gender-based discrimination and oppression, particularly in the workplace and in education. This unequal way of life between men and women of different races was established and maintained in large part by power structures like apartheid and patriarchy. Women have been underrepresented in STEM disciplines as a result of discrimination and sexism. But as the balance of power shifted over the years, many women—and particularly those from historically marginalized groups—were given encouragement to enter STEM areas. However, despite the efforts, women number in STEM remains low. The study investigated how Black adolescent female students in public schools perceived STEM occupations to better understand the low representation of women in STEM fields. The researcher conducted a qualitative case study at Bona Comprehensive School in Soweto to fulfil this goal. A purposive sampling strategy was utilized to choose 1 Life Orientation teacher, while an intentional snowball sampling technique was used to sample 10 Black Adolescent Female students. In-depth one-on-one telephone interviews were performed to collect data, with a semi-structured interview schedule serving as the research tool. Thematic content analysis was used to examine the data that had been gathered. Results show that female students view occupations in medical favourably because they see them as safe and feminine, whereas they view careers in electrical engineering and construction as dangerous and masculine. Also, the results demonstrate that participants' positive perceptions were influenced by the good pay associated with STEM fields because they felt that economic empowerment was crucial to changing their lives and the lives of their families. The lack of resources from the school for hands-on learning, however, was a challenge for the female students as they pursued STEM degrees. In order to keep and attract female students in STEM fields, there is a need to better support them throughout their academic careers. In the research report's latter sections, recommendations are given.
Exploring the Personal, Relational and Communal Role of Religion in Diepsloot
(University of the Witwatersrand, Johannesburg, 2023-08) Thornton, Brenton Stephen; Graham, Tanya
South Africa has a populace that perpetuates diversity in every demographic group. Although there are peaceful aspects to this diversity, there are also conflicts that have been shown historically and contemporaneously. Township communities in South Africa have experienced a particular development over time, due to aspects such as racial discrimination from Apartheid. Religion within this context was explored due to its diverse and consistent presence within South African township communities. Diepsloot is a township with particularly high levels of psychosocial struggles. To understand if religion adversely affects or alleviates these issues, this study examined the role and function of religion in this community. Religious experiences, roles, and the meaning of religion as a meaning making system were explored using a hermeneutic, phenomenological approach in the marginalised township community of Diepsloot. The specific analysis employed was Interpretative Qualitative Analysis (IPA). Data were collected using qualitative, semi-structured interviews with 12 participants. The core theoretical areas of this study that were discussed was attachment theory and social identity theory in the context of religion; while ecological systems theory was also applied but used as a contextual tool to understand and organise the themes for each structural, ecological level of the social environment of Diepsloot. Qualitative findings suggested that there were four main themes of this study; The Personal Relationship with Religion and God, Internal and Interpersonal Religious Conflict, Discrimination Based on Different Beliefs, and Diepsloot Factors Contributing to the Disconnected Community. Within these results and discussion of this paper, religion was shown as a factor that significantly impacts the perceptions, feelings, and behaviours towards the self on a personal level, and others on an interpersonal and communal level. Religion therefore has a significant part to play in social settings, and it is recommended that more studies exploring the phenomenon of religion be explored qualitatively to contribute further to the subjective understanding of the psychology of research within such contexts.
Parental Experiences and Perceptions of their Child’s Remedial School’s Interventions and Collaborative Engagement
(University of the Witwatersrand, Johannesburg, 2023-03) Mawoyo, Chantelle Chioniso; Amod, Zaytoon
The study aimed to explore the experiences and perceptions of parents in South Africa in relation to the interventions that their children receive within the remedial school setting to address their specialised learning needs. Further, this research investigated the parents’ collaborative engagement with teachers and professionals within these remedial schools and explored how their experiences can be improved. This qualitative exploratory study used semi-structured interviews to collect data. Eight parents of children currently placed in remedial schools in South Africa participated in this study. The findings of the study indicate that majority of the remedial parents’ experiences differed based on whether it was a private or public remedial school. Parents in private remedial schools reported receiving more support from the teachers and other professionals in the remedial schools as opposed to public remedial schools. Sufficient resources and consistent collaborative engagement were highlighted by the parents as necessities and significant factors that directly impacted their experiences of the remedial interventions put in place to address their children’s specialized learning needs. There was a gap in collaborative engagement where parents found themselves lacking effective communication from the remedial schools due to a lack of remedial resources. There were also gaps in collaborative engagement between parents and the schools as multidimensional factors relating to parental support we not successfully met by all teachers and professionals. Lastly, COVID-19 resulted in parents having an added load of doing more remedial work with their children at home. In addition, COVID-19 made some remedial interventions difficult to be successfully carried out.
Parental influence of children’s performance within a schooling environment in South Africa, Johannesburg
(University of the Witwatersrand, Johannesburg, 2023) Baron, Justine Anne; Kasese-Hara, Mambwe
The purpose of the current study was to explore the influence of parenting on children’s schooling and academic performance in South Africa, Johannesburg. The main focus of this study involved i) the relationship between parental involvement and school performance, ii) the importance of parental support and encouragement, and iii) the positive or negative influence of the involvement of parents towards their children at school. Eight (8) parents between the ages of 35 – 55 years old participated in the study, each having children between the ages of 6 -11 years old at the time of the study. The study involved in-depth interviews with parents whose children attended a private or a public school within Johannesburg. The research design chosen for this study was a qualitative research approach whereby thematic analysis was used to analyse the data. Multiple themes arose from the analysis which focused on parental involvement in their children’s activities, specifically within a schooling environment. The participants expressed their views, perspectives and opinions on parenting and the study indicated the importance of support and encouragement, the opinions and beliefs of the parents relied on maintaining a consistent and dependable parent-child relationship. The parental involvement was explored in terms of Erik Erikson’s Psychosocial Stages of Development, specifically the fourth stage, namely Industry versus Inferiority. The study concurred with the above that a primary caregiver plays a fundamental role in teaching basic learning and life skills to their children leading towards the ability to become independent individuals. Diana Baumrind’s Parenting Styles were used to explore various approaches parents follow when parenting their children. The current study placed a major emphasis on the authoritative parenting style which displays the positive influence of maintaining a consistent, open-communicative and nurturing approach towards the child. This in turn results in a positive influence on the child’s school performance. The research demonstrates that the presence and availability of parents within a child’s school and home life is crucial to the performance of a child within a schooling environment.
Phonetic verbal fluency in Multilingual speakers
(University of the Witwatersrand, Johannesburg, 2023) Banjo, Hillary Pelumi; Ferreira-Correia, Aline
Verbal fluency is a core neuropsychological function that assess a person's ability to locate precise information under specific search criteria. This study aimed to investigate the differences in performance of multilingual individuals who report English as their first language and individuals who report other languages as their first language on a phonemic fluency test assessed by the COWAT FAS. Whilst also investigating the influence of the covariates (age, gender, years of formal education, and code switching) on the performance of these individuals. To address these aims a sample of 60 participants were recruited through purposive and snowballing sampling. The results of the study revealed a statistically non-significant difference in the performance between multilingual individuals who report English as their first language and individuals who report other languages as their first language as well as a statistically non-significant (p >.05) difference in performance between males and females. The Spearman rho correlation revealed a significant correlation (p < .05) between the age of participants and their COWAT FAS total score, while a non-significant correlation was observed between the code switching of participants and their COWAT FAS total score. Similarly, the Pearson product correlation revealed a significant positive correlation between the years of formal education of participants and the COWAT FAS total score. Overall, this study provides fresh insight into the performance of multilinguals in South Africa as well as demographic factors that influence performance on this test which creates a foundation for more studies to be conducted on this topic.
Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools.
(University of the Witwatersrand, Johannesburg, 2024) Kau, Irish; Mayise, Simangele
South Africa has a history of violence, originating from the previous apartheid regime. This includes violence in private and public settings such as in the home, school and neighbourhood. One of the positive socio-political changes introduced by the new democratic government was the abolition of corporal punishment in schools. However, the delay in empowering teachers with alternative means to corporal punishment had an impact on discipline in schools that is still prevalent to this day. Teachers believe that their power to discipline learners has been curtailed, and they therefore find it difficult to maintain a culture of teaching and learning in schools. The purpose of this qualitative study was to investigate teachers’ psychological transformation from the use of corporal punishment to positive disciplinary measures. The main aim of the current study was to explore teachers’ understanding of alternatives to corporal punishment (ATCP) in South African primary schools. The study adopted a qualitative approach, with data being collected through a biographical questionnaire, individual and focused group in-depth semi-structured face-to-face interviews, and document analysis. Data was analysed through thematic analysis. The ethical principles adhered to were informed consent, anonymity, confidentiality and non-maleficence. Cultural-historical activity theory was employed as a theoretical lens to further explore the teachers’ mental shifts from the use of corporal punishment to ATCP. Findings suggest that teachers perceive positive discipline as viable with the collective effort of parents, teachers, learners and the larger community. Despite the historicity and internalisation of corporal punishment by teachers, fear of incarceration, fear of dismissal from work, and the abhorrence of violence, necessitated a mental shift. Contradictions between private and public use of disciplinary measures were illuminated as a threat to the effective implementation of ATCP in schools.
The experiences of caregivers on their involvement in their Children’s learning during covid-19: the case of vlaaklagte Number 2, mpumalanga province
(University of the Witwatersrand, Johannesburg, 2024-05) Matshiana, Bongi Zanele; Watermeyer, Jennifer; Pretorius, Edmarie
The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The pandemic affected the public's mental health and well-being in a variety of ways, including through isolation, job loss and financial instability, illness, and grief. In addition, the COVID-19 pandemic had negatively impacted teaching and learning. In many schools, the curriculum had to be adapted to an online format and parents had to take over the role of teachers and assist their children at home. The study aimed to explore how caregivers perceived their engagement in their children’s learning during COVID-19. The research approach that was utilized in this study is qualitative approach. An exploratory qualitative study grounded in phenomenographic principles. The population that was utilized in this study are the caregivers of school-going learners in Vlaaklagte Number 2 in Mpumalanga who are over the age of 18 years. The sample size was 8 caregivers and the sampling procedure utilized for this study was purposive sampling. The research instrument utilized in this study was a semi-structured interview guide. The researcher’s method of data collection was face-to-face interviews with the participants which included audio recordings that participants consented to. A thematic analysis was utilized as a data analysis technique in this study. According to the findings of this study, the mental well-being of caregivers in Vlaaklagte Number 2 has been significantly affected by the COVID-19 pandemic. A surge in anxiety and stress was noted amongst them, largely due to the high mortality rate and rapid spread of the virus. In addition to this, financial strain caused by job loss and the added responsibility of full-time parenting, supervising children, and ensuring adherence to COVID-19 protocols, further added to their already heightened levels of stress. As a coping mechanism, caregivers relied on their spiritual beliefs. Furthermore technology, particularly Google was utilised by caregivers in supporting their children’s learning during the pandemic. This study highlights the urgent need for post-pandemic assistance and support for caregivers in this community. Based on the findings of this study, caregivers in Vlaaklagte Number 2 faced challenges during the COVID-19 pandemic that were similar to those experienced by their counterparts in other areas of South Africa. The pandemic has exacerbated the impact of past traumas, underscoring the critical need for mental health support. Caregivers who were unemployed or working from home reported heightened levels of stress. Ultimately, this study underscores the significance of prioritizing the psychological welfare of caregivers and ensuring that they have access to mental health resources.
The Mediating Effects of CPA Coverage on Curriculum and Early Mathematics Performance in Mpumalanga, South Africa
(University of the Witwatersrand, Johannesburg, 2024) Reddi, Benita Yolanda; Schutte, Enid
This study aimed to investigate how well Grade 1 workbooks in South African schools in Mpumalanga, cover the curriculum and CPA (Concrete-Pictorial-Abstract) content, and how this coverage affects learners' scores on the Early Grade Mathematics Assessment (EGMA). The study examines the interplay between curriculum content coverage, CPA content coverage, and performance on the Early Grade Mathematics Assessment (EGMA) among Grade 1 learners in South African primary schools. By analysing data from 55 schools, this research specifically addresses the effectiveness of CPA content coverage in mathematics workbooks and its relationship with EGMA scores, alongside the moderation and mediation effects of socioeconomic factors and task coverage. Findings indicate that CPA content coverage is positively associated with learner performance on the EGMA, emphasising its significance in supporting mathematical comprehension. However, the study also uncovers a disconnection between the breadth of curriculum content and the EGMA's focus areas, pointing to potential gaps in curriculum alignment with assessment objectives. Furthermore, while the CPA content coverage shows a clear positive correlation with learner outcomes, the anticipated moderation effects of socioeconomic status and the mediation role of task coverage did not emerge as strongly as hypothesised. The research expands on the understanding of how specific aspects of curriculum content and task coverage influence early grade mathematics achievement. Despite the mixed results regarding moderation and mediation, the study highlights the complexity of factors affecting educational outcomes, including the critical role of CPA content coverage in enhancing learner performance. This dissertation contributes to educational research by offering nuanced insights into the dynamics of curriculum content and coverage and its impact on mathematics education in South Africa. It underscores the need for comprehensive strategies that integrate effective CPA content coverage with thoughtful curriculum design and assessment alignment, advocating for evidence based interventions to improve early mathematics learning outcomes in South Africa

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