UWCScholar

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Exploring the embedding of UWC graduate attributes in BSc programmes: a case study in the Faculty of Natural Sciences.
(Univesity of the Western Cape, 2025) Parker, Khadija; Marshall, Delia
The Faculty of Natural Sciences at the University of Western Cape (UWC) currently only offers named degree programmes, where most of the electives are offered at first year level. The Faculty has embarked on a project to integrate the Physical Sciences stream of degrees (Chemical Sciences, Physical Science, Mathematics & Statistical Sciences, Computer Science) into one general Bachelor of Science (BSc) degree with majors in the various areas of study. The new degree must be compliant with DHET standards, and must align with the Graduate Attribute (GA) Charter of the University thus fitting into the Institutional Operating Plan (IOP) of the University. The purpose of this study is to examine the extent to which the modules in these programmes ascribe to the UWC Graduate Attributes Charter. The study is framed using Bigg’s concept of constructive alignment as a conceptual framework (Biggs, 1999; Biggs, 2003), as well as Barrie’s framework of perceptions of graduate attribute development (Barrie, 2004; 2007). The study explores the perceived relevance of graduate attributes, and how graduate attributes are developed in modules, through alignment with teaching and learning activities and assessment. This study employs a mixed methods design, incorporating both qualitative and quantitative data. Firstly, module descriptors in the yearbook were scrutinised to check whether the modules do indeed fulfil what the UWC Graduate Attribute Charter espouses to do.
An exploration of social media as a support tool in facilitating adult learning
(Univesity of the Western Cape, 2025) Damons, Marianna; Hendricks, Natheem
Social media has become a global phenomenon as a result of technological advancements and has provided opportunities for educational institutions to consider the introduction of digital platforms to facilitate online learning. Adult learners are gradually adapting to social media; hence, the use of social media has increased. The aim of this study was to investigate and gain insights into adult learners’ perceptions and experiences using social media as a learning support tool. Using a qualitative case study, twelve (12) participants, both males and females between 20-55 years of age, were purposively selected as the informants in this investigation. This research study adopted a case study design, using qualitative methods. Semi-structured interviews, between 30-45 minutes in duration, were used to gather the data related to understanding how adult learners may use social media as a learning support tool. Social constructivism was used as the theoretical framework for this study. By investigating adult learners’ perceptions and experiences using social media platforms such as, Facebook and WhatsApp, the investigation was able to comprehend the function of social media as a learning support tool.
An exploration of the teaching and learning experiences of learners from single and two-parent households In rural schools in the Limpopo province of South Africa.
(Univesity of the Western Cape, 2025) Tsiga, George; Luckay, Melanie B.
Research findings indicate that rural school learners from single-parent households often endure challenging schooling experiences compared to those from two-parent households. This study explores home and school variables that influence the teaching and learning experiences of secondary school learners in rural areas. Its focus is specifically on examining those living in biological single-parent and biological two-parent households in the Vhembe District of South Africa's Limpopo Province. Employing a mixed-methods sequential explanatory research design with quantitative and qualitative approaches, the study explores the case of a sample from secondary school learners in Grades 8 to 12. The school was selected as it is considered representative of the broader community's secondary schools. During the quantitative phase, a questionnaire survey was administered to 200 sampled learner respondents. The quantitative data analysis informed the qualitative phase where 10 selected learners participated in the semi-structured focus group interviews and 4 purposively selected educators participated in the semi-structured individual interviews. The theoretical framework draws on Bronfenbrenner’s Ecological Systems Theory, focusing on the three most immediate systems - the Microsystem, Mesosystem, and the Exosystem – as well as Bandura’s Social Learning Theory. Quantitative data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) Version 28, employing descriptive statistics and regression analysis, while qualitative data underwent thematic analysis. The study findings reveal no correlation between learner households (biological single-parent and biological two-parent) and rural school learners' teaching and learning experiences, suggesting that the household structure does not notably impact learners' schooling experiences. However, academic support or assistance emerged as a crucial factor influencing schooling experiences in rural South African contexts (p<0.05). Academic support in this context refers to assistance provided by educators, parents, and the broader community specifically in school subjects and effective utilisation of available resources to enhance schooling experiences. Highlighted in the study is the importance of educators and the impact they have in the classroom setting in fostering positive schooling experiences for learners irrespective of their home backgrounds. This implies establishing an environment conducive to seeking and receiving academic support from educators without apprehension is paramount for that support to be effective.
Dental fluorosis and oral-health-related-quality-of-life among 11-14 year olds in Naivasha, Kenya
(Univesity of the Western Cape, 2024) Kabubei, Edward Mungure; Kimmie-Dhansay, Faheema
Introduction: Dental fluorosis is a condition that results from excessive systemic exposure to fluoride during the period of enamel formation. Oral-health-related-quality-of-life (OHRQoL) is an integral component of general health and overall wellbeing. This study seeks to evaluate the impact of dental fluorosis on quality of life among adolescents’ in Naivasha, Kenya. Aim: To determine the prevalence of dental fluorosis using Thylstrup and Fejerskov Index (TF) and the oral-health-related-quality-of-life (OHRQoL) using Child Perception Questionnaire for 11–14-year-olds (CPQ, 11-14) among adolescents in Naivasha, Kenya Methodology: This was an analytical cross-sectional study. A total 201 of children aged between 11 and 14 years enrolled in public primary schools within Naivasha sub-county of Nakuru County were included. A self-administered shortened version CPQ 11-14 questionnaire was administered to the participants after consent and assent procedures. Clinical examination for dental fluorosis was done and scored using the Thylstrup and Fejerskov index. Data Analysis: The collected data were cleaned and tabulated after which they were entered into Microsoft Excel ®. Descriptive statistics were performed: frequency distributions, measures of central tendency (mean & median) for fluorosis (TF) and quality of life (CPQ 11-14 OHRQoL) in relation to age and gender. Measures of dispersion (standard deviation) as well as total and domain scoring of CPQ 11-14 (OHRQoL) were performed. Simple and multiple regression were used to determine risk indicators associated with dental fluorosis. A backward elimination using a likelihood ratio test was employed to determine the final regression model. STATA version 17 was used for the analysis. Results: Two hundred and thirty-nine pupils were sampled (response rate of 83%) from the four school zones of Naivasha sub county: Central (36.3%), Longonot (21.4%), Maiela (15.4%) and Maraigushu (26.9%). Two hundred and one of the respondents were included in the data analysis because of age constraint of the CPQ 11-14 OHRQOL questionnaire. The mean age of the participants sampled was 13.0 (SD=0.9). The sampled population was made up of 56.2% (n=113) female and 43.8% (n=86) male participants. The prevalence of dental fluorosis in the sampled population was very high at 98.5%. Overall, the mean TF score for dental fluorosis in the sample population was 6.5 (SD=2.0). The relationship between dental fluorosis (TF score) and OHRQOL (CPQ 11-14) was statistically significant.
Grade 12 learner achievement in Business Studies in working-class communities in two schools in the Western Cape, South Africa
(Univesity of the Western Cape, 2025) Gordon, Cherylleen Enid; Smith, Juliana
The researcher was concerned about the underachievement of Grade 12 learners in Business Studies, particularly, in schools in working-class communities in the Western Cape. The research was presented as a case study of the learners and the teachers to learn more about factors that possibly contributed to the lack of success in Business Studies in the 12th grade. According to the National Senior Certificate results, the Education District categorised schools into groups. It was clear that many schools from the ex-House of Representatives, ex-House of Delegates and Department of Education and Training (DET) were at the bottom half with reference to the results and should receive high-priority intervention from the district level. Learners from new Western Cape Education Department (WCED) schools in specific areas also underperformed in the subject. The study sought to identify the reasons for this underperformance and made recommendations to ensure improved performance. The objectives of this investigation were, therefore, to define performance and underperformance, to determine the effect of learners’ socio-economic circumstances on their ability to succeed, and to investigate how changes in the curriculum influenced the knowledge and methodology of the Business Studies teacher. Conceptually, the study drew on understanding the term underperformance or underachievement. A review of the literature included the historiography of curriculum changes in the Business Studies curriculum over the past twenty years and the extent to which teachers were prepared for these changes. Other factors considered in the teaching and learning process were the relationship between socio-economic circumstances and academic achievement and the availability of quality learning spaces that are conducive to academic success. In this regard, the researcher reviewed similar studies in the literature. The research focused primarily on the learners’ and teachers’ perceptions of why learners underperform in Grade 12 Business Studies. To be able to make meaning of the phenomenon of underperformance, a qualitative research methodology was used in association with an interpretive approach. The instrumental case study (Stake, 2005:445), as a qualitative research design, was used to enable the researcher to facilitate understanding of the problem of underachievement of high school learners in Grade 12 Business Studies.