Browsing by Author "Moletsane, Mokgadi"

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    Learners’ experiences of learning support in selected Western Cape schools
    (Education Association of South Africa, 2014) Bojuwoye, Olaniyi; Moletsane, Mokgadi; Stofile, Sindiswa
    The study explored Western Cape primary and secondary school learners’ experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners’ academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners’ self-esteem and improving learners’ academic performance.
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    Psychosocial factors that influence peer interaction among francophone adolescent learners in the selected high schools in the Western Cape, South Africa
    (University of the Western Cape, 2016) Robert, Mukuna Kananga; Moletsane, Mokgadi
    Immigrant adolescent learners are at risk for loneliness, isolation, rejection, and interpersonal distress from being perceived as outsiders or not belonging to the groups. This may be explained by host country or setting discriminating against them and also the immigrant adolescents' initial tentative engagement of host setting others. This study aimed to determine the relationship between psychosocial factors (psychological factors: emotional regulation, aggressiveness, sympathy, empathy; social support; and cultural differences), and peer interactions through demographic details (gender, age, and grade level) among francophone adolescent learners in the selected high schools in the Western Cape. It further purposed to determine the positive and negative factors that can affect their peer interactions at high schools. This study established the feasibility of recruitment procedures and developed a new model instrument of psychometric properties to measure the psychosocial factors scale and peer interaction scale for francophone adolescent learners in the selected high schools in the Western Cape Province.
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    Use of indigenous stone play in child psychological assessment
    (Taylor and Francis, 2011) Odendaal, Nerine Daphne; Moletsane, Mokgadi
    The purpose of the study was to investigate an indigenous stone play called Masekitlana, as a projection technique in child psychological assessment. A qualitative research approach, guided by an interpretivist epistemology, was applied. An intrinsic case study design was employed with a purposively selected female Sesotho child that is 7 years of age as participant. Data collection methods consisted of interviews, Masekitlana play sessions, a reflective Journal and observations. Findings suggest that the participant in her play projected several issues important to her psychological well being: food and nutrition, conflict among community adults and peers, effects of poor infrastructure, belief system and resilience. The interview with the participant's mother validated the substantive findings from stone play thematic analysis. Masekitlana appears a useful technique in child psychologicai assessment in an indigenous setting.