http://ulspace.ul.ac.za:80 The ULSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2026-04-17T17:09:57Z http://hdl.handle.net/10386/5462 The role of record management in promoting good corporate governance at the Road Traffic Training Academy in Gauteng Province, South Africa Mokgehle, Rudolph Matlou Record management has a very strong influence in determining as to whether organisations are doing what was supposed to be done, with requisite allocated resources, by following prescribed procedures and regulations in achieving their organisational mandate, thus governance. This study explored the role of record management in promoting good corporate governance at the Road Traffic Training Academy in Gauteng Province, South Africa, by adopting an exploratory research design based on the qualitative research approach. A non-probability purposive sampling was adopted to sample the whole population of 21 participants, comprising seventeen (17) Administrative staff dealing with records at RTTA and four (4) Unit Managers responsible for the four RTTA units. Semi-structured interviews were used to collect data, using an interview guide as a data collection tool, and 100% participation was secured. The collected data was analysed using thematic data analysis. The findings indicated that, record management at RTTA lacks systematisation, policy, procedures and proper training. Furthermore, the study revealed that RTTA’s functions rely heavily on good stakeholder engagement, sustained by the provision of records for accountability and transparency to prove good corporate governance. The study revealed RTTA records management challenges such as a lack of professional records practitioners, haphazard records management systems, loss and misplacement of records, lack of record management training programmes, poor management support for record management programmes; and lack of formalised systems such as policies and regulations. Thus, it hampers good corporate governance. Possible solutions suggested were that record management systems such as filling plans, records appraisal, and disposal schedules. Thus, amongst other recommendations, the study provided that the record management practices at RTTA adhere to the legislative frameworks that govern record management in South Africa, as well as observing the international best practices. Thesis (M. (Information Studies)) -- University of Limpopo, 2024 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5461 The pedagogical role of anecdotal record keeping: exploring alternative approaches to the assessment of students’ learning Okeke, Uchenna Kingsley; Ramaila, Sam; Anyanwu, Francisca Chika The study highlights the necessity of going beyond traditional pencil-and-paper assessments which predominantly assess only the cognitive domain. It emphasises the importance of evaluating learners’ holistic development, including their health, lifestyle, and attitudes, using anecdotal record keeping. Against this backdrop, the article focuses on examining teachers’ knowledge and use of anecdotal record keeping as a relevant assessment strategy. The study investigated teachers’ level of knowledge and utilisation of anecdotal record keeping among primary school teachers in Ibadan North Local Government Area of Oyo State, Nigeria. A descriptive survey research design of the correlational type was adopted. The population comprised all primary school teachers in Ibadan North Local Government Area. A multistage sampling technique was used to select 210 teachers for the study. A self-developed questionnaire with a reliability coefficient of 0.74 (Cronbach alpha) was used for data collection. Data were analysed using descriptive statistics (frequency counts and simple percentages) and inferential statistics (Pearson Product Moment Correlation). Findings revealed that teachers demonstrated a poor level of knowledge regarding anecdotal record keeping. The study also found a strong positive relationship between teachers’ knowledge and their actual use of anecdotal records. The study concludes that to achieve an objective assessment of pupils’ holistic development, there is a need to strengthen teachers’ knowledge and practical use of anecdotal record keeping in schools. It recommends that teacher preparation programmes be refocused to emphasise anecdotal record keeping as a relevant assessment tool for evaluating learners’ overall development, including aspects such as wellbeing, lifestyle, disposition to violence, and classroom behaviour. Educational policy makers should also prioritise the incorporation of anecdotal record keeping into assessment policy frameworks. Furthermore, additional research should be conducted on the use of anecdotal record keeping across various educational levels and geographical contexts. Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 2026-01-01T00:00:00Z http://hdl.handle.net/10386/5460 Purpose-driven, shifting higher education epistemology in South Africa Pringle, Justin J.; Kimmie, Rudi South Africa’s economic, political and social challenges are complex, systemic and pervasive. Failing to address these decisively, innovatively and efficiently will significantly and negatively impact the country’s long-term economic sustainability. This study integrated Purpose-driven pedagogy into the engineering curricula through an engineering with a purpose challenge as an intervention method to train students to reflect, ideate, and prototype technology solutions. However, what defines these solutions is that they are framed within a purpose-driven philosophy and epistemology. Twelve 12 students competed in the challenge. However, only 2 completed the challenge. An exit survey found that the students struggled with time management but felt they had learned project management and advanced problemsolving skills to equip them for their future engineering careers. Notably, both finalists were women and academically ‘at-risk’. This demonstrates the potential for the Engineering with a Purpose Challenge to attract more women to study engineering and address academic quality concerns within the engineering curricula Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 2026-01-01T00:00:00Z http://hdl.handle.net/10386/5459 Understanding factors that influence at-risk student perceptions of teaching and learning environments at university Jere, Joseph Ntabeni This study examines factors influencing at-risk students’ perceptions of teaching and learning at a South African university. Using the Experiences of Teaching and Learning Questionnaire (ETLQ), data were collected from 631 undergraduate students identified as at risk of not completing their degree programmes within the stipulated minimum periods. Structural equation modelling was used to test a theorised model of factors associated with student perceptions. The findings suggest that the perceptions of at-risk students regarding teaching and learning environments are significantly related to assessment practices and degree programme demands. However, there was insufficient evidence to support associations between student perceptions and organisation and structure, teaching and learning approaches, or lecturer support. The initially theorised model showed a poor fit, necessitating the development of a revised model. These findings underscore the importance of considering assessment design and programme workload when developing teaching and learning interventions for at-risk students. This study contributes to research on enhanced teaching and learning environments by applying the ETLQ in a different cultural context, offering insights for improving educational quality in higher education settings Journal article published in African Perspectives of Research in Teaching and Learning Journal Volume 10, Issue 1, 2026 2026-01-01T00:00:00Z