{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:11602/3062"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:11602/3062","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes","abstract":"The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes.","abstract_html":"The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes.","abstract_has_math":false,"creators":["Vele, Rofhiwa Justice"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Tshikota, S. L.","Badugela, T. M."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-09-05","date_published":"2025-09-05","updated_at":"2026-07-27T21:57:42Z","subjects":["Coronavirus","Curriculum","Academic Outcomes","EFAL","Curriculum Recovery Plan","UCTD"],"languages":["en"],"rights":["University of Venda"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://univendspace.univen.ac.za/handle/11602/3062","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Tshikota, S. L.","Badugela, T. M."]},{"key":"dc:creator","label":"Author","values":["Vele, Rofhiwa Justice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-12-10T09:01:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-12-10T09:01:19Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-09-05"]},{"key":"dc:relation","label":"Dc Relation","values":["PDF"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Coronavirus","Curriculum","Academic Outcomes","EFAL","Curriculum Recovery Plan","UCTD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["University of Venda"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://univendspace.univen.ac.za/handle/11602/3062"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["MED in Curriculum Studies","Department of Professional and Curriculum Studies"]},{"key":"dc:description.abstract","label":"Abstract","values":["The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes."]},{"key":"dc:title","label":"Title","values":["Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes"]}]}],"canonical_facts":{"dc:contributor.advisor":["Tshikota, S. L.","Badugela, T. M."],"dc:creator":["Vele, Rofhiwa Justice"],"dc:date":["2025"],"dc:date.accessioned":["2025-12-10T09:01:19Z"],"dc:date.available":["2025-12-10T09:01:19Z"],"dc:date.issued":["2025-09-05"],"dc:description":["MED in Curriculum Studies","Department of Professional and Curriculum Studies"],"dc:description.abstract":["The COVID-19 pandemic significantly disrupted teaching and learning, particularly in remote areas where lockdowns halted educational activities entirely. In response, the Department of Basic Education (DBE) developed the COVID-19 Curriculum Recovery Plan (CRP) to address untaught curriculum segments when schools reopened. This study assesses the impact of the CRP on English First Additional Language (EFAL) academic outcomes in the Vhembe District, Limpopo Province. Guided by Vygotsky’s social constructivist theory and an interpretivist paradigm, the research employed a phenomenological qualitative design. Data were collected through semi-structured interviews and focus group discussions involving 20 participants (educators, learners, and departmental heads) from four secondary schools in the Nzhelele Central Circuit. Thematic analysis revealed key challenges, including limited technology access, pedagogical adaptation difficulties, and gaps in curriculum delivery and support systems. Despite these barriers, the study identified positive outcomes in EFAL learners’ academic performance. The findings underscore the need for targeted interventions to enhance resilience in educational systems during crises. Recommendations include equipping schools with digital devices and internet access, alongside implementing continuous professional development programs for educators in remote teaching strategies, digital literacy, and innovative assessment methods. This study contributes actionable insights for stakeholders to mitigate the impact of future disruptions on EFAL outcomes."],"dc:identifier.uri":["https://univendspace.univen.ac.za/handle/11602/3062"],"dc:language.iso":["en"],"dc:relation":["PDF"],"dc:rights":["University of Venda"],"dc:subject":["Coronavirus","Curriculum","Academic Outcomes","EFAL","Curriculum Recovery Plan","UCTD"],"dc:title":["Exploring the impact of COVID-19 curriculum recovery plan on English First-Additional language academic outcomes"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T21:57:42Z"}