{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:11602/3350"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:11602/3350","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase","abstract":"The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance.","abstract_html":"The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance.","abstract_has_math":false,"creators":["Mulovhedzi, Elelwani Confidence"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Sikhwari, M. G.","Shirindzi, L. S."],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-19","date_published":"2026-05-19","updated_at":"2026-07-27T21:57:10Z","subjects":["Academic Performance","Educational Facilities","Impact","Learning","Outcomes","School Infrastructure","UCTD"],"languages":["en"],"rights":["University of Venda"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://univendspace.univen.ac.za/handle/11602/3350","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sikhwari, M. G.","Shirindzi, L. 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Ed. in Early Childhood Education","Department of Early Childhood Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance."]},{"key":"dc:title","label":"Title","values":["The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sikhwari, M. G.","Shirindzi, L. S."],"dc:creator":["Mulovhedzi, Elelwani Confidence"],"dc:date":["2025"],"dc:date.accessioned":["2026-07-15T14:19:11Z"],"dc:date.available":["2026-07-15T14:19:11Z"],"dc:date.issued":["2026-05-19"],"dc:description":["M. Ed. in Early Childhood Education","Department of Early Childhood Education"],"dc:description.abstract":["The quality of school infrastructure in primary schools significantly influences learners' academic performance in the Foundation Phase, and such affects their engagement, attendance, and overall educational outcomes. Therefore, this study aimed to investigate the impact of school infrastructure on learners' academic performance in the Foundation Phase. This study was underpinned by Resource-Based Theory. A qualitative research approach was employed in this study. This study used the interpretivism paradigm. The population for this study included all foundation phase teachers, foundation phase Heads of Departments (HoDs), and primary school principals. Purposive sampling was employed to select 12 foundation phase teachers, 3 heads of departments (HoDs), and 3 school principals across 3 schools. Data was collected through observations, face-to-face interviews, and document analysis. Data was analysed thematically. One of the key outcomes of this study was increased awareness of the impact of infrastructure on learners’ performance. This study recommends strengthening Foundation Phase school infrastructure by creating safe learning environments, providing adequate resources, supporting teachers, and fostering collaborative institutional and community involvement to enhance teaching and learner performance."],"dc:identifier.uri":["https://univendspace.univen.ac.za/handle/11602/3350"],"dc:language.iso":["en"],"dc:relation":["PDF"],"dc:rights":["University of Venda"],"dc:subject":["Academic Performance","Educational Facilities","Impact","Learning","Outcomes","School Infrastructure","UCTD"],"dc:title":["The Impact of School Infrastructure on Learners Academic Performance in the Foundation Phase"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T21:57:10Z"}