Israel Mulaudzi - Academia.edu (original) (raw)

Papers by Israel Mulaudzi

Israel Creleanor Mulaudzi, 2023

The academic performance of students in a university is influenced by a complex interplay of vari... more The academic performance of students in a university is influenced by a complex interplay of various factors. This abstract summarizes the key factors explored in a case study on this topic. This study investigates the multifaceted determinants of students' academic performance within a university context. It examines how personal factors, including motivation and self-discipline, socioeconomic backgrounds, and prior education, impact students' ability to excel academically (Flack, Walker, Bickerstaff, & Margetts, 2020). Moreover, it delves into psychological aspects such as mental health and self-esteem, shedding light on their pivotal roles in shaping student outcomes. The study also underscores the significance of peer and social influences, emphasizing the effects of relationships with peers and the support systems provided by friends, family, and mentors. It recognizes the importance of the study environment, considering factors like home environment and access to educational resources. Furthermore, the research addresses university-related factors, including the quality of teaching, curriculum design, and class size, as pivotal in shaping students' academic journeys. Personal habits, encompassing sleep patterns, nutrition, exercise, and effective time management, are also explored as critical aspects of academic success. Finally, the study recognizes external responsibilities such as part-time work and family obligations as factors that may pose challenges to students' academic pursuits. Understanding these multifaceted factors and their intricate connections is vital for universities and educators seeking to enhance students' academic performance. By acknowledging and addressing these factors, universities can develop tailored support systems and strategies to empower students and optimize their educational experiences.

Israel Creleanor Mulaudzi, 2023

The transition from high school to higher education presents numerous challenges for first-year u... more The transition from high school to higher education presents numerous challenges for first-year university students. This abstract provides an overview of the challenges faced by these students as they navigate this significant life transition. First and foremost, academic demands pose a considerable challenge. First-year students encounter a shift in the level of difficulty and independence required in their studies. They must adapt to new teaching styles, larger class sizes, and more rigorous academic expectations. Additionally, the transition from a structured high school environment to the freedom of university can be overwhelming, requiring students to develop effective time management, study skills, and self-discipline. Social adjustment is another significant challenge. A university often brings together a diverse community of students from different backgrounds, which can lead to feelings of loneliness, homesickness, and difficulty in establishing new social networks. The need to form new friendships and find a sense of belonging can be particularly challenging for first-year students, who may also face the pressures of building a new support system and managing social expectations. Financial pressures also present a considerable hurdle. Many first-year students are faced with the burden of managing their finances independently for the first time, including budgeting for tuition fees, accommodation, textbooks, and other living expenses. The stress associated with financial responsibilities can impact students' overall well-being and academic performance. Furthermore, mental health and well-being are critical concerns. The transition to higher education can trigger or exacerbate mental health issues such as anxiety and depression. The pressure to succeed academically, coupled with the need to adjust to a new environment, can contribute to increased stress levels and feelings of inadequacy. Access to mental health resources and support services is crucial in assisting students through this challenging period. In conclusion, firstyear university students face numerous challenges during their transition to higher education. Academic demands, social adjustment, financial pressures, and mental health concerns all play a significant role in shaping their experience. Recognizing and addressing these challenges through supportive programs, resources, and services can greatly facilitate the successful navigation of this critical life transition and promote the overall well-being of first-year university students.

RESEARCH BULLETIN, 2023

Teaching reading skills to learners is a fundamental task for grade 4 teachers, laying the founda... more Teaching reading skills to learners is a fundamental task for grade 4 teachers, laying the foundation for their academic success and future learning. However, numerous challenges arise during this critical stage, impacting the effectiveness of reading instruction. This study aims to unravel the multifaceted challenges faced by grade 4 teachers when teaching reading and shed light on potential strategies to enhance reading instruction. The research methodology employed qualitative research techniques, including interviews, observations, and document analysis, to gather data from grade 4 teachers in diverse educational settings. Through thematic analysis, common challenges emerged, which can be classified into three key areas: learner-related, curriculum-related, and pedagogical factors. Firstly, learner-related factors encompassed issues such as varying reading abilities, limited vocabulary, and lack of reading motivation among learners. These factors posed significant challenges for teachers, requiring differentiated instruction and tailored approaches to address individual needs effectively. Secondly, curriculum-related factors highlighted concerns about the adequacy and suitability of reading materials and time constraints within the curriculum. Teachers reported difficulties in finding appropriate texts that engaged learners and catered to their diverse interests and reading levels. Additionally, the pressure to cover a broad range of topics within limited time frames limited the depth and thoroughness of reading instruction. Lastly, pedagogical factors encompassed challenges related to instructional strategies, assessment methods, and teacher training. Teachers faced dilemmas in selecting appropriate instructional methods to develop reading skills, including phonics, fluency, comprehension, and critical thinking. Assessing learner progress effectively and providing timely feedback also posed challenges. Furthermore, teachers expressed the need for ongoing professional development opportunities to stay updated on the latest research and best practices in teaching reading. Based on the findings, this study emphasises the importance of targeted support and resources for grade 4 teachers to address the identified challenges effectively. It calls for developing comprehensive reading programmes that integrate high-quality, diverse reading materials, flexible instructional strategies, and ongoing professional development initiatives. Collaborative efforts between teachers, administrators, and curriculum designers are essential to provide sustainable solutions and improve reading instruction in grade 4 classrooms.

ebangi, 2018

This study examined the coping strategies used by stressed teachers in the rural secondary school... more This study examined the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one's teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress-coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives.

This study examined the coping strategies used by stressed teachers in the rural secondary school... more This study examined the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one's teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress-coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives.

IEEE Access, 2019

Recently, the node deployment problem of a relay network has brought a hot discussion. This paper... more Recently, the node deployment problem of a relay network has brought a hot discussion. This paper studies utility function minimum maximization problem of bidirectional amplify and forward relaying systems from the perspective of relay deployment. Since many optimization problems are considered separately, different algorithms are proposed for each optimization problem. So we consider a unified utility function instead of the separate optimization goals. Two different optimization problems are considered. One is to find the optimal relay deployment and optimize the utility function with fixed power allocation. The other is joint optimization of relay deployment and power allocation. Especially when power is fixed, the relay deployment is not a fixed location, but a piecewise function. In order to balance the two opposite transmission directions in bidirectional relaying networks, the relay deployment is related to channel gain and path loss. In addition, approximate and accurate expressions of average relay deployment are investigated when only statistical channel information is available. Simulation results validate that the reasonable relay deployment improves the system performance. INDEX TERMS Bidirectional relaying, relay deployment, power allocation.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the De... more A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Educational Psychology at the University of Zululand, 2018

Israel Creleanor Mulaudzi, 2023

The academic performance of students in a university is influenced by a complex interplay of vari... more The academic performance of students in a university is influenced by a complex interplay of various factors. This abstract summarizes the key factors explored in a case study on this topic. This study investigates the multifaceted determinants of students' academic performance within a university context. It examines how personal factors, including motivation and self-discipline, socioeconomic backgrounds, and prior education, impact students' ability to excel academically (Flack, Walker, Bickerstaff, & Margetts, 2020). Moreover, it delves into psychological aspects such as mental health and self-esteem, shedding light on their pivotal roles in shaping student outcomes. The study also underscores the significance of peer and social influences, emphasizing the effects of relationships with peers and the support systems provided by friends, family, and mentors. It recognizes the importance of the study environment, considering factors like home environment and access to educational resources. Furthermore, the research addresses university-related factors, including the quality of teaching, curriculum design, and class size, as pivotal in shaping students' academic journeys. Personal habits, encompassing sleep patterns, nutrition, exercise, and effective time management, are also explored as critical aspects of academic success. Finally, the study recognizes external responsibilities such as part-time work and family obligations as factors that may pose challenges to students' academic pursuits. Understanding these multifaceted factors and their intricate connections is vital for universities and educators seeking to enhance students' academic performance. By acknowledging and addressing these factors, universities can develop tailored support systems and strategies to empower students and optimize their educational experiences.

Israel Creleanor Mulaudzi, 2023

The transition from high school to higher education presents numerous challenges for first-year u... more The transition from high school to higher education presents numerous challenges for first-year university students. This abstract provides an overview of the challenges faced by these students as they navigate this significant life transition. First and foremost, academic demands pose a considerable challenge. First-year students encounter a shift in the level of difficulty and independence required in their studies. They must adapt to new teaching styles, larger class sizes, and more rigorous academic expectations. Additionally, the transition from a structured high school environment to the freedom of university can be overwhelming, requiring students to develop effective time management, study skills, and self-discipline. Social adjustment is another significant challenge. A university often brings together a diverse community of students from different backgrounds, which can lead to feelings of loneliness, homesickness, and difficulty in establishing new social networks. The need to form new friendships and find a sense of belonging can be particularly challenging for first-year students, who may also face the pressures of building a new support system and managing social expectations. Financial pressures also present a considerable hurdle. Many first-year students are faced with the burden of managing their finances independently for the first time, including budgeting for tuition fees, accommodation, textbooks, and other living expenses. The stress associated with financial responsibilities can impact students' overall well-being and academic performance. Furthermore, mental health and well-being are critical concerns. The transition to higher education can trigger or exacerbate mental health issues such as anxiety and depression. The pressure to succeed academically, coupled with the need to adjust to a new environment, can contribute to increased stress levels and feelings of inadequacy. Access to mental health resources and support services is crucial in assisting students through this challenging period. In conclusion, firstyear university students face numerous challenges during their transition to higher education. Academic demands, social adjustment, financial pressures, and mental health concerns all play a significant role in shaping their experience. Recognizing and addressing these challenges through supportive programs, resources, and services can greatly facilitate the successful navigation of this critical life transition and promote the overall well-being of first-year university students.

RESEARCH BULLETIN, 2023

Teaching reading skills to learners is a fundamental task for grade 4 teachers, laying the founda... more Teaching reading skills to learners is a fundamental task for grade 4 teachers, laying the foundation for their academic success and future learning. However, numerous challenges arise during this critical stage, impacting the effectiveness of reading instruction. This study aims to unravel the multifaceted challenges faced by grade 4 teachers when teaching reading and shed light on potential strategies to enhance reading instruction. The research methodology employed qualitative research techniques, including interviews, observations, and document analysis, to gather data from grade 4 teachers in diverse educational settings. Through thematic analysis, common challenges emerged, which can be classified into three key areas: learner-related, curriculum-related, and pedagogical factors. Firstly, learner-related factors encompassed issues such as varying reading abilities, limited vocabulary, and lack of reading motivation among learners. These factors posed significant challenges for teachers, requiring differentiated instruction and tailored approaches to address individual needs effectively. Secondly, curriculum-related factors highlighted concerns about the adequacy and suitability of reading materials and time constraints within the curriculum. Teachers reported difficulties in finding appropriate texts that engaged learners and catered to their diverse interests and reading levels. Additionally, the pressure to cover a broad range of topics within limited time frames limited the depth and thoroughness of reading instruction. Lastly, pedagogical factors encompassed challenges related to instructional strategies, assessment methods, and teacher training. Teachers faced dilemmas in selecting appropriate instructional methods to develop reading skills, including phonics, fluency, comprehension, and critical thinking. Assessing learner progress effectively and providing timely feedback also posed challenges. Furthermore, teachers expressed the need for ongoing professional development opportunities to stay updated on the latest research and best practices in teaching reading. Based on the findings, this study emphasises the importance of targeted support and resources for grade 4 teachers to address the identified challenges effectively. It calls for developing comprehensive reading programmes that integrate high-quality, diverse reading materials, flexible instructional strategies, and ongoing professional development initiatives. Collaborative efforts between teachers, administrators, and curriculum designers are essential to provide sustainable solutions and improve reading instruction in grade 4 classrooms.

ebangi, 2018

This study examined the coping strategies used by stressed teachers in the rural secondary school... more This study examined the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one's teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress-coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives.

This study examined the coping strategies used by stressed teachers in the rural secondary school... more This study examined the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one's teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress-coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives.

IEEE Access, 2019

Recently, the node deployment problem of a relay network has brought a hot discussion. This paper... more Recently, the node deployment problem of a relay network has brought a hot discussion. This paper studies utility function minimum maximization problem of bidirectional amplify and forward relaying systems from the perspective of relay deployment. Since many optimization problems are considered separately, different algorithms are proposed for each optimization problem. So we consider a unified utility function instead of the separate optimization goals. Two different optimization problems are considered. One is to find the optimal relay deployment and optimize the utility function with fixed power allocation. The other is joint optimization of relay deployment and power allocation. Especially when power is fixed, the relay deployment is not a fixed location, but a piecewise function. In order to balance the two opposite transmission directions in bidirectional relaying networks, the relay deployment is related to channel gain and path loss. In addition, approximate and accurate expressions of average relay deployment are investigated when only statistical channel information is available. Simulation results validate that the reasonable relay deployment improves the system performance. INDEX TERMS Bidirectional relaying, relay deployment, power allocation.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the De... more A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Educational Psychology at the University of Zululand, 2018