Mbulaheni Obert Maguvhe
Biographic Data
| ID | 6592850 |
|---|---|
| NAME | Mbulaheni Obert Maguvhe |
| GIVEN NAMES | Mbulaheni Obert |
| FAMILY NAME | Maguvhe |
| SIGNATURE | MAGUVHE M O |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0002-0625-3661 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Sports and physical activity interventions in autism spectrum disorder
Background Physical activity (PA) interventions have been explored as a means of improving motor, social, executive, behavioural, and psychosocial outcomes in children and adolescents with autism spectrum disorder (ASD). However, variability in study designs and methodological quality raises questions about the consistency and reliability of reported effects. Methods A systematic review and meta-analysis were conducted, including studies publishe…
Global prevalence of depression among university students
Introduction Depression is one of the leading causes of disability globally, ranking after cardiovascular and respiratory diseases in its contribution to functional impairment and reduced quality of life. University students constitute a particularly vulnerable population due to academic pressure, financial stress, social adjustment difficulties, and transitional life challenges associated with higher education. Despite being regarded as a social…
Evaluating the Socioecological Classroom in Full-Service Schools
This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of …
Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools
Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teach…
A study of inclusive education provision in Zambia
There is a dearth of information regarding curriculum reform in Zambia. This is one of the studies that is attempting to plug the information gap on curriculum reform
How education, training and development support the wellness of employees with disabilities
The study resulted in a Wellness framework for EWDs identifying the education, training and development needs that will contribute to their wellness
Inclusive education
This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and…
Teaching science and mathematics to students with visual impairments
This study reports on factors that limit the participation of blind and partially sighted learners in mathematics and science education. Since the teacher, still remains one of the most crucial factors in any education system, the researcher deemed it important to investigate the role of the teacher as understood by a blind technician in promoting the participation of blind and partially sighted learners in mathematics and science subjects, which…
Transformational Efficacy of a Curriculum for People with Visual Impairment
This article argues that a relevant school curriculum is the kingpin in determining the level at which people with visual impairments (and other groups of marginalised people) could participate in decision making on matters that affect them. Resultant changes in income and self-portrayal come with favourable power dynamics, positive self-perception and improved social recognition. The study reviewed findings made by 20 teachers from four special …
Teaching Life Sciences to Blind and Visually Impaired Learners
This study aims to determine the factors that contribute to the improvement of life science pedagogy, as viewed by both teachers (as learning mediators) and learners (as proprietors of knowledge). A qualitative research design was used in this study. Semi-structured interviews were used to obtain responses to questions. The study involved sixty-three participants: eight teachers from eight schools in five provinces and fifty five learners drawn f…
Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools
Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teach…
Transformational Efficacy of a Curriculum for People with Visual Impairment
This article argues that a relevant school curriculum is the kingpin in determining the level at which people with visual impairments (and other groups of marginalised people) could participate in decision making on matters that affect them. Resultant changes in income and self-portrayal come with favourable power dynamics, positive self-perception and improved social recognition. The study reviewed findings made by 20 teachers from four special …
Teaching Life Sciences to Blind and Visually Impaired Learners
This study aims to determine the factors that contribute to the improvement of life science pedagogy, as viewed by both teachers (as learning mediators) and learners (as proprietors of knowledge). A qualitative research design was used in this study. Semi-structured interviews were used to obtain responses to questions. The study involved sixty-three participants: eight teachers from eight schools in five provinces and fifty five learners drawn f…
Inclusive education
This study investigated the progress made in the implementation of inclusive education as a transformation and human rights tool since its inception in 2001. The study was conducted upon realising that most people underestimate the transformation and human rights value that inclusive education strives to maintain. The total number of participants interviewed was 84. Data was collected using semi-structured interview schedules for the teachers and…
Teaching science and mathematics to students with visual impairments
This study reports on factors that limit the participation of blind and partially sighted learners in mathematics and science education. Since the teacher, still remains one of the most crucial factors in any education system, the researcher deemed it important to investigate the role of the teacher as understood by a blind technician in promoting the participation of blind and partially sighted learners in mathematics and science subjects, which…
How education, training and development support the wellness of employees with disabilities
The study resulted in a Wellness framework for EWDs identifying the education, training and development needs that will contribute to their wellness
A study of inclusive education provision in Zambia
There is a dearth of information regarding curriculum reform in Zambia. This is one of the studies that is attempting to plug the information gap on curriculum reform
Evaluating the Socioecological Classroom in Full-Service Schools
This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of …
Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools
Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teach…
Sports and physical activity interventions in autism spectrum disorder
Background Physical activity (PA) interventions have been explored as a means of improving motor, social, executive, behavioural, and psychosocial outcomes in children and adolescents with autism spectrum disorder (ASD). However, variability in study designs and methodological quality raises questions about the consistency and reliability of reported effects. Methods A systematic review and meta-analysis were conducted, including studies publishe…
Global prevalence of depression among university students
Introduction Depression is one of the leading causes of disability globally, ranking after cardiovascular and respiratory diseases in its contribution to functional impairment and reduced quality of life. University students constitute a particularly vulnerable population due to academic pressure, financial stress, social adjustment difficulties, and transitional life challenges associated with higher education. Despite being regarded as a social…
Pedagogy (8 works) · Psychology (7 works) · Sociology (7 works) · Political science (5 works) · Mathematics education (4 works) · Medical education (4 works) · Medicine (4 works) · Qualitative research (4 works) · Computer Science (2 works) · Curriculum (2 works)