TPN3704
ASSIGNMENT 2
DUE DATE: 23 JUNE 2026
, TPN3704 ASSIGNMENT 2 2026
DUE 23 JUNE 2026
Link 1: https://doi.org/10.15700/saje.v44n1a2315
Link 2: https://doi.org/10.1016/j.mex.2025.103163
Teachers’ perceptions of integrating technology in rural primary
schools to Link 3: https://doi.org/10.46303/jcsr.2023.8
Multilingual integrated pedagogical model for enhancing mathematical
literacy Link 4: https://doi.org/10.17159/2520-9868/i95a02
Question 1: Classroom Libraries (25 Marks)
Describe three key challenges faced by rural teachers when setting
up classroom libraries.
Based on the study by Motseke, Maja, and Meeran (2024)
❖ Lack of funding and resources: Teachers had no financial support from
the school or government to purchase books, shelves, or storage materials.
The schools lacked basic infrastructure, and there were no funds available
for classroom libraries. Teachers had to use their own money to travel to
city libraries to request obsolete books, and they had to find creative ways
, to build shelves using broken furniture or old cupboards (Motseke et al.,
2024, p. 4-5).
❖ Time constraints: Teachers struggled to find time to search for reading
materials while managing their regular teaching responsibilities. As one
participant (T14) stated: "Time and money are serious challenges that
make it difficult for me to find books. For
instance, I use public transport to come to school. Then how do I go around
looking for books? If I find them, how do I carry them to school?" (Motseke
et al., 2024, p. 4).
❖ Lack of support from school management: Many teachers reported that
school principals and management teams provided no assistance, such as
covering travel costs to libraries or providing materials for building shelves.
This lack of support discouraged teachers from making efforts to establish
classroom libraries (Motseke et al., 2024, p. 5-6).
1.2 How classroom libraries contribute to the development of reading
skills and learner motivation (8 marks)
ASSIGNMENT 2
DUE DATE: 23 JUNE 2026
, TPN3704 ASSIGNMENT 2 2026
DUE 23 JUNE 2026
Link 1: https://doi.org/10.15700/saje.v44n1a2315
Link 2: https://doi.org/10.1016/j.mex.2025.103163
Teachers’ perceptions of integrating technology in rural primary
schools to Link 3: https://doi.org/10.46303/jcsr.2023.8
Multilingual integrated pedagogical model for enhancing mathematical
literacy Link 4: https://doi.org/10.17159/2520-9868/i95a02
Question 1: Classroom Libraries (25 Marks)
Describe three key challenges faced by rural teachers when setting
up classroom libraries.
Based on the study by Motseke, Maja, and Meeran (2024)
❖ Lack of funding and resources: Teachers had no financial support from
the school or government to purchase books, shelves, or storage materials.
The schools lacked basic infrastructure, and there were no funds available
for classroom libraries. Teachers had to use their own money to travel to
city libraries to request obsolete books, and they had to find creative ways
, to build shelves using broken furniture or old cupboards (Motseke et al.,
2024, p. 4-5).
❖ Time constraints: Teachers struggled to find time to search for reading
materials while managing their regular teaching responsibilities. As one
participant (T14) stated: "Time and money are serious challenges that
make it difficult for me to find books. For
instance, I use public transport to come to school. Then how do I go around
looking for books? If I find them, how do I carry them to school?" (Motseke
et al., 2024, p. 4).
❖ Lack of support from school management: Many teachers reported that
school principals and management teams provided no assistance, such as
covering travel costs to libraries or providing materials for building shelves.
This lack of support discouraged teachers from making efforts to establish
classroom libraries (Motseke et al., 2024, p. 5-6).
1.2 How classroom libraries contribute to the development of reading
skills and learner motivation (8 marks)
