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
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
