Explanatory Mixed Methods Research Design Research Articles

POSTTRAUMATIC STRESS DISORDER AND PSYCHOSOCIAL RISK FACTORS IN FIRST RESPONSE WORKERS TO EMERGENCIES. MIXED METHOD.

First responders to emergencies are exposed to various risks, including psychosocial risk factors. Caring for patients in critical situations, experiencing traumatic events, and working under highly complex conditions increase their probability of developing mental disorders, such as posttraumatic stress disorder (PTSD). The objective of the study was to determine the relationship between PTSD and psychosocial risk factors and to understand the experiences of the disorder in this population. An explanatory sequential mixed method research design was used. The quantitative phase was an analytical cross-sectional observational study (n = 193), and the qualitative phase was phenomenological (n = 5). The psychosocial risk factors that best explained the presence of PTSD symptoms were the influence of non-work conditions on work, religion, emotional avoidance, and professional support as individual factors related to coping strategies. Individual factors such as coping strategies were determining factors that explained the symptoms of PTSD, and the influence of non-work conditions on work. It was identified that the demands of the job and the organizational factors, such as leadership style and lack of institutional support, generate anguish in workers and affect their ability to regulate their emotions when exposed to critical incidents.

Current status of electronic health literacy among pregnant women with gestational diabetes mellitus and their perceptions of online health information: a mixed-methods study

BackgroundWomen diagnosed with gestational diabetes mellitus often rely on internet-based health information for managing their condition. This study aims to investigate the present state of electronic health literacy among women with gestational diabetes mellitus, analyze the influencing factors, and explore their experiences regarding accessing, comprehending, evaluating, and applying online health information pertinent to gestational diabetes mellitus.MethodsA sequential explanatory mixed methods research design was adopted in this study. Initially, 235 women with gestational diabetes mellitus participated in a cross-sectional survey. The research tools included general information and the Chinese version of the electronic Health Literacy Scale (eHEALS). Descriptive analyses were conducted to describe the characteristics of the sample, and multiple linear regression analyses were used to explore the factors influencing electronic health literacy among women with gestational diabetes mellitus. Secondly, 11 women with gestational diabetes mellitus joined semi-structured in-depth interviews to obtain their perceptions about online health information. The data were analyzed using inductive content analysis to develop themes.ResultsThe median score of eHEALS in the Chinese version among 235 women diagnosed with gestational diabetes mellitus was 29 (interquartile range [IQR], 26 to 32). Factors influencing electronic health literacy among these women included accessing health information from medical professionals (β = 0.137, p = 0.029) and utilizing health information from applications (β = 0.159, p = 0.013). From the qualitative phase of the study, four thematic categories emerged: reasons and basis for accessing health information from the Internet; address barriers to accessing and applying online health information; desires for a higher level of online health information services; outcomes of accessing and applying online health information.ConclusionThe electronic health literacy of women diagnosed with gestational diabetes mellitus remains suboptimal and warrants improvement. The sources of access to health information affect electronic health literacy in women with gestational diabetes mellitus. Moreover, women facing gestational diabetes encounter numerous impediments when attempting to access health-related information online, underscoring the necessity for enhanced online health information services to meet their needs.

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Learners’ and teachers’ perspectives on the use of code switching in Geography teaching and learning

Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.

Exploring Contextual Factors Affecting Student Performance in Mathematics: A Sequential Explanatory Research

This study aimed to explore and characterize the contextual factors that affect academic performance in learning mathematics among high school students. The study employed an explanatory sequential mixed method research design, and primary data were collected with the aid of the adopted questionnaire for quantitative data, and the interview was done for qualitative data. The study used descriptive and inferential statistical methods in analyzing and interpreting the gathered data. In addition, qualitative data were analyzed through a thematic analysis approach. Results showed that the performance of students in mathematics is influenced by different factors such as students' attitudes towards mathematics, self-efficacy, parental support, and the learning environment. In addition, a thematized interview with the students supports the quantitative analysis that their performance in mathematics was governed by the said factors. Conclusively, students must be supported in their learning by providing doable tasks and exciting problems in mathematics to boost their attitude and self-efficacy. Parents are also advised to give them the appropriate support to motivate them in their studies. Moreover, teachers must integrate welfare and positive attitudes towards students to have a conducive learning experience.

Factors Impacting One-year Follow-up Visit Adherence after Bariatric Surgery in West China: A Mixed Methods Study

PurposeQuality follow-up (FU) is crucial after bariatric surgery. However, poor adherence after surgery is prevalent. This research aimed to explore the factors related to FU adherence after bariatric surgery in West China.Materials and MethodsThis study used a sequential explanatory mixed-methods research design. Participants (n = 177) were identified from the West China Hospital. Demographic information, disease profile, treatment information, and post-surgery FU information were obtained from the bariatric surgery database of the Division of Gastrointestinal Surgery of the West China Hospital. The survey data were analyzed using logistic regression. Semi-structured interviews with participants (n = 10) who had low adherence were conducted. The recording was transcribed verbatim and entered into qualitative data analysis software. Qualitative data were analyzed using a content analysis approach.ResultsMultiple logistic regression revealed that living in Chengdu (OR, 2.308), being employed (OR, 2.532), non-smoking (OR, 2.805), and having less than five years of obesity (OR, 2.480) were positive predictors of FU adherence within one year. Semi-structured interviews suggested that factors related to adherence to FU were lack of motivation, lack of opportunity, insufficient ability, and beliefs regarding consequences.ConclusionFactors impacting one-year FU visit adherence after bariatric surgery include not only demographic and disease-related factors but also social and family factors. These results will provide evidence to support healthcare professionals in developing personalized postoperative FU management strategies.Graphical

Justifying an application of the explanatory sequential mixed methods research design in maritime research

ABSTRACT Despite the efficacy of the mixed methods research design, there appears to be a need for more application in the maritime theme areas. This paper demonstrates the use of explanatory sequential mixed methods research (MMR) design in investigating the retention of ship officers. Previous studies often relied on the lopsided viewpoint of industry employers (using qualitative-oriented mono-methods) without capturing the employee side of the discourse. A web-based survey of 305 ship officers and a semi-structured telephone interview with 20 senior managers helped identify factors predicting the departure of ship officers to landside jobs. A long period of separation from family is a vital issue. Analysis of the interview transcripts helped explain the survey results. Sustainable HR practices are needed among shipping industry employers. Many respondents indicated that personal reasons accounted for the departure to landside jobs. The lack of support from employers during times of crisis compounds a high turnover conundrum among highly skilled ship officers. Shipping industry employers need to dedicate more resources to seafarer training even as the emergence of new technologies on board ships is placing existing skills out of fashion.

CONTEXTUAL KNOWLEDGE IN ELECTRICAL TECHNOLOGY EDUCATION: A STUDY OF TVET EDUCATORS' PERSPECTIVES AND PRACTICES IN TEACHING AND LEARNING

In ensuring TVET graduates have been equipped with a good level of competency and are ready for industrial revolution 4.0 needs, a lot of initiatives have been introduced by the National TVET Council (MTVET), universities and TVET institutions providers. But there is still a phenomenon where the industry questions the quality of TVET graduates, particularly in the aspects of knowledge and skills. In making the TVET students able to capture and realize the real working environments and practices during the process of teaching and learning, TVET educators need to instill the elements of contextual knowledge into their curriculum design. Having a contextual teaching and learning approach in the education system has been proved by many scholars that it has had a good impact on making the students involved in meaningful learning processes by connecting them to real-life situations and linking them on how to apply it in the workplace and everyday life. Thus, this present study has investigated the utilization of contextual knowledge in teaching and learning electrical technology courses among TVET educators. An explanatory sequential mixed method research design has been followed to conduct this investigation study. Two phases of data collection have been involved and the priority has been given to quantitative data and followed by qualitative research data. The population for this study is electrical technology program lecturers from the Vocational Colleges in Malaysia. Findings from this study are expected to give a current visual of contextual knowledge levels among TVET educators that have been instilled in the teaching and learning process. In future research, all the significant findings from this study can be utilized for conducting follow-up research on developing a framework of contextual knowledge in teaching and learning for TVET educators.

Digital Skills: The Unavoidable Tool for Use of Academic Libraries during Covid-19

Aims: This study set out to establish the relationship between digital skills and the use of academic libraries in the Anglo-Saxon State Universities in Cameroon during the covid-19 period.
 Study Design: The study adopted a sequential explanatory mixed method research design.
 Place and Duration of Study: The study was carried out in the University of Bamenda Central Library and the University of Buea Library from 2020 to 2023.
 Methodology: A sample of 377 was selected from library staff and users through simple random sampling. Instruments for data collection were an interview guide, an observation guide and a questionnaire. Validity of instruments was guaranteed with the help of subject and language experts. Reliability was guaranteed by the use of Cronbach’s alpha and a value of .83 was attained. The data collection process was achieved using both direct delivery and electronic methods (Google Forms and Phone calls). Response rate for the questionnaire was 92.16% and for the interviews, 80%. Data from interviews were analysed thematically, from observations narratively and data from the questionnaire analysed using both descriptively (frequencies and percentages) and inferentially (Pearson correlation and simple linear regression).
 Results: The study found a positive correlation between use of academic libraries and digital skills (r(329) = .531, p < .01). Regression analysis showed that Digital Skills is statistically a significant predictor of the use of academic libraries (β = .632, t =7.269, p < .001). Challenges witnessed in relation to digital skills of library users and staff include technophobia, software, poor digital skills, and limited access to digital tools and insufficient equipment. The libraries under study made efforts to manage challenges through: networking, training, adopting new software and machines, and IT staff. These challenges therefore served as a barrier to the effective use of academic libraries.
 Conclusion: The study concludes that digital skills is a significant predictor of use of academic libraries in crises periods and if such challenges identified are not properly addressed, libraries are likely to register lower rates of patrons’ use and satisfaction.

Assessment of Ethiopian Integrated Functional Adult Education (IFAE) planning practice: what lessons can be learned for future Adult Education programmes?

ABSTRACT The study’s main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE’s planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided.

Covid-19 Containment Measures and their Effect on Socio-Economic Wellbeing of Uasin Gishu County Government Staff, Kenya

COVID-19 was a major health emergency worldwide; countries were forced to adopt quarantine measures and other restrictions because of the highly infectiousness nature of COVID-19. It is in this context that the study sought to investigate the Effect of the containment measures on socio-economic wellbeing of Uasin Gishu County Government Staff, Kenya. The specific objectives of the study were: to determine the influence of implementation of COVID-19 behavioural protocols on socio-economic wellbeing of staff of Uasin Gishu County Government; to assess the impact of implementation of COVID-19 fiscal measures on socioeconomic wellbeing of employees of Uasin Gishu County Government; and to determine the influence of implementation of COVID-19 macro-financial measures on socioeconomic wellbeing of employees of Uasin Gishu County; The study adopted explanatory mixed method research design. The target population comprised 6,400 employees in Uasin Gishu County. The study employed stratified sampling and simple random sampling techniques to select the respondents. The sample size consisted of 10 heads of departments and 198 employees of Uasin Gishu county government. The data collection tools were questionnaire and interview guide. The data collected was analyzed using descriptive statistics including mean, percentages and frequencies; chi-square was used to test the hypotheses. Inferential statistics was also used. Analysis by the implementation of COVID-19 behavioural protocols as a containment measure shows that the P-value = .000 was less than the Alpha level 0.05. Therefore, there was statistical significance relationship between behavioral COVID-19 containment measures and socio-economic wellbeing of employees of Uasin Gishu County Government. Behavioural measures such as lock down highly disrupted businesses’ sourcing and distribution functions, which in turn affected the socio-economic wellbeing of the local population. The study recommended that financial organizations should offer trainings to the masses to embrace saving and empower them to participate in multiple economic activities; this would ensure that in any of any occurrences such as COVID 19, the businesses would have the resilience to cope.

COGNITIVE BEHAVIOUR ASSESSMENT OF MOVEMENT COMPETENCE AMBITION AMONG HUMAN KINETICS STUDENTS IN SOUTH-WEST UNIVERSITIES, NIGERIA

This paper reports the quantitative phase of an ongoing explanatory sequential mixed methods research design on Movement Competence Ambition (MCA) among human kinetics students in public universities within the South-Western geo-political zone of Nigeria. The study holds and treats ambition as a psycho-philosophical concept. The psychological perspective of ambition implying achievement motivation was mixed with its philosophical view of honour-seeking behaviour. Both perspectives relate to Einstein’s inertial-tendency postulate regarding reference frames. A purposive sampling technique was used to select 418 respondents (199, 47.6% males; 219, 52.4% females); x̅ age = 20 years and 1 month). A self-developed 15-item validated questionnaire r =.81 built on the four “P’s” plus one added of ambition drivers, i.e. Predisposing, Precipitating, Perpetuating, Protective, and Prospective (added) factors was the main instrument for data collection. Descriptive statistics of frequency, and percentage, were employed to depict respondents’ bio-data while collected data was analysed with mean and rank ordered. Results indicate that 377 (90.2%) of the students were fairly ambitious while 41 (9.8%) were highly ambitious. 90.9% of males and 89.5% of females were fairly ambitious while more females (10.5%) were highly ambitious as compared to males (9.1%). Though there was no marked difference between the ambition statuses by gender, however, females showed a better level of ambition compared to males. The predisposing factors with a mean of 4.1 have the highest impact on movement competence ambition followed by precipitating factors with the second highest mean value of 3.5. Other factors do not affect the population's ambition status as the factors have mean values below the criterion average of 3.5. Therefore, the predisposing and precipitating factors are areas of concentration to enhance the students’ achievement goal orientation in movement competence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0014/a.php" alt="Hit counter" /></p>

A SEQUENTIAL EXPLANATORY APPROACH ON THE RELATIONSHIP BETWEEN SOCIAL LITERACY AND STUDENT ENGAGEMENT AS MEDIATED BY ENGLISH SPEAKING SKILLS

The purpose of this study was to determine the mediating effect of English speaking skills (ESS) on the relationship between social literacy (SL) and student engagement (SE) among English major education students in the private Higher Educations Institutions (HEIs) in Region XI. By which, the study used a sequential explanatory mixed methods research design having a total of 300 English major students from the different private tertiary institution in Region XI as the research respondents. For the data analysis, medgraph was employed in determining the mediating effect of ESS on the relationship between SL and SE which was found to be significant partial mediation in this study. Then, through interviews and focus group discussion with 17 participants taken from the quantitative respondents, data were integrated with the findings in the quantitative aspect of the study. The participants confirmed the relationships and the functions of the variables in the mediation model. With the confirmation, it can be gleaned that there is substantial evidence that ESS is one of the reasons why SL could influence SE among English major students in the private tertiary institutions in Region XI as demonstrated in the partial mediation model. Thematic analysis of the qualitative data unveiled the essential themes generally confirming the connecting-merging-confirmation surfaced as the nature of data integration. KEYWORDS: Applied linguistics, English speaking skills, students social literacy, student engagement, English major students, Philippines.

A COMPARISON OF FOREIGN LANGUAGE ANXIETY IN TWO DIFFERENT SETTINGS: ONLINE VS CLASSROOM

The purpose of the study was to examine and compare the foreign language anxiety (FLA) levels of English preparatory school students in two settings namely online and in person classroom lessons. An explanatory mixed-method research design was adopted to accomplish the aim. Two questionnaires were used in the first part to collect quantitative data, and the sample cohort consisted of 234 students from six Turkish state universities. The quantitative data were examined through descriptive and inferential statistics. The findings showed that moderate levels of FLA were present in both online and in person classroom instruction among participants. It was discovered that the FLA levels in two settings differed in a statistically significant way. In consonance with quantitative results, semi-structured interviews with 10 volunteers were done to collect further data. Thematic analysis was used to resolve the qualitative data from the interviews, and as a result, four key themes – interaction, anxiety, problems, and language points – emerged. Students preferred classroom settings for interaction since they could interact in person classroom lessons. Additionally, it was shown that technical issues such as disconnections and speech interruptions caused distress in language learners.

Cognitive coping strategies that supported teacher resilience during the COVID-19 pandemic

Limited research focusing on the cognitive strategies that support the resilience of teachers in a world pandemic has been conducted. By employing a sequential explanatory mixed method research design, this study was undertaken to investigate how cognitive coping strategies supported teacher resilience during the COVID-19 pandemic. For data collection/generation and capturing/documentation, an online questionnaire (Phase 1, quantitative) was completed by 240 urban school teachers, and online participatory focus groups (Phase 2, qualitative) with 24 of these respondents were facilitated. In support, observation, audio-recordings, field notes and a reflective journal augmented data generation. Descriptive and inferential statistics were used for analysis of the quantitative data, and a hybrid thematic analysis approach was followed to analyse the qualitative data. Thereafter, the quantitative and qualitative results were integrated to achieve the purpose of the study. The results from analyses included the Spearman correlation coefficient which tested a value of 0.327 (p-value = < 0.001), indicating a significant and positive correlation between problem-focused coping and resilience. Cognitive strategies indicated to support resilience included active coping, planning, suppression of competing activities, restraint coping, seeking of instrumental social support and nurturing a growth mindset. The cognitive strategies identified in this study informs good practice principles and can direct the professional training of both psychologists and educators. Future research and interventions aimed at promoting teacher resilience by employing cognitive coping strategies may be conducted based on the findings of the study.

Climate change and adaptive strategies for agriculture in Panchkhal Municipality

Climate change is a modern global crisis caused by human activities that emit greenhouse gases and alter the Earth's natural systems. It is now an undeniable global burning issue, affecting the complex relationship between the physical landscape, natural resources, and how communities adapt to the effects of climate change. Climate change brings many uncertainties to the livelihoods of farming communities that depend on weather and climate. The purpose of this paper is to examine the climate change and adaptive strategies of the farmers in Panchkhal Municipality using an explanatory mixed-methods research design. Primary data were collected from field observation, questionnaires, and interviews. Secondary data were collected from the Center Bureau of Statistics (CBS) and the Department of Hydrology and Meteorology (DHM). The finding shows the many impacts of climate change, such as hot waves, floods, landslides, droughts, increased diseases in agriculture production, and drying up water resources. Similarly, it shows that traditional adaptive strategies have been changing due to a decline in food crop production over the last two decades. Thus, strong policy efforts need to be prepared to mitigate the adverse impact of climate change on traditional farming methods.

Complementary Feeding Patterns and Factors Affecting Timely Introduction in a Tribal Population: A Mixed-Methods Study

Introduction: About 29-60% of tribal children are underweight due to limited healthcare access. The Kols, a tribe in central India, face similar issues and our study will examine their complementary feeding practices. Methodology: A sequential explanatory mixed-method research design was conducted on 218 Kol tribe women in the Manikpur block of Chitrakoot district Uttar Pradesh. In the first phase, the quantitative interview using a semi-structured questionnaire and in the second phase, an in-depth interview of 20 Kol mothers was conducted using an interview guide. Results: About 52.3% of the women were aged between 26- 35 years, and about 83.9% were illiterate. About half of the children (n=116, 53.5%) were introduced to complementary feed at 6-8 months of age. The independent predictors of the timely initiation of complementary feeding were education (AOR: 2.422, p 0.037), age of the mothers (AOR: 1.2106, p 0.047) and the number of children of the mothers (AOR: 2.715 p 0.004) diet diversity was rarely maintained. Conclusion: Complementary feed was introduced timely for half of the tribal women but diet diversity was not maintained. Health education and counselling to utilize locally available food items should be encouraged.

THE EFFECTIVENESS OF COUNSELORS’ PREPAREDNESS PROGRAM FOR SUICIDE ATTEMPT CASES

Due to challenging demands in handling suicide attempt cases, counselors experience psychological issues such as stress and pressure, anxiety, burnout, and depression. This study developed a counselors’ preparedness program for counselors handling suicide attempt cases based on Gestalt theory and its concepts on awareness, wholeness-integration, and organismic self-regulation to provide the counselors psychological preparedness in handling suicide attempt cases. The purpose of the program is for counselors to manage psychological stresses by strengthening their awareness, wholeness-integration, and organismic self-regulation to maintain well-being, perform their work effectively and ethically, and live a balanced-quality-life. More importantly, the study investigated the effectiveness of the implemented Counselors’ Preparedness Program for counselors handling suicide attempt cases. The participants were 13 registered guidance counselors from four universities who have been exposed to handling suicide attempt cases. Explanatory sequential mixed method research design was used. In the quantitative aspect, quasi- experimental research design was used to investigate the significant difference between the pretest and posttest on Psychological Preparedness using Wilcoxson signed nonparametric test. Thematic analysis was used to interpret the qualitative data that described the experiences of the counselors which supported the quantitative results. The study concludes that the preparedness program based on Gestalt concepts is effective in addressing the counselors’ psychological preparedness in handling suicide attempt cases.

What is most important in education reform? The impact of leadership, innovation and partnerships

ABSTRACT What is most important in education reform? Is it leadership that guides and steers education reform initiatives? Or is it perhaps the innovation that is highlighted in the education reform itself? Or is it the partnerships required to enable the reform to take hold? This article contributes to debates about the success or failure of international aid in education reform represented by technology transfers of evidence-informed policies and practices. This four-part inquiry describes the impact of evidence-based reform. The first section provides a succinct description of Singapore – a developed nation – and the Philippines – a developing nation. The second part describes the education reform partnership. Particular emphasis will be placed on the education reform movement guiding the partnership between two contrasting nations and the overarching framework that guides it – the leadership premium. The third section describes the explanatory mixed methods research design employed in order to explore the participants’ perceptions of the reform initiative. This part describes the results of a quantitative survey and exploratory models for explaining perceptions of education reform. The fourth and final section contextualizes the response to what is most important to education reform from the perspectives of the participants themselves. This section also critiques the dominant leadership premium paradigm.

The Implementation of a curriculum for severely intellectually disabled learners - a success story?

This paper focuses on the experiences of teachers regarding the implementation of the Curriculum and Assessment Policy Statement or CAPS for learners with severe intellectual disability in schools for learners with special educational needs. The curriculum was developed to ensure that the needs of learners who have special educational needs will be met by reducing the depth and width of the national CAPS used in ordinary public schools. It was written at a more functional level by considering the cognitive abilities of these learners. A sequential explanatory mixed-method research design was applied. The quantitative phase consisted of a self-developed questionnaire sent to 21 pilot special schools in all nine provinces of South Africa. Collages and art-based focus group discussions were used to generate data for the qualitative part. Most of the participants agreed that it was good to have a structured curriculum that gave teachers guidelines and lesson plans. However, issues such as a high workload, assessment, time management, resources, and training were problematic in some schools. The findings of this research were used to develop a manual that can be used to train beginner teachers who have never worked with the CAPS for severely intellectually disabled learners.