This empirical study sought to investigate the grade 12 economics learners’ perceptions of opportunities to learn imperfect market structures in selected schools in the Francis Baard District of Northern Cape. A quantitative research approach was employed, where a questionnaire was administered to 253 Grade 12 economics learners from three schools in Galeshewe. The questionnaire was based on four Opportunities to Learn (OTL) variables; content exposure, content emphasis, quality of instruction, and instructional resources. Data were analysed through excel 365 and then through SPSS. Overall, the study showed that little or no opportunities to learn were being created for learners to master the concept of imperfect market structures. This study is significant because it helps to make known to both the learners and teachers, the factors influencing learners’ learning outcomes related to imperfect market structures. Learners must also be encouraged to exhibit a positive attitude towards the subject, while the economics teachers should put in the required effort to improve the learning outcomes in schools.

Land use and land cover (LULC) is important in understanding the interactions of human

Technical and Vocational Education andTraining (TVET) colleges are currently not succeeding in developing requisite skills in Electrical Engineering Studies. The aim of this study was to investigate opportunities to learn (OTL) created for Electrical Engineering students at a TVET College. The study was conducted using a mixed method case study where 101 questionnaires were distributed to all the students enrolled for N1 Electrical Trade Theory, and interviews conducted with 6 students purposively sampled based on their performance, and with the only lecturer teaching the subject. Document analysis was also employed to source vital curriculum information for the subject. The research resulted in a number of significant findings, namely; engineering theory lessons taught were not complemented by practical work or experiments, teaching methods and learning activities did not promote active participation on the part of students, classes were composed of both young and so-called mature students, there were not enough assessment opportunities and instructional resources. The research therefore, recommends that lecturers be appropriately qualified, so that they are informed about teaching and learning methods suitable for students of mixed abilities, ages and backgrounds; and that they employ teaching methods that are learning-centred, which result in students actively creating knowledge through their own experiences. It is likely that the more a lecturer practices this type of teaching, and takes into consideration relevant contextual factors; the more s/he will enhance the creation of OTL for Electrical Engineering at a TVET college.