Unisa Press Journals (University of South Africa)
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Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning
No full textIn the current knowledge- and information-driven era, learners should develop self-directed learning (SDL) abilities at the classroom level. This study focused on the use of technology-supported cooperative learning (TSCL) to improve grade 8 mathematics learners’ SDL abilities. A mixed-methods methodology with a sequential explanatory design was adopted. This study used a design-based research approach (DBR) with two iterations. In the study’s first iterative intervention cycle, 427 grade 8 mathematics learners from 10 secondary schools in Rustenburg were purposively selected, and in the second iteration of the study, 522 grade 8 mathematics learners were enrolled. Data collection included quantitative assessment using the Self-Directed Learning Instrument (SDLI) and qualitative methods such as classroom observations, semi-structured interviews, and reflective journals. Data analysis involved descriptive statistics for quantitative data and thematic coding for qualitative data. The study found that the TSCL intervention improved the participants’ SDL abilities. The implementation of TSCL in the classroom provided an atmosphere in which learners could connect with their peers as a source of knowledge, improve communication and social skills, learn how to find relevant resources, and take ownership of their own learning process. The research findings contribute to the body of knowledge on cooperative learning (CL) as a learning approach for promoting SDL
Advancing the Career Prospects of Postdoctoral Research Fellows: An Organisational Justice Perspective
No full textPostdoctoral research fellows (PDRFs) play an invaluable role in the academic realm, but little distinctive research attention has been paid to this cohort relating to their future career prospects. In response to this lacuna and the career uncertainty faced by PDRFs, the current study adopted a qualitative interpretive case study approach to examine the career prospects of PDRFs from an organisational justice perspective in one South African public university. The main purpose is to remind universities of the significance of supportable career pathways. Thirteen purposefully selected PDRFs participated in in-depth online interviews. The study employed analytical content analysis supported by the Coding Analysis Toolkit (CAT). The findings revealed that the supply of PDRFs has not led to them being absorbed into academia, leaving the current model questionable. The findings further revealed that PDRFs are confronted with an overabundance of institutional challenges which are mainly perpetuated by their hosts, with the “publish or perish” condition weaponised to instil fear. Without a clear national policy shift that gives PDRFs an authentic route into the academic profession they will remain stagnant without any sustainable career progression. We recommend that the careers of PDRFs can be advanced through a customised programme of intent to absorb them into academia. The findings are of great significance to the South African Department of Higher Education and Training to realign the current postdoc model to advance PDRFs’ career prospects
Online information seeking behaviour of postgraduate engineering students at Kyambogo University in Uganda
No full textThis study investigated the online information seeking behaviour of postgraduate engineering students at Kyambogo University in Uganda to determine the extent to which they use electronic (e-) library resources. A convergent mixed methods research approach was used. Quantitative data were collected from 58 out of 80 postgraduate engineering students using an online self-administered questionnaire while qualitative data were collected from interviews with 11 library staff and a focus group discussion with five members of library management. The findings revealed that the most used (M = 4.71) online information sources were Google Scholar, followed by corporate websites (M = 4.0), internet search engines (M = 3.98) and e-library resources (M = 3.62). The online information seeking behaviour of postgraduate engineering students was mainly influenced by their academic needs as students and their profession as engineers. This study, therefore, has implications for collection development in academic libraries to provide access to industry-relevant collections alongside the e-library resources to bridge the information gap between professional engineering practice and academic research. The study recommends that the library promote e-library resources and provide information literacy training to postgraduate engineering students to enhance the use of e-library resources
The Igbo-African Strategies for Wealth Creation, Building Business Ecosystems, and Human Capital Development for Community Sustenance
No full textDespite the structural violence against the Igbo people since the Nigeria-Biafra civil war, they have achieved notable prosperity. The Igbo people leveraged the Igba-boyi socioeconomic production scheme, popularly known as the Igbo apprenticeship system (IAS), to create and redistribute wealth through cultural intelligence and resilience in building business ecosystems. This helped to usher in development in Igbo land, and reduced unemployment, poverty, and youthful exuberances, thereby bringing relative peace and social progress to Southeast, Nigeria. The theoretical framework adopted in the analysis was Max Weber’s social action theory. This article, which draws on literature to make its point, argues that the lessons learnt from the success of the IAS should be adopted as a conventional business template in building modern economies. This system operates through entrepreneurship training, skill acquisition, and learning a trade. It could be taken up by any individual or group of people who want to build wealth and thrive independently, irrespective of government support
Evocations of Oral Narratives in Postcolonial Allegories: The Case of Ubulumko Bezinja by Rustum Siyongwana and Glory by NoViolet Bulawayo
No full textThis article examines the evocations of oral narratives in two African novels, Ubulumko Bezinja by Rustum Siyongwana and Glory by NoViolet Bulawayo. These postcolonial texts both employ allegory to critique sociopolitical conditions in two African states. Despite being published six decades apart, written in two distinct languages, and situated in remarkably different settings, these two texts bear striking resonances in form. The main movers in both novels are animals, yet they differ in how they deploy certain tropes. This study explores how the written form of literature possesses elements of traditional oral literature as the basis for storytelling. Grounded in the seminal works of Ruth Finnegan and Isidore Okpewho, this article closely examines how the two novels integrate oral storytelling elements like symbolism, metaphors, and rich folkloric imagery as tropes to grapple with sociopolitical issues in South Africa and Zimbabwe. This study also responds to Karin Barber’s call for greater inclusion of African-language literatures in postcolonial studies. By discussing Ubulumko Bezinja, an isiXhosa novel, it offers a more inclusive analysis and comprehensive perspective on African literature. On the other hand, Glory advances the oral tradition by integrating digital technology, signalling a new trajectory for contemporary African literature. The article calls for deeper exploration into how modern African narratives retain oral traditions while embracing technological advancements
Cultural Perceptions of Folklore in the Grade Nine EFAL Classroom
No full textThis study explored teachers’ perspectives on fairy tales as part of engaging with folklore in English as prescribed literature in the Grade Nine English First Additional (EFAL) language classroom in selected schools in Gauteng. Many benefits are linked to incorporating fairy tales in the classroom, such as expanding vocabulary and learning how to utilise words and phrases. However, there are several challenges with using these tales in class. We therefore conducted a qualitative study using interviews to determine teachers’ attitudes regarding the use of fairy tales. Purposeful sampling was used to extract information from 15 teachers (five from each of the three schools) and nine Grade Nine learners, three from each of the three secondary schools in Soshanguve, Gauteng. Teachers and learners were sampled separately. An interpretivist research paradigm was used following a qualitative approach and a case study design. Focus group interviews were conducted to shed light on the phenomenon. Data was analysed by extracting codes via open coding to arrive at themes from the interview responses and providing quotes to support the discussions. There exists a dearth of research on the use of folklore as taught to Grade Nine learners, and the objective was to bridge this gap. The study found that attitudes towards English and reluctance to engage in humorous role play cause negative perceptions towards learning via fairy tales. The history of indigenous languages and apartheid still influences learners’ willingness to learn using English fairy tales. It was also found that some learners enjoy fairy tales and that these stories can indeed impact language learning positively, even in the senior phase. However, new strategies such as transplanting the fairy tale and using African names when dealing with them could assist in adapting the stories to become more relatable and relevant to unique cultural surroundings. The study contributed to the body of knowledge regarding the incorporation of folklore in teaching English to Grade Nine learners
The Role and Duty of Traditional Leadership in Strengthening the Insecure Land Rights of Rural Communities in South Africa
No full textThis paper delves into the persistent challenges of insecure and weak land rights among rural landholding communities in South Africa, despite constitutional protections and legislative efforts. Section 25(6) of the Constitution mandates the provision of legally secure tenure or comparable redress for communities and individuals affected by historically discriminatory land practices. Over the last 25 years, Parliament has enacted several laws aimed at rectifying the issue of insecurity of land tenure. However, these legal measures have repeatedly fallen short of addressing the issue of informal land rights of rural communities.
What has bedevilled these laws, among other things, is their failure to reflect the voices of rural communities on how best to secure and strengthen their land rights in a manner that gives effect to the “living customary law” they observe and follow. Instead, the enacted laws have often mirrored the interests of traditional leaders who, under the misconception of ownership, exert control over land and its allocation within their jurisdictions. This paper adopts a desktop approach to examining the legislative efforts undertaken to strengthen the security of land tenure and the possible reasons why these efforts have been fruitless so far. By focusing on the lived experiences of some of these communities and the operational dynamics of living customary law, the research highlights that the voices of rural communities (as evidenced by real life examples, which will be unpacked in detail), guided by living customary law, are indispensable to addressing this issue. The findings suggest a need for the government, traditional leaders and Parliament to listen to rural voices
Exploring a Community’s Perceptions Regarding Girl-Child Education: The Case of Zwelibomvu, Durban, South Africa
No full textGirl-child school dropout is a major challenge in South Africa and yet the event of dropping out does not occur in isolation as there is an interplay between both immediate and community-level factors. The study aims to explore the perceived factors that contribute to girl-child school dropout in the community of Zwelibomvu in Durban, South Africa. A qualitative research design was adopted to gain in-depth insights into the lived experiences of both girls and parents on the issue of school dropout. Thirty girls from two secondary schools in Zwelibomvu were selected through purposive and snowball sampling as follows: a group of 10 girls who were enrolled in school; a group of 10 girls who had dropped out of school and subsequently returned; and a group of 10 girls who dropped out of school and did not return to school. In addition, 10 parents were selected resulting in 40 participants who participated in focus group discussions and semi-structured interviews. The experiences shared by the participants reveal that the educational levels, perceptions, and attitudes of parents significantly hinder the educational opportunities available for girls. It was evident that parents’ educational background plays a pivotal role in facilitating the girl child’s access to education and her retention at school until completion of the final grade. Furthermore, societal perceptions regarding education, particularly those that undermine the value of educating girls, were identified as contributing factors to the high dropout rate among girl children. These findings underscore the urgent need for community-based programmes that not only challenge entrenched gender biases but also emphasise the transformative power of educating a girl child. Such initiatives are necessary for dismantling the structural barriers that limit girls’ educational attainment, fostering a culture of gender equity and social change
Online Romance Scams: Perceptions on the Risks of Victimisation of LGBTQ+ Individuals on Dating Apps
No full textWith the growth of technology, cybercriminals have their opportunity to target victims online. Although online dating platforms offer LGBTQ+ individuals a means to connect, they also expose users to significant risks such as fraud, assault, and other forms of victimisation. People of the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities are no exception to this online victimisation. Although it is known that LGBTQ+ community members are frequently the target of online victimisation, little information is available on this matter related to the use of dating sites in South Africa, specifically. This study therefore explored how LGBTQ+ individuals perceive the risks of victimisation when using dating sites. The research objectives included: to identify the types of cybercrimes that occur on dating sites against LGBTQ+ people; to understand the views of LGBTQ+ individuals in using dating sites; and to examine LGBTQ+ individuals’ awareness of the occurrence and prevention of victimisation against LGBTQ+ people on dating sites. Employing a qualitative methodology and exploratory case-study research design, the study recruited five participants who identify as LGBTQ+ individuals and reside in South Africa to share their perceptions on dating sites used by LGBTQ+ individuals. The semi-structured interviews yielded rich data and saturation was soon reached. These transcribed interviews were thematically analysed to identify the multiple risks that members of the LGBTQ+ communities face while engaging on dating sites and social media platforms. Additionally, it was found that perpetual stigmatisation of the LGBTQ+ community has led to the innate need for love, acceptance, and connection, which can lead to engagement in potentially risky situations for the chance at fulfilling this need. No member of a socially just society should face victimisation in the pursuit of connection, be it intimate or platonic connection. These findings highlight, once more, the need for social inclusion to be at the forefront of societal collective consciousness. The authors believe that this lack of social inclusion could be addressed through inter-group contact and accurate media representation of members of the LGBTQ+ community to achieve familiarisation and acceptance between differing groups in society.
Exploring Sociocultural Maternal Care Roles of Traditional Birth Attendants in Northern Namibia
No full textTraditional birth attendants (TBAs) provide care that is deeply rooted in the cultural values and beliefs of their communities. Moreover, TBAs play an important role in assisting women during antepartum, intrapartum and postpartum by rendering cultural care. This study examined the sociocultural roles of Traditional Birth Attendants (TBAs) in four selected regions of Northern Namibia. An exploratory, descriptive qualitative (EDQ) design was employed. The purposive sampling method was used to select participants for the focus group interviews. Latent content analysis was utilised to analyse data. With the assistance of the relevant traditional and health services authorities in Kavango East, Kavango West, Ohangwena and Zambezi, 14 TBAs participated in the study. The following four themes emerged from the findings, depicting the roles of TBAs: preconception care, antepartum care, intrapartum care, and postpartum care. The sociocultural roles of TBAs include rendering treatment for couples that are struggling to conceive, providing herbal remedies across all stages of pregnancy, caring for pregnant women, assisting with emergency homebirths, as well as managing intrapartum and postpartum-related complications. Some of the TBAs use reeds to cut the umbilical cord and perform minor surgery-related procedures similar to haemorrhoidectomy in their homes, which can cause sepsis and bleeding. Similarities have been noted in the sociocultural roles of TBAs across the regions. The study recommends further research on herbal remedies as assumptions are being made that the medicinal care offered by TBAs speeds up the labour progress. There is a need to explore, filter and regulate the sociocultural roles of TBAs to ensure the practice does not endanger the well-being of the women during antepartum, intrapartum, and postpartum and also does not harm the newborn in any way. This study was limited to a few settings, thus reducing the population due to its qualitative nature