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Perceived ethical leadership in relation to organisational justice and organisational citizenship behaviour at a selected municipality in the Limpopo Province
Get PDFThesis (M.Com. (Human Resource Management)) -- University of Limpopo, 2023The purpose of this study is to investigate the relationship between ethical leadership, organisational justice, and organisational citizenship behaviour in a selected municipality in the Limpopo Province. A quantitative research design was used in which self-administered questionnaires were utilised to collect data from a convenience sample of 120 participants. The sample size constituted of 120 employees from 1 municipality, drawn from a population of (n=174) employees. The data was collected using the Ethical Leadership Questionnaire (EQL), the Organisational Justice Questionnaire (OJQ) and the Organisational Citizenship Behaviour Questionnaire (OCBQ). Descriptive statistics such as mean, mode, and median and inferential statistics, including correlation and regression analyses were used during data analysis. These were chosen to provide basic information about variables and also to highlight potential relationships between the variables. The findings indicated that there is a positive relationship between ethical leadership, organisational justice, and organisational citizenship behaviour. The results revealed that employees do not perceive fairness in the workplace, they do not see the existence of ethical leadership and they are less motivated to engage in extra-role behaviours. It was recommended that leaders should promote ethical behaviours, ensure that there is fairness in the organisation in order to encourage employees to engage in extra-role behaviours. The study recommends further research on the perceptions of employees on the three variable
Teachers’ perceptions and experiences of teaching accounting
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning (APORTAL) Vol 7 (1) (2023)Large classes have a potential to stir a challenge for both developed and developing countries in their effort to deal with diversity that comes with learners’ diverse abilities. The purpose of the study was to explore Grade 12 teachers’ perceptions and experiences of teaching Accounting in large classes in Manzini region, Eswatini. The study used purposive sampling. The data collection instruments were questionnaires, personal observations, and semi-structured interviews. Qualitative data was analysed thematically, while descriptive statistics computed for quantitative data. The study revealed that the majority accounting teachers were not contented with their class sizes as they faced several challenges when teaching accounting in large classes. Teachers agreed that evaluating work from group learning was necessary, but they used different approaches for assessment. This study presents insight into what secondary school Accounting teachers in emerging economies experienced with teaching Accounting in large classes, and the need to reflect on instructional practices
Humanizing teaching pedagogy : an evaluation of disciplinary literacy in higher education
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (1) (2023)Studies have suggested that there is a discerning literacy challenge in South Africa. The literacy crisis in South Africa is not unique to higher education institutions. The current study focuses on humanising teaching pedagogy at institutions of higher education. In this study, more focus is placed on the evaluation of disciplinary literacy in higher education. This is a mixed method research premised on an interpretivist paradigm. The study uses secondary data from one of the authors' Phd study conducted in one institution of higher learning in South Africa. Data was collected through questionnaires and interviews. The study purposely selected second- and third-year students enrolled in Sesotho module, either as a major or as an elective in one university in South Africa. Ethical clearance was obtained from the university where data was collected. Findings of the study point to students believing that the incorporation of their primary languages can have benefits towards their education. Students also indicated that most of them struggle to participate fully in lectures due to their limitations in English command. Our recommendation is that diverse repertoires must be viewed as resources upon which students can rely on to empower themselves in humanising education provision. The study further recommends that multilingual pedagogies such as translanguaging can be useful to advance the project of teaching and learning in higher education and provide opportunities for self-reflection
Exclusion of ethnic and other minority language nationals in education : a case of Lesotho's language in education policy
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023)The exclusion of ethnic and other minority language nationals within the Lesotho educational system is a cause for concern. In the case of Lesotho, even though language policy as articulated in Curriculum and Assessment Policy (CAP) stipulates that mother tongue shall be used as a medium of instruction from Grade 1-3, it does not clarify as to which and whose mother tongue language. It is against this backdrop that the exclusion of ethnic and other minority language nationals in Lesotho education context is explored in this article. Qualitative research methodology was adopted for this study. This study unpacks the policy and how its implementation is difficult due to its exclusion of minority languages. The researchers used a case study research design to critically analyse the contents of Lesotho's language policy. The theoretical framework for this research predominantly draws on social constructionism, inclusive education and translanguaging.
The study purposely selected four documents being CAP, Education Sector Strategic Plans of 2005-2015 and 2016-2026 and UNICEF 2016 document for analysis. A content analysis approach was used to analyse the data. The study reveals that in the context of Lesotho, ethnic and other minority language nationals are excluded in education. The education system of Lesotho is, therefore, exclusionist. It is recommended that there should be an ideal language policy to bridge the gap between home and school language(s)
Comparative effect of contextualized cubing and teacher-centred conventional instructional strategies on secondary school physics students’ academic achievement
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning (APORTAL Vol. 7 (3) (2023)In order to maximize students’ classroom learning experiences, there is a need to consider the informal knowledge they bring into the classroom. The context of students’ life plays an important role in the learning process. This study examined the comparative effect of contextualized-cubing and teacher-centred conventional instructional strategies on secondary school Physics students’ academic achievement. The study also examined the moderating effect of numerical ability. The constructivist theory provided the theoretical foundation. The empirical investigation adopted a quasi-experimental design and involved 107 Physics students from selected secondary schools in Ibadan Metropolis, Nigeria. Quantitative data was collected through the administration of Physics Achievement Test (PAT) and Students’ Numerical Ability Test (SNAT).Mixed model analysis was utilised by the study. The contextualised cubing instructional strategy was found to be effective in enhancing the students’ academic achievement in Physics irrespective of students’ numerical ability. The study, therefore, concludes that the
contextualised-cubing instructional strategy is a suitable pedagogical strategy for Physics
classroom instruction. Theoretical implications for contextually responsive pedagogy are
discussed
Utilization of digital resources in grade 10 life sciences teaching and learning
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning Vol. 7 (3) (2023)This study investigated the utilization of digital resources in the context of grade 10
Life Sciences education across rural, township, and urban schools in South Africa. The
research employed a mixed-method approach within an exploratory descriptive survey
design, involving 50 purposefully selected participants, including grade 10 Life
Sciences teachers and learners. Quantitative data were collected through the
distribution of a questionnaire, while qualitative data were gathered through semi-
structured interviews. The study's empirical investigation was guided by the
Conceptual Framework for the Second Information Technology in Education Study
(SITES) as the foundational conceptual framework. The key findings from the study
revealed that the effective integration of digital technologies into grade 10 Life
Sciences instruction in rural and township schools faced significant challenges
primarily due to a widespread lack of resources. Additionally, it was observed that
grade 10 Life Sciences teachers in selected rural and township schools exhibited a
deficiency in technological pedagogical content knowledge. In contrast, teachers in
urban schools demonstrated sufficient technological pedagogical content knowledge
(TPACK), which facilitated the meaningful integration of digital technologies into
grade 10 Life Sciences teaching and learning. Furthermore, the teachers exhibited a
positive attitude towards the educational advantages of employing digital technologies
as an innovative approach to achieving predefined educational objectives. The study
also discusses the theoretical implications for science teaching and learning
Teaching mechanical systems practical assessment task through 9E instructional model in a technology senior phase classroom
Get PDFJournal article published in African Perspectives of Research in Teaching & Learning (APORTAL Vol. 7 (3) (2023)Technology teachers should be acquainted with various instructional models that enable skills transfer with ease. This is because Technology is a skills-based subject that requires specialized didactic models to teach learners mechanical, electrical, and structural skills. The purpose of this study was to examine how Technology teachers use the 9E- instructional model to teach Practical Assessment Tasks (PAT). As a result, this study used the 9E instructional model as its framework to assist in showcasing the phenomenon. A constructivist approach was also used to undergird the focus of this study. The study employed a qualitative research approach using an exploratory design to gather non-numerical data. A total of four Technology teachers who were teaching the Technology subject were purposively sampled and observed. The researcher used field notes to capture the activities that were unfolding in the classroom. Observation schedules were also developed to elicit important information. The findings of the
study revealed that teachers were able to elicit learners’ baseline knowledge, they could not elaborate on some mechanical concepts, make connections of content with real-life examples and exchange PAT ideas. Teachers were unable to facilitate the design, make and communication stages. It was then recommended that teachers use a 9E instructional stages to augment their practical teaching skills
Atomistic simulation studies of Li2MnO3 Nanoarchitectures
Get PDFThesis (Ph.D. (Physics)) -- University of Limpopo, 2023High-energy lithium-ion batteries (LIBs) are in high demand for the establishment of
electric vehicles and hybrid vehicles in the automotive sector. Considering that the
cathode is the limiting factor, it is of significant importance to discover cathode materials
with a large number of lithiums, as this has a positive effect on the voltage, capacity and
potential difference required for the advancement of the next-generation LIBs. Lithium
manganite (Li2MnO3), owing to its huge capacity (458 mAh.g-1), nontoxicity and
affordability has been considered an active cathode material for high-capacity LIBs.
However, its capacity degradation and phase transformation during the cycling process
are the main limiting factors to its commercialisation. The mechanisms behind these
degradations are not yet fully understood to enable a complete diagnosis of the drawback.
Sodium-ion doping at the Li-sites of Li2MnO3 can, however, mitigate structural
transformation during the charge/discharge process by prohibiting the migration of
manganese ions from the transition metal (TM) layers to lithium layers.
In this work, the simulated amorphisation and recrystallisation (A+R) technique was
employed during the high-temperature synthesis of Li2MnO3 nano-architectures i.e.
nanosphere, nanoporous and the bulk material consisting of a large number of atoms
(32148). Nanostructuring, due to the advantage in particle size reduction, has been
considered, owing to the large surface exposure and shortened diffusion path. Thus
facilitating effective activation of the Li2MnO3 electrode material. The nano-architectures
were investigated between the temperature range of 1500 K and 1900 K as guided by
the melting point, which was found to be around 1845 K, from the total energy graph.
Recrystallisation of the Li2MnO3 models was confirmed by the radial distribution functions
(RDFs) which depicted multiple sharp peaks due to the long-range ordering of atoms and
strong bonds. Structural validation through the x-ray diffraction plots (XRD) compared
very well with experimental work in literature, displaying broadening, splitting and partial
shifting of peaks resulting from the mixing of Li and Mn layers. However, the nanosphere
depicted broader peaks compared to both the nanoporous and bulk systems. The
microstructural features that evolved during the recrystallisation of all the models
contained cation mixing and vacancies resulting in structures constituting mixed layers Li-ion kinetics for the nanosphere model was found to be higher (approximately 1.54
nm2s-1) than in the nanoporous and bulk systems which were below 0.3 nm2s-1.
The Li2MnO3 nanosphere model was then used to dope sodium ions into the Li-sites.
Accordingly, a series of Li2-xNaxMnO3 (0≤x≤2) nanosphere models of different lithium and
sodium content were generated via the amorphisation and recrystallisation strategy. The
results thereof showed structural collapse upon amorphisation for systems containing a
large dosage of Na-ions. However, systems with 25% Na content and below, were
successfully amorphised and recrystallised at 1700 K, while retaining their structural
morphology, with the Li1.75Na0.25MnO3 system resulting in a polycrystalline structure. The
microstructural analysis also revealed the mixing of layers and improved structural
arrangement for the Li1.95Na0.05MnO3 system, which showed a large portion of a wellordered
Li2MnO3 phase. Li-ion mobility for the Na-incorporated systems was found to be
higher compared to the undoped systems with the system containing the lowest Na-ions
(Li1.975Na0.025MnO3) diffusing better. This proves that incorporating sodium ions into the
Li2MnO3 lattice aid in improving the ionic movement. XRD analysis revealed peaks with
a broad character. The Peaks belonging to 2Θ~38 slightly shift to the right as a result of
the enlarged Li-layers which are occupied by Na ions. The enlargement of the Li-layers
facilitates Li-ion kinetics. Again, superlattice peaks were observed for the Li1.95Na0.05MnO3
at lower angles due to the ordering of Li/Mn ions in the transitional metal layers.
Charging was achieved by simultaneously removing Li+ and O- ions from the outer
surfaces of the Li2MnO3 and Li2-xNaxMnO3 nanoarchitectures. All the Li/O deficient
systems crystallised into multi-grained crystals with grain boundaries increasing with a
decrease in Li/O content for the undoped systems. For the Na-incorporated systems, the
Li1.95Na0.05MnO3 revealed minimal grain boundaries as Li/O was varied, with the
Li1.70Na0.05MnO2.75 and Li1.45Na0.05MnO2.50 concentrations showing no formation of grain
boundaries. Characterisation of the XRD for the charged systems also resulted in broad
peaks, accompanied by the growth of peaks 2Θ~18-25⁰ peak and the 2Θ~29⁰ associated
with the spinel phase. Contrarily, the nanoporous system (Li1.25MnO2.25) depicts the
narrowing and decreasing of diffraction peaks at 2Θ~18-25 and 2Θ~29⁰. The Li2-
xNaxMnO3 systems also depict the narrowing and decreasing of the peak at approximately 2Θ~38⁰. In addition, the complex internal microstructures of the Li/O deficient models (Li2-
xMnO3-x) revealed structures governed by defects. These defects contribute to the
evolution of distorted LiMn2O4, Li2MnO3 and LiMnO2 polymorphs. The spontaneous
migration of manganese into the lithium layers triggers the transformation from layered to
spinel-type configurations. The charging of the Li1.95Na0.05MnO3 system resulted in
improved structural stability, with structures revealing a high concentration of the layered
Li2MnO3 structure. Again, the diffusion has been improved by doping sodium into the
lithium sites of the Li2MnO3 nanosphere upon charging. Our results accentuate the
process or mechanism behind the charging of the Li2MnO3 and Li2-xNaxMnO3 constituting
complex structures. This study will help guide the optimisation of high-capacity cathodes
for advanced LIB technologiesCentre for High-Performance Computing (CHPC)
National Research Foundation (NRF
Potential impact of land redistribution on the South African economy
Get PDFThesis (Ph.D. (Commerce in Economics)) -- University of Limpopo, 2023Natural resource ownership programmes are introduced as a way of improving income
distribution and alleviating poverty in rural areas that are mostly in developing countries.
These ownership programmes range from fishing rights ownership to rural land
redistribution programmes under which rural land redistribution is the most dominant
and common policy in developing countries. In the case of South Africa, land redistribution policies are still being implemented in line with the national development plan targeting extreme poverty alleviation and reduction of wide income disparities by the year 2030. Although the policies can be regarded as effective, they may have diverging effects on economic growth, poverty, and income distribution mostly in developing countries. Land redistributive policies can be viewed as effective tools for reducing rural poverty mainly because agriculture continues to be a major source of rural livelihood and a contributor to rural economic growth. Theoretically, agricultural land reform significantly contributes towards poverty alleviation through increased average income, improved income distribution, increased crop yield, and demand for export-oriented agricultural products, thereby increasing the overall welfare of smallholder farmers. Empirically, in most developing countries, the impacts of redistributive policies have mostly been analysed using static economy-wide computable general equilibrium (CGE) models. Although these models are widely used in assessing the impacts of these economic policies, the potential overall policy impacts comprising short-run, long-run and detailed distribution effects and the over-time behavioural response to policy shifts are not adequately captured. The economic structural changes and economy-wide impacts need to be assessed and captured over time. A South African Social Accounting matrix can be used as a data base to construct a dynamic CGE model to simulate the potential impact on household welfare in South Africa. A dynamic model will be appropriate because rural land redistribution is a long-term investment, while simulation is essential for detailed distributional analysis of poverty. Although several studies have been conducted on the impacts of rural land redistribution policies in South Africa, in the researcher’s knowledge, none of them have applied a dynamic CGE model to assess the poverty impacts, especially of the proposed government rural land redistribution policy. Essentially, the empirical rural land redistribution studies accounted for neither the dynamics nor distributive effects for a detailed poverty analysis of the rural land redistribution programme due to the static nature of the model. Therefore, this study seeks to assess how government redistributive policies may affect household welfare in the short and long-run, focusing on poverty and income distribution in South Africa by applying a dynamic CGE model.The empirical results showed that there is a strong connection between the agriculture sector and household income as rural households mostly derive their income from agricultural activities. This implies that any policy that targets the agriculture sector will have an impact on rural household income. Contrary to the general view that rural land redistribution in developing countries is disinclined to poverty and income inequalities, the study established that properly implemented rural land redistribution coupled with government support is an important strategic policy in poverty reduction with long-term economic benefits. The study also identified the various channels through which rural land redistribution impacts rural household income. It can be noted that poorer households are the net direct beneficiaries of rural land redistribution, particularly through factor returns. It can be foreseen that improving household access to productive land could be key to sustainable and inclusive economic growth in South Africa. The results support the claim that rural land redistribution coupled with agriculture investment and government support can be effective in improving household welfare. It is recommended that the South African government should increase investment towards land beneficiaries as a way of boosting agriculture production.Centre for Environmental Economics and Policy for Africa (CEEPA
