Research in Social Sciences and Technology (E-Journals)
Not a member yet
299 research outputs found
Sort by
Social Media and Student Protest Mobilisation in South African Universities: A Review of Literature on Motivations and Limitations
Full text linkSouth Africa is frequently referred to as the global protest capital because of recurring social uprisings, especially against poor service delivery. Student protests at South African universities have increasingly relied on social media for mobilisation, information dissemination and activism. This study employs a systematic literature review of 34 studies sourced from JSTOR, Google Scholar, Scopus, Web of Science, ERIC, and Taylor & Francis to examine the motivations, opportunities, and limitations of social media in student protest mobilisation. The findings indicate that students use social media for rapid information dissemination, broader reach, decentralisation, narrative control over mainstream media, and garnering global solidarity. However, key limitations include the risk of infiltration and misinformation, the persistence of the digital divide, unethical conduct, leadership and coordination deficits, and the short-lived nature of clicktivism. These findings contribute to the ongoing debates on the intersection of digital activism and student protests, raising critical considerations for policymakers and higher education stakeholders regarding the regulation of social media in the context of protest mobilisation
Food Insecurity Versus Learners’ Performance in the Classroom: A Case of South African Rural School
Full text linkFood insecurity is one of the less researched problems that poses a challenge to schools in South Africa. This qualitative study seeks to holistically explore this problem as it adopts Maslow’s hierarchy of needs and Vygotsky’s sociocultural theory as the lenses of exploration. In addition to socio-cultural beliefs on food and academic achievement, Maslow and Vygotsky offer a framework for physiological and cultural theories of how food impacts human brain function and capability. Therefore, this study's primary goal is to investigate the connection between food insecurity and academic achievement in rural South African schools, such as Tshehlo Secondary School in the Capricorn region of the province of Limpopo. Methodologically, this study purposively sampled grade 10,11, and 12 learners from Tshehlo secondary school for focus group discussions, observations, semi-structured interviews, and surveys from top to low achievers. The data collected were thematically analysed as they show that there is a link between food insecurity and learners’ performance in classrooms. Data was analysed to compare the experiences of top and low-performing learners with food insecurity and how it affects their performance in the classroom. Objectives of this study are; (a) to explore the effects of food insecurity on learners’ concentration and attention in the classroom, (b) to explore the impact of food insecurity on learners’ academic achievements, (c) to explore the relationship between food insecurity and learners’ performance in the classroom, (d) to explore any comparative difference between learners from food secure background and those who come from food insecure homes in terms of academic success. Recommendations thereof significantly include (a) devising ways to ensure food security programs in schools, (b) counselling and motivation in schools, and (c) DBE policy development and enforcement which involves even NGO’s with regards to learners’ nutrition. Conclusion entails that food security is more important for high quality achievements in schools as it directly impacts learners’ attitudes towards learning. Furthermore, it is challenging to evaluate the long-term educational effects of food poverty because a large number of the research are cross-sectional rather than longitudinal in character. 
Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills
Full text linkFirst-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding
Prospects of Implementing the Flipped Classroom Blended Learning Model among Lecturers in African Universities
Full text linkThe flipped classroom is an emergent digital pedagogy credited with virtuous and student-centric characteristics of increased learning. The purpose of this study was to discuss the implementation of the Flipped Classroom Blended Learning Model among lecturers in African Universities. The study employed a qualitative literature review, after reviewing 15 articles drawn from EBSCO host, Web of Science, Scopus, and Google Scholar. Findings reflected that: The flipped classroom model is virtuously unique, student-centric, facilitative, and interactive, employs active learning, and faces daunting implementation challenges in Afrocentric settings. The paper calls for more training among lecturers in Afrocentric settings to raise lecturers' state of professional development.  
Pedagogical Approaches for Teaching Education for Sustainable Development in the Technology Education Curriculum
Full text linkThis study investigates pedagogical strategies to teach sustainable development within the Technology curriculum in South African secondary schools, with an emphasis on the Senior Phase. Despite the global acknowledgment of sustainable development as a critical topic, its practical application in the South African Curriculum Assessment Policy Statement (CAPS) is limited. This study seeks to fill this gap by studying the pedagogical tactics used by Technology teachers to build sustainability skills. Eight technology teachers from the Ehlanzeni region in Mpumalanga Province were carefully chosen to participate. Data was collected through observations and interviews, and analysed using content analysis. The findings show that while teachers are aware of sustainable development concepts, converting this understanding into successful classroom implementation presents substantial hurdles. The study identifies teacher collaboration as the primary instrument for incorporating sustainable development principles into the technology curriculum; nevertheless, practical implementation was challenging. This study responds to the requirement of integrating sustainable development into all South African disciplines, notably the Technology curriculum It emphasises the importance of specific interventions to bridge the gap between policy intent and classroom practice.  
Episodes of Student Vandalism in Higher Education Institutions in South Africa
Full text linkThe South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions
Closing the Digital Divide: Strategies for Addressing Inequalities in Technology Access in Higher Education Institutions
Full text linkInstitutions of higher learning in the Eastern Cape face significant challenges in ensuring equitable access to technology among their student population. The digital divide, exacerbated by socioeconomic disparities, poses a barrier to academic success and hinders the realization of educational goals. This paper explores strategies for addressing inequalities in technology access within higher education institutions, drawing insights from empirical research conducted in an institution of higher learning within the Eastern Cape. Semi-structured interviews were employed as the data collection instrument, involving six participants comprising both lecturers and students. The collected data were analysed utilising the thematic approach. The findings revealed that to close the digital divide, the university should invest in infrastructure development, benchmark with other universities, and provide training programs to both lecturers and students. Hence, the study recommended that the university collaborate with government agencies, non-profit organisations, and industry partners, to leverage resources and expertise to address socioeconomic barriers to technology access. The university should also ensure that all initiatives and interventions are designed with a focus on equity and inclusion, considering students’ diverse needs and backgrounds.  
Rewriting the Metanarrative of Apartheid in the Democratic South Africa
Full text linkIn the aftermath of South Africa's attainment of political freedom in 1994, the country's history has been depicted through numerous literary works. Most of these works are distinguished by a 'master narrative' that conveys the notion of apartheid's overwhelming oppression, perpetuating the unrealistic perception of constant black misery. We sought texts which depart from this single narrative to encourage more studies as currently, there is little research which strikes a balance between miserable and nostalgic experiences of apartheid in several literary texts. Employing the theoretical framework of Apartheid Studies, a purposive sampling approach was employed to carefully choose four literary works that were then analyzed for their representation of the everyday experiences of black individuals. The analyses of the four texts were categorized into five overarching themes: identity, displacement, violence, betrayal, and writing as a weapon. The findings indicate that the authors adeptly capture the daily experiences of black individuals in Apartheid-era South Africa, employing humour to depict their quest for democracy. Any narrative of South Africa's history produced in the democratic era should encompass the country's achievements and shortcomings, and accurately represent its diverse makeup
The Opportunities for Professional Growth When Using Knowledge of Students’ Prior Science Ideas in the Teaching of Evolution and Genetics: A Self-Study
Full text linkThis inquiry sought to investigate the opportunities and potential challenges of engaging in a self-study approach as a strategy for enhancing professional growth during my teaching of the topic of evolutionary genetics to 24 twelfth-grade students. I had, for many years, experienced pedagogical deficits and shortcomings when teaching evolutionary genetics despite my professional knowledge from my teacher training. I always struggled to a) represent this content in ways that make it comprehensible to my students, b) motivate my students to accept this topic, and c) address students’ misconceptions. Vygotsky’s social constructivism of knowledge and the idea of pedagogical reasoning and action as propounded by Shulman were the key theoretical lenses that guided this inquiry. Collected data included pre- and post-intervention data, students’ conceptions of evolutionary genetics ideas, lesson transcripts, my reflections, pedagogical actions and reasoning during my teaching, and notes on collaborative activities with critical friends. The collected data was analysed from a quantitative and qualitative approach. Thematic analysis for emerging themes was done from a deductive to inductive data analysis approach. This study established that through the idea of opening up for professional feedback from critical friends, one ought to make one’s pedagogical reasoning and actions public. This opening up makes one ‘vulnerable’ to severe criticism or ‘attack' by critical friends. However, despite this setback, it offers unlimited professional growth opportunities beyond one’s personal biases, interpretations, and teacher training expertise on key issues of practice. The ‘negative’ and positive critiques from others are powerful critical reflection points for enhancing professional development. However, through engaging in open feedback collaborative sessions, a practitioner experiences internal tensions between the 'inner egoistic voice' and the probing 'outer voice'. Thus, the ability to objectively reconcile one’s inner voices in the wake of the usually unfriendly outer voices is a crucial starting point for one to realise professional growth as a practitioner
Eclectic Contexts of Xenophobic Workplace Discrimination in Post-apartheid South Africa
Full text linkToday, a fresher look at social structures shows that the possibility of living in a socially homogeneous society has lost its credibility. When any workplace is considered, migrant workers are exposed to both intended and unintended forms of xenophobic workplace discrimination daily in many migrant-receiving countries. Xenophobic workplace discrimination has pernicious and ramifying consequences for migrant workers. This article uses a review of the literature methodology. Xenophobic-driven workplace discrimination towards migrant workers in the workplace may manifest itself through the following forms: institutional discrimination at work, wage discrimination, discriminatory assignment to hazardous jobs, and discriminatory assignment to precarious and ‘ghettoized’ jobs. Because in the post-apartheid South African context, it is black African migrants who bear the brunt of xenophobic-driven workplace discrimination, these researchers recommend that: firstly, workplace ethics regulating the employment of labour migrants in the post-apartheid context should be guided by Article 1 of the ILO‟s (International Labour Organisation) Convention Discrimination (Employment and Occupation) of 1958. Trade union federations should utilise their bargaining power to shield migrant workers from forms of workplace discrimination that are xenophobically driven. Finally, the contribution of migrant workers, who are often victims of xenophobic-driven workplace discrimination, constitutes a significant economic dividend that could benefit the country’s economic productivity and growth. For this reason, it is of paramount importance for the government, business, and labour to collectively work together to eradicate the scourge of xenophobia as a form of discrimination in the workplace.