Research in Social Sciences and Technology (E-Journals)
Not a member yet
299 research outputs found
Sort by
The Mantle of Teachers’ Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics
Full text linkThis exploratory qualitative case study inquired into teachers' Mathematics Pedagogical Content Knowledge and the teaching and learning of Grade 12 Mathematics at two selected secondary schools. Four Mathematics teachers shared their enactment of the teaching and learning of Grade 12 Mathematics when semi-structured interview questions were posed. Further, the teachers' pedagogical content knowledge impacts positively on the learning of Gr 12 learners in Mathematics in the context of a child-centred paradigm of teaching and learning. In addition, the research findings suggest that Mathematics teachers should be subject specialists, generate instructional content that will promote higher-order cognition in learners, can facilitate independent and group work to encourage learners' achievement levels striving towards high Grade 12 achievement still-general exit. Further, Mathematics teachers are expected to use a range of methodological practices relevant to the diverse learning capabilities and needs of all learners in the classroom, therefore enabling students to master content through learner-centred activities. Teachers have to facilitate learning by making abstract content concrete and interactive and get learners actively involved in collaborative group activities for Grade 12 Mathematics learners a success. The study also suggested that Grade 12 Mathematics teachers require professional development to learn learner-centred strategies in the teaching and learning of Mathematics
Enhancing the Character and Readability of Mission Statements in IT Startups: Implications for Stakeholder Communication and Sustainable Business Growth
Full text linkThe mission statement connects vision and operations. It supports communication between organizations and stakeholders. Readability of the mission statement is important for business communication. This research examines the characteristics of mission statements. The study analyzes the readability of mission statements from several technology startup companies. The research uses Gunning’s Fog Index with data from 18 Thai technology companies listed on the Market for Alternative Investment (MAI). Counting methods are applied in the data collection and analysis process. The statistics used include frequency, percentage, mean, standard deviation, and Gunning’s Fog Index (GFI). The findings show that most mission statements contain fewer than 250 words and consist of 3 to 4 sentences. The readability level ranges from acceptable to ideal. Most readers rate the mission statements as optimal at 38.89 percent and acceptable at 33.33 percent. These two groups of businesses succeed in interacting with stakeholders to create mutual business value. Only 11.11 percent of the businesses receive ratings in the difficult category and should revise the goal statement. To support long-term growth, technology startups should prepare mission statements that show readiness in terms of customer perspectives, internal operations, financial performance, and learning and development. These findings may be useful for both businesses and stakeholders. The study is relevant to the technology industry and other sectors. The contribution to sustainable development goals remains important for economic growth and cooperation. 
Lives and Livelihoods: How Socioeconomic Realities Shape Community Participation in Managing the Tanguar Haor Wetlands in Bangladesh
Full text linkThis study delves into how local communities engage in the management of Tanguar Haor, a vital wetland in northeastern Bangladesh designated as an Ecologically Critical Area (ECA) and a Ramsar site. The study looks at relationships between important socioeconomic factors like income, education, age, gender, and local participation in wetland governance using household-level data from twelve villages. Employing a mixed-methods approach, the study integrates quantitative household survey data with qualitative interviews and focus group discussions to capture both statistical trends and community perceptions regarding participation in wetland governance. Roles in decision-making, project implementation, evaluation, and benefit-sharing procedures are among them. In contrast to their mainland counterparts in the Sunamganj district, the Tanguar Haor region, which has been inhabited for generations, is home to communities primarily impoverished and socioeconomically marginalized. The degree of meaningful participation is nonetheless unequal and frequently limited by structural inequities, despite the government's efforts to promote a co-management model incorporating governmental actors and local communities. The study finds that while the most underprivileged groups continue to be under-represented, those with greater socioeconomic status are substantially more involved in wetland management. These results emphasise how crucial it is to address socioeconomic inequality in order to promote inclusive and sustainable wetland governance. The study contributes to the broader discourse on environmental justice, local stewardship, and the role of equity in natural resource management
Investigating Teachers’ Integration of Technology in Automotive: A Case in Technical Schools
Full text linkThe study aimed to examine how teachers in technical schools in automotive classrooms integrate technology, employing a case study research approach. The Technological Pedagogical Content Knowledge (TPACK) model coined by Mishra & Koehler (2006) was used to underpin the study as a framework. It emerges as a useful construct for researchers working to understand technology integration in learning and teaching. We collected data by conducting face-to-face interviews with automotive teachers and making observations during the study period. Interviews were thematically analysed through verbatim quotes, and observations were analysed descriptively. Existing literature provides various factors that contribute to the difficulties of teaching and learning automotive. The aim and purpose of this study were to examine and explore automotive teachers’ knowledge in terms of how they integrate technology in automotive. The participants who were regarded as knowledgeable and experienced in automotive were selected using a convenient sampling method. The study made use of a case study approach. The data collected was thematically analysed and presented using categories such as teachers with experience showing enhanced technology integration, teachers engaging in active learning, teachers showing positive attitudes towards the integration of technology, and teachers believing in blending classroom and workshop teaching styles. The teachers emphasised access to the workshops, machinery, and knowing how to use them. The findings suggest that innovative strategies, including but not limited to being proactive, improvising, and seeking assistance, can be used to integrate technologies. The study reveals that the teachers attempted to use various innovative strategies for integrating educational technologies into their instructional methods. Teachers were in pursuit of integrating content, pedagogy, and technological knowledge for successful teaching. Automotive teachers need to be TPACK specialists to successfully integrate pedagogy, content, and technology into their teaching to maximise the process of knowledge construction. The study suggests that technical schools offering automotive courses, the Department of Education, and other key stakeholders should implement innovative strategies to facilitate the complete integration of technology. Furthermore, it recommends that teachers receive continuous training in using innovative technology. The study recommends that technical schools offering automotive, the Department of Education, and other key stakeholders implement innovative strategies to help in the complete integration of technology. Furthermore, it recommends that there should be continuous training in the use of innovative technology for teachers. 
A Pedagogical Approach Towards Ameliorating the Global Effects of Covid-19 Pandemic Through Forest Restoration and Environmental Sustainability
Full text linkThis study investigated a pedagogical approach towards ameliorating the global effects of the COVID-19 pandemic through forest restoration and environmental sustainability. This research is considered apt and timely as it underscores the urgent need for forest restoration and environmental sustainability solutions in our fragile ecosystems amidst the ongoing COVID-19 pandemic and its associated challenges, such as forest degradation and the complexities of forest conservation. The study was conducted using a systematic review of the COVID-19 pandemic and its imminent challenges towards achieving forest restoration and environmental sustainability, drawing insights from renowned international academic journals, electronic publications, Google Scholar, and other academic websites. Pedagogically, integrating these findings into rural education curricula can significantly enhance students' understanding of environmental issues and the importance of sustainability. By incorporating concepts of forest conservation and environmental sustainability into classroom teachings, educators can foster a sense of environmental stewardship among students. Specifically, in rural education, equipping students with knowledge about sustainable practices and the challenges posed by the COVID-19 pandemic empowers them to engage in local conservation efforts and advocate for sustainable development within their communities. This approach not only prepares students to address environmental challenges but also promotes holistic development and improved quality of life in rural areas. Suggested strategies for curbing the adverse effects of COVID-19 include reforestation, preservation of wildlife habitats, and controlling human population growth and urbanization. This study provides recommendations on forest conservation and environmental sustainability to mitigate the impacts of the COVID-19 pandemic. 
Assessing Learners' Understanding of Microbiology Applications in Multidisciplinary Biological Science Degree Madira Coutlyne Manganyia
Full text linkThis study investigates the comprehension of microbiological concepts among students and identifies areas for improvement in microbiology education. The participants comprised 56 second-year learners (17 males, 39 females) studying microbiology as part of their BSc Biology program at a university in South Africa’s Eastern Cape. A survey was conducted to assess respondents' accuracy in answering ten questions covering various aspects of microbiology, including definitions, classifications, historical figures, and applications in different disciplines. The results of the survey on microbiology knowledge revealed that respondents performed best in identifying Antonie van Leeuwenhoek, with an accuracy rate of 85.7%. Conversely, they performed worst in accurately identifying the reasons to study microbiology, with only 10.7% of responses being accurate. The results reveal varying levels of accuracy, with notable strengths in historical knowledge and identification of infectious diseases. However, deficiencies are observed in taxonomical classifications and understanding of interdisciplinary applications. Strategies for addressing these gaps through targeted educational interventions, curriculum development, and innovative pedagogical approaches are discussed. Overall, this study underlines the importance of ongoing efforts to enhance microbiology education and prepare students for the complexities of the field
TikTok Videos Enhance the Understanding of Food Processing among Grade 9 Technology Learners
Full text linkThis study investigated the effectiveness of TikTok videos in enhancing Grade 9 Technology learners’ understanding of food processing. Grounded in constructivist theory, the research employed a mixed-method approach using a Concurrent Embedded Design. A total of 120 learners were sampled from three schools within the Lebowakgomo Circuit, Limpopo, South Africa. Quantitative data was collected through pre- and post-test scores, while qualitative data was collected through analysing the scripts of the learners. The findings revealed that learners who were taught using TikTok videos achieved higher scores than learners who received instruction through traditional lecture method. The findings further discovered that TikTok videos are effective in enhancing the understanding of subject matter. Our study results highlight the potential of digital platforms to enhance teaching, particularly in practical and conceptual subjects. This study recommends that teachers incorporate TikTok videos into their teaching methods to enhance conceptual understanding and make lessons more engaging. Teachers should consider creating TikTok accounts to share educational content, providing learners with accessible resources for self-study
Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC)
Full text linkThis study investigates the integration of online learning into Kenya's Competency-Based Curriculum (CBC), with the aim of improving educational access and equity. Although several educational reforms have been introduced in Kenya, challenges persist in fully implementing the CBC, including limited resources, technological gaps, and insufficient teacher training. The COVID-19 pandemic expedited the adoption of online learning, highlighting significant disparities in digital resource access between urban and rural areas. To evaluate the impact of online learning on student competencies, this research adopts a comparative approach, contrasting groups utilizing online tools with those relying on traditional teaching methods. The study employs cognitive diagnostic assessments to pinpoint specific areas of strength and weakness in students' knowledge and skills. In addition, concept mapping is utilized to visually organize and structure information, enhancing student understanding and retention. Findings from the study suggest that online learning can effectively increase student engagement, improve competency development, and provide more personalized learning experiences. To optimize the integration of online learning into the CBC framework, the study recommends key actions, including the enhancement of ICT infrastructure in rural schools to bridge the digital divide, the overhaul of teacher training programs to equip educators with digital pedagogical skills, and the implementation of inclusive policies ensuring equitable access to online resources for all students. Furthermore, the study encourages public-private partnerships to create tailored digital solutions addressing specific challenges in Kenya’s education system. These efforts could significantly enhance the CBC’s effectiveness, fostering more competent and skilled learners across the country
Enhancing School Administration in Rural South African Schools: Challenges and Opportunities-Using the Scooping Review Method
Full text linkThis scoping review investigates the deployment and operational challenges of the South African School Administration and Management System (SA-SAMS) within rural secondary schools in the iLembe District. Aiming to understand the integration of Information and Communication Technology (ICT) in educational administration, this review analyses existing literature from 2008 to 2024 to map the effectiveness and obstacles encountered by SA-SAMS. Rural schools often need help adopting technological innovations due to inadequate ICT infrastructure, limited access to technology, and a deficit in training and support for educators and administrators. The review highlights that while SA-SAMS is designed to enhance administrative efficiency and improve data management, its implementation needs to be improved by these systemic issues, complicating its potential benefits. Furthermore, using the Technology Acceptance Model (TAM), the review identifies a need for targeted interventions, including enhanced training programmes, better ICT resource allocation, and infrastructure development. Overcoming these challenges could improve educational outcomes by enabling more efficient school management practices. This review contributes to the broader discourse on educational technology integration in rural settings, providing a foundation for policy recommendations and future research to optimise the use of SA-SAMS in improving school administration
Wartime and Online Education: A Bibliometric Analysis
Full text linkThis study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts