Research in Social Sciences and Technology (E-Journals)
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WhatsApp Messenger as a Supplementary Tool for School Curriculum Knowledge Transfer and Acquisition During COVID-19 Stricter Lockdown: Educators’ Perceptions
Full text linkThe COVID-19 pandemic was unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning supplemented by mobile learning (with WhatsApp Messenger as schools’ most preferred application). However, in face of the concerns that were raised by the media, educational commentators, student bodies and teacher unions about the lack of public schools’ readiness for mobile learning, this social constructivist oriented qualitative study (which drew on 12 educators’ diverse and convergent views) adopted a Technology Acceptance Model (TAM) as a lens to investigate educators’ perceptions of WhatsApp messenger as a supplementary mode of curriculum knowledge transfer and acquisition during COVID 19 stricter lockdown at three historically disadvantaged schools in South Africa. Participants generally deposited positive feedback regarding the benefit of using it WhatsApp messenger to engender curriculum knowledge transfer and acquisition. They however explicitly also detailed a few negative aspects of this pursuit, primarily on how for socio-economic related reasons, the process was not completely inclusive as some learners could not partake in it. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, WhatsApp mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country’s power crisis, which in some instances adversely affected the productivity of WhatsApp messenger mediated curriculum knowledge transfer and acquisition processes during COVID-19 stricter lockdown
Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools
Full text linkThis study investigated the potential benefits and challenges associated with the implementation of blended learning as a strategy for curriculum recovery and enhancement of student performance in Grade 12 science and mathematics education. Blended learning, which combines traditional face-to-face teaching methods with online learning, was recognized for its capacity to address educational difficulties. The research employed a theoretical framework integrating the Technology Acceptance Model and Sociocultural Constructivism theory to examine the viewpoints of teachers regarding technology adoption and the impact of personal and social interactions on learning outcomes. A qualitative interpretive case study design was employed, and interviews were carried out with four science and mathematics teachers. The findings revealed that teachers acknowledged the advantages of blended learning, including its potential to overcome barriers to learning and augment student engagement. However, external challenges about technology infrastructure, limitations of online platforms, and the necessity for professional development were identified. Teachers displayed varying levels of internal challenges, including familiarity and confidence in implementing blended learning. The study underscored the importance of continuous support, infrastructure development, and pedagogical training to effectively integrate blended learning into science and mathematics classrooms. Therefore, by addressing these challenges and capitalizing on the benefits of blended learning, the potential for improving curriculum recovery and enhancing student performance in the face of disruptions caused by natural disasters and other educational obstacles was emphasized
Framework for Numeracy and Digital Skills Attributes in Higher Education
Full text linkNumeracy and digital skills are among the most crucial skills that any graduate should possess before entering the workforce, regardless of their field of study. Therefore, both skills should not be treated as an “add on” skill but viewed as essential graduate attributes needing to be purposefully incorporated into the curriculum instead of mere chance. By understanding the learners’ numeracy and digital skills abilities, educators can create suitable learning outcomes, activities, and assessments, enabling them to acquire the skills. The objective of this study is to create a framework for testing numeracy (NSI) and digital skills (DSI) using a cross-sectional design and quantitative methodology. The research entails generating a questionnaire, verifying it via a rigorous procedure of expert content validation, and focusing on sufficiency, clarity, coherence, and relevance. A pilot study involving 218 students from various disciplines was conducted to measure the reliability of the framework using Cronbach Alpha. Feedback from experts was then used to enhance the questionnaire, resulting in the finalisation of five components for the Digital Skills Instrument (DSI): information literacy, computer and technology literacy, digital communication and collaboration skills, digital identity and well-being, and digital ethics. Meanwhile, the five components of the Numeracy Skills Instrument (NSI) encompassed operation and calculation, graphical representation, quantitative reasoning and logical thinking, complex number (advanced concept), spatial visualisation and geometric reasoning. The results indicated a strong internal consistency across all components for both tools, with alpha values ranging from 0.847 to 0.958 for DSI and 0.916 to 0.964 for NSI. Corrected item-total correlations also depicted intercorrelation between items for both instruments. To sum up, the findings demonstrate that the DSI and NSI have high reliability and validity. Because both tools are reliable and valid for measuring digital and numeracy skills in the Malaysian context, they can be confidently used for future research
Teaching Democratic Humility to Improve Classroom Discussion
Full text linkDemocratic discussion in the classroom has been viewed as a way to increase consensus, however the spread of false and misleading information through social media and influencers can make classroom discussions problematic. This electronic text analysis study highlights the social media site of Quora and posts related to the Gulf War. Posts related to the Gulf War is critically analyzed and their potential impacts are examined. This study also analyzes the posts and potential impacts of a conservative influencer named James Lindsay. It also analyzes specific polarizing posts that Lindsay has made on Instagram and highlight the potential impacts on classroom discussions of some of these posts. A purpose of the study is to analyze negative potential impacts of social media on student’s views and on classroom discussions. The study also highlights two potential solutions to overcoming these negative potential impacts. One solution is to use Stanford History Education Group’s Civic Online Reasoning, and another solution is to explicitly teach Democratic humility. With democratic humility, individuals learn not to make hyperbolic claims about their beliefs. Students could also be taught when learning about democratic humility, the importance of suspending judgement until they have gathered sufficient information on the topic
Sustainable Lessons Learnt from the Attitudes of Language Instructors toward Computer-Assisted Language Teaching
Full text linkTechnology has significantly influenced the educational field, including language teaching. However, some language instructors hold negative attitudes toward technology, particularly computer-assisted language teaching (CALT), which may affect the advancement of language teaching. This study examines the attitudes of language instructors toward CALT in some South African public universities and identifies sustainable lessons that could promote the use of CALT. The study employed a quantitative research approach using content analysis and surveys to comprehensively investigate language instructors’ attitudes toward CALT. Surveys provided the required information about the attitudes of language instructors toward CALT, and content analysis and descriptive statistics were used to analyze the data and identify sustainable lessons from the attitudes of the language instructors toward CALT. Descriptive statistics were used to summarize the survey results. The analysis revealed that some language instructors have negative attitudes toward CALT, suggesting that institutions require a fundamental approach to advance the use of CALT. Sustainable lessons learned from the attitudes of language instructors toward CALT are identified, and recommendations are made about how to implement effective CALT on a personal and institutional basis. This study highlights the importance of a positive attitude toward CALT and developing a fundamental approach to using CALT in language teaching. The sustainable lessons learned from this study could inform and advance language teaching practices that employ CALT, inform future research, and promote effective language teaching practices that use CALT
The Development of Digital Competencies in Pre-Service Teachers
Full text linkEven before the Covid-19 pandemic created a historic pivotal moment for teacher training programmes on a global scale, the development of digital competencies has been regarded as a focal point for teachers. Tertiary institutions had just become accustomed to including technology in their curricula when Covid-19 forced a critical re-evaluation of the current practice. In a mere matter of days, the use of technology was not only a point for discussion anymore; it was lived. The ability of teacher educators to teach with technology had a direct impact on student success. Connectivity, access to suitable devices and sustainable training and support were now important considerations for teacher educators. The harsh reality soon became clear: Although some tertiary institutions could support pre-service teachers regarding access, connectivity and suitable devices, many students lacked the digital competencies to use the technology required for academic progress and success. It is evident that, in post-Covid-19 academia, the enhancement of digital competencies will remain a priority for teacher training programmes. The integration of digital competencies with content and pedagogical knowledge is essential for the successful training of future teachers. This article thus reflects on the efforts of a tertiary institution in South Africa to address the inclusion of technology in its curriculum through newly developed content that focuses on the enhancement of digital competency. Recommendations indicate that the effective inclusion of technology and digital competencies does not have to include major curricular changes but should rather become embedded within modules such as teaching practice
Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views
Full text linkProblem-solving and enquiry-based learning are integral in the Mathematics and Science curriculum in South Africa through online-based assessment. Online assessment has rapidly gained recognition because of technology. In this paper, the authors explored the views of online baseline assessment among Senior Phase First-year Mathematics Student Teachers. The researchers adopted a qualitative research method. Data was collected from the participants using an online Google form developed into a questionnaire. The participants in this study were first-year students enrolled for the Bachelor of Education in Mathematics at a university in a rural province of South Africa. The first-year student teachers were exposed to the senior phase baseline assessments through the licensed online Computer Aided Mathematics Instruction (CAMI) tool. One hundred and sixteen (116) senior-phase student teachers completed the online questionnaire. This study used convenience sampling since it was the most appropriate method to conveniently invite the participant. The findings revealed that first-year student teachers were enthusiastic and motivated to write the baseline assessment on computers for the first time. The result also showed that several first-year student teachers experienced difficulties solving mathematics problems using computers. This study recommends more intensive research on student teachers' views on online assessment regarding gender and time
Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa
Full text linkParents are broadly acknowledged to be essential partners in the schooling process of their children, with parental involvement being linked to positive impact on academic achievement. Regrettably, poor parental involvement remains significate and an unfortunate challenge in South African schools, as well as a contributing factor to high failure rates in schools. Therefore, this study investigated the relationship between parental involvement and the academic achievements of learners in secondary schools in the Ehlanzeni District, Mpumalanga, using Epstein’s theory of overlapping spheres of influence as a theoretical lens. A qualitative research design underpinned by the interpretive paradigm was employed, using a sample of two secondary schools with a purposive sample of principals, teachers and parents. Data for the study was obtained through semi-structured interviews conducted with the principals and through focus group discussions conducted with teachers and parents, respectively. The data was gathered through thematic analysis approach. The findings obtained reveal that parental involvement improves discipline and learner achievement. However, various factors hindered parent involvement, such as the lack of confidence in providing assistance to children with homework, conflicts in home–school scheduling, ineffective communication, and reluctance to attend parent meetings and to serve on governance structures. The study recommends that both teachers and parents should establish good home–school relationships, teacher training for parent involvement should be organised, with schools developing a parent involvement programme, so that a viable collaborative partnership can be established between school and home. 
Factors Influencing Intention and Behaviour of Agricultural Extension Staff Concerting Post-Covid-19 Digital Technical Guidance: A Study in Yogyakarta, Indonesia
Full text linkAgriculture extension staffs are encouraged to attempt more efficient methods to enhance their competency through digital webinars or technical guidance, in Bahasa Bimbingan Teknis (Bimtek) programs. The research aims to explore factors influencing the intention and behavior of agricultural extension staff towards the Technical guidance online Ministry of Agriculture in Special Region Yogyakarta, Indonesia. This research included the Behavior Intention (BI) and Use Behavior (UB) models with significant construct. The research used the quantitative method and analyzed PLS-SEM. One hundred eighty extension staffs participated, chiefly 34-42 years old. All of the indicators passed the outer model assessment. The analysis results conclude that significant effects are Attitude to BI, Control Behavior to BI, Perceived Usefulness to BI, and Behavior Intention to UB. The perception of extension staffs about Technical guidance online can enhance their performance to continue using it in obtaining agricultural technology information, extension materials, information on agricultural policies, and the latest agricultural development programs. The insignificant constructs are Subjective Norm, Motivation, and Perceived Ease to Use. The validated research model explains 61% of the variance (R2 = 0.61) in Attitude, Perceived Usefulness, and Control Behaviour towards Behavior Intention (BI). Moreover, BI explains 8.9% of the variance (R2 = 0.089) in UB of Technical guidance online. This research found that BI and UB have Q2 values of 0.538 and 0.077. The practical implication could be applied as preliminary development planning studies to enhance the efficiency of Technical guidance online as Bank Data.  
Implications of Career Choice of Undergraduates on their Employability Prospects in the Fourth Industrial Revolution (4IR)
Full text linkChoice of career is one of the most important decisions that everyone makes in life. This choice in most cases determines placement in the workplace. The determinants of the choices students make career-wise include parents, peers, passion and perceived prospects among others. The choice of career made by individuals have long-term implications on their employability status most especially in the Fourth Industrial Revolution (4IR) which aims at raising global income levels and improve the quality of life for populations around the world through applied science and technology. The descriptive survey research design was adopted for the study. The multi-stage sampling procedure was used. A purposive sampling technique was used to select five faculties out of the existing thirteen faculties at Obafemi Awolowo University, Ile-Ife, Nigeria. Five hundred (500) undergraduates were selected across the five selected faculties using simple random sampling technique with 100 students selected from each faculty. Descriptive and Inferential statistics were used to analyse the data collected for the study. The study found out that parental values and expectations has significant influence on the career choice of students and that career choice in turn has significant relationship with their employability prospects. The paper recommended among others the need for students to be allowed to make their career choices based on interest and ability with proper guidance by parents and surrogate parents.