Research in Social Sciences and Technology (E-Journals)
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Artificial Intelligence (AI) and Automation in the World of Work: A Threat to Employees?
Full text linkThe introduction of machines driven by artificial intelligence (AI) and automation technologies has already had a significant impact on the manufacturing, automotive, logistics, retail, and wholesale industries, and the repercussions of their replacement on the human labour has been a hotly disputed subject. AI and automation technical advancements are having a big influence on workforce turnover. The aim of this study was to look at employees' attitudes on Artificial Intelligence and Automation at work, specifically whether they see AI as a threat or not. Secondary data sources from several authors were utilised in this article. This data was gathered from published and peer-reviewed publications, internet sources, and textbooks pertinent to the issue under consideration. Some researchers contend that automation is likely to add to South Africa's high unemployment rate. There is a scarcity of empirical data in the form of published empirical research concentrating on the stress that AI and automation place on employees, hence the study is being conducted. Based on this study, it appeared that employees feel threatened by this rise of Artificial Intelligence and Automation. 
Errors and Misconceptions in Euclidean Geometry Problem Solving Questions: The Case of Grade 12 Learners
Full text linkEuclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of learners’ errors in Euclidean geometry problem-solving, particularly regarding the theorem for angle at the centre and its applications. Van Heile’s theory of geometric thinking and teacher knowledge of error analysis were used as conceptual frameworks to make sense of the nature of learners’ errors and misconceptions. Using a participatory action research approach, the study was operationalised by five mathematics teachers from four secondary schools in Motheo district in the Free State Province of South Africa and three academics from two local universities. The study analysed 50 sampled midyear examination scripts of Grade 12 learners from four schools. The findings of this study revealed that most learner errors resulted from concepts on Van Heile’s operating Levels 0 and 1, while the questions mainly required Level 3 thinking. The study recommends that teachers determine their learners’ level of geometric thinking and integrate this knowledge in their lesson preparations and material development. 
Effects of Emerging Technologies on African Development: A Narrative Review on Selected African Countries
Full text linkThe rapid onset of the COVID-19 pandemic, also known as the SARS-CoV-2 outbreak, has brought to light how important technology may be to the socio-economic development of a nation, particularly in Africa. The study conducted a narrative review of pertinent literature to objectively assess the effects of two types of emerging digital technologies (Artificial Intelligence [AI]) and nanotechnologies in Africa. The results showed that emerging technology-related research, development, and deployment are happening throughout Africa. Nanotechnology and AI have had a substantial impact in many spheres of African economies. The study, however, acknowledges in its conclusion that not all African nations have derived the same benefits from emerging technologies, including the digitalisation processes. There are still large disparities in the accessibility of technology and digital skills in several rural and underdeveloped areas in Africa. Thus, recommendations on how to close these gaps are provided for all African countries to profit more consistently from the emerging technologies and the digitalisation processes
An Investigation on Factors Affecting the Teaching of Practical Assessment Tasks in the Senior Phase Technology Classrooms
Full text linkThis paper investigated factors affecting the teaching of practical assessment tasks in the Senior Phase Technology classroom at Ehlanzeni District in Mpumalanga Province, South Africa. The study follows the case study design. Three teachers were purposively sampled from three different schools based on their experience in teaching Technology in the Senior Phase. This paper is grounded on the Cognitive Apprenticeship theory. Qualitative data were collected using interviews. The data was analysed thematically. The emerging themes from the study were teachers’ knowledge and skills, resources and class size as contributing factors affecting the execution of practical assessment tasks in the Senior Phase Technology classroom. The study findings have adverse effects on learners’ achievements in practical assessment tasks, especially in design process skills.  
Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase
Full text linkThe study investigated the effects of condonation on the promotion of senior phase mathematics learners into the FET phase in a high school in KwaZulu-Natal. Condoned learners were assisted to progress, despite not meeting the pass requirements. The study suggests learning support strategies teachers could use to improve condoned FET mathematics learners' performance. An exploratory case study investigated the condonation policy and its effects thereof. Interviews were conducted with two mathematics teachers, and open-ended questions were posed. The data analysis entailed collating the data, followed by a thematic data analysis approach. The literature study was done on pertinent theories, prior studies, and pragmatic research. The findings suggest that condoned learners did not master the foundational knowledge and accumulated knowledge gaps. Consequently, learners struggle to achieve good performance in FET mathematics. This may lead to condoned learners failing FET mathematics, dropping mathematics in favour of more uncomplicated mathematical literacy or dropping out of school rather than completing Grade 12. The study recommends that condoned senior phase mathematics learners struggling to perform well in FET mathematics need to undergo an individualised learning support programme. Teachers will then employ various academic teaching and learning support strategies to help improve learners' FET mathematics performance. The success of learning support depends on a collaborative relationship between nurturing teachers and parents and positive discipline in group teaching within supplemental classes
Analysis of difficult concepts in Senior Phase Mathematics baseline assessments: First-year student teachers’ reflections
Full text linkThis paper report on first-year student teachers’ reflections on the difficulty levels of mathematics concepts in the senior phase baseline assessments. This paper emanated after first year student teachers completed the baseline assessments for each of the three grades in the senior phase, Grades 7, 8, and 9. One hundred and sixteen (116) first year mathematics student teachers were included in this study. Data were collected using purposive and convenience sampling methods. This qualitative research adopted a case-study design, using an interpretivist paradigm. Data was collected using an open-ended questionnaire as the research instrument. The questionnaire was designed to determine student teachers’ thoughts about the difficulty levels of concepts of the mathematical content in the baseline assessments. The results of the study revealed that Algebra; Number Pattern; Statistics; Shapes; Geometry; Simplification; Sequences and Series; and Addition and Subtraction of numbers as easy topics to answer, Fractions, Mixed fractions, Factorisation, Probability, and Measurement were topics that were very difficult. The study recommended that teacher educators design instructions that will assist student teachers in constructing senior phase mathematical concepts to improve their understanding of these complex topics in higher education institutions. 
An Exploration of Grade 12 Learners’ Misconceptions on Solving Calculus Problem: A Case of Limits
Full text linkThis case study explored Grade 12 learners’ misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners` misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners. 
Conceptualisation and Contextualisation of Mixed-Methods Research: A Review
Full text linkThe purpose of this study was to investigate the conceptualisation and contextualisation of mixed-methods research within the research methodology paradigm to ascertain the categorisation of mixed methods as a type of research, research design or research approach. The methodology adopted for this paper is qualitative in nature and involves the analysis of documents and contents. The content of journals and books was analysed to review and draw inferences relating to the themes set out for investigation in the study. Thematic analysis was used for the analysis of data for the study. The study revealed that mixed-methods research was situated within the context of types of research, research design and research approach as evident in the result of the systematic review of the articles selected for the study. Findings from the study further revealed that the conceptualisation of mixed methods within the context type of research and research approach was more than that of a research design. This study is novel and has contributed new knowledge in the aspect of research methodology with specific emphasis and definitive conceptualisation, contextualisation, and categorisation of mixed methods as a type of research, research design or research approach. Just like qualitative and quantitative research, there is a need for definitive conceptualisation, contextualisation, and categorisation of mixed-methods research. Meanwhile, this article is a synthesis for further discourse on mixed-methods research to establish a definitive conclusion on mixed-methods research conceptualisation. 
The Fall of the Republic Government in Afghanistan and the Current Taliban Rule: A Survey of Public Attitudes
Full text linkThis paper represents one of the most recent and pertinent studies conducted in Afghanistan, aiming to address the societal imperative of comprehending the factors behind the fall of the Republic government and the subsequent rise of the Taliban to power. Furthermore, the paper seeks to analyse public attitudes towards the current situation. Employing a quantitative approach, the research utilizes a descriptive-analytical method through questionnaires and the participants include social media activist, students and universities professors, the data collected by online survey according WhatsApp, Facebook messengers, telegram, email and other social media groups from different ethnic groups. The findings of this research have identified several pivotal factors contributing to the ascent of the Taliban to power, including the US-Taliban agreement in Doha, Qatar; political disparities; administrative and financial corruption within the Republic's administration; Pakistan's support for the Taliban; the previous government's accord with the Taliban; ethnic dominance; robust military morale of the Taliban; and proficient war management by the Taliban. Afghanistan, as a multi-ethnic society, witnesses political dynamics predominantly rooted in ethnic affiliations. The majority of respondents express dissatisfaction with the current Afghan situation, displaying significant concerns for the populace. Foremost concerns, in terms of prioritization, encompass poverty; closure of girls' schools; restrictions on women's education and employment; escalation of civil unrest; mono-ethnic rule; ethnic conflicts; emergence of ISIS; ethnic marginalization; violations of citizenship rights; political participation and legitimacy crises; and authoritarianism. Consequently, to address the political crisis and establish a viable system, the research concludes that while Pashtuns lean toward a centralized system, Hazaras, Tajiks, Uzbeks, and Turkmens evince greater interest in a decentralized structure
Education for Democracy in the Social Media Century
Full text linkSocial media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal