Research in Social Sciences and Technology (E-Journals)
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The Impact of Covid-19 on Academic Practice: A Dilemma-Driven Self-Study Inquiry at an Institution of Higher Learning
Full text linkThis inquiry was a dilemma-driven, object-inquiry self-study. The study followed visual methodologies in unpacking the impact of Covid-19 on the practices of a practitioner at a rural university. During the Covid-19 pandemic, I was becoming increasingly dissatisfied with my daily practice as an academic because I struggled to locate my footing in what has been dubbed the ‘new normal’ about online student teaching and assessment. In my bid to investigate the dissatisfactions I faced due to Covid-19, I followed the self-study methodology, which entailed my engagement in reflexivity cycles, and feedback from critical friends. My critical friends played a crucial validation role during my data collection, analysis, and drawing of conclusions from multiple data forms that included journal entries and discussions with others. The collected data was thematically and analyzed from deductive to inductive perspective through the process of coding. This inquiry established that the outbreak of Covid-19 led to dilemmas of practice that stemmed from my being deskilled, techno and Covid-phobic; poor individual adaptability; inadequate TPKC; and the shortcomings of working as an isolated silo. It emerged that these dilemmas of practice escalated into professional traumas through working in isolated silos in virtual platforms. Thus, through making our challenges of practice public, we tend to benefit from the pool of probing expertise of others. Whilst the advent of Covid-19 posed unwelcome professional traumas, it was through the probing power of ‘the second voice’ that the over-shadowed professional growth opportunities in this pandemic induced ‘new normal’ was unveiled
The Perception of ChatGPT among Educators: Preliminary Findings
Full text linkChatGPT was first released in November 2022, which has led to varying reactions among educators. Educators are one of the major stakeholders in the education system. As a result of this, educators’ perceptions of ChatGPT are worth investigating to inform future policy decision-making. This study examined the perceptions of ChatGPT among educators using an online survey. Thematic coding was conducted to interpret perceptions about their concerns about ChatGPT and their thoughts on the potential benefits of ChatGPT in education. The results indicated that even though educators did not know much about ChatGPT yet, they were open to receiving training about its applicability within education. Educators mentioned plagiarism/cheating, loss of higher-order thinking skills, overreliance on technology, lack of authenticity, decreasing content comprehension, fears of the unknown, and concern for social-emotional well-being as their concerns. On the other hand, educators were hopeful about developing teaching materials to reduce workload, instant information access, and a higher level of teaching using ChatGPT. The findings of the study suggest some important implications and recommendations for educators and policymakers. 
Intra and Inter-Local Item Dependence of Mathematics Items
Full text linkLocal Item Dependence (LID) is a desecration of Local Item Independence (LII) which can lead to overestimating or underestimating a candidate’s ability in mathematics items and create validity problems. The study investigated the intra and inter-LID of mathematics items. The study made use of ex-post facto research. The population encompassed all 26,086 Senior Secondary School Students three (SSS 3) in Osun State, Nigeria, and 14,936 SSS 3 students were randomly picked as the sample. National Examinations Council (NECO) mathematics items from June/July 2017 served as the research instrument. The calibrated data were subjected to Yen Q3 statistic. Using a multidimensional three-parameter logistic model, the Yen Q3 statistic is the residual correlation of the items calibrated by Jmetrik software. Results revealed that intra-LID was spotted between Item 8 and Item 7, Item 47 and Item 18, Item 28 and Item 21, Item 47 and Item 29, Item 39 and Item 38, Item 60 and Item 47, Item 52 and Item 51, Item 59 and Item 58 with a Q3 index greater than 0.2 rule of thumb. Similarly, inter-LID revealed bundles 3, 6, 7, 13, and 15 with a Yen Q3 index greater than 0.2. The study concluded that intra and inter-LID was discovered in the NECO mathematics item. It was recommended that NECO should consider intra and inter-LID to ensure more credible questions. 
Training, Remuneration and Teamwork as Predictors of Job Performance of Employees: An Insight from National Examinations Council, Nigeria
Full text linkThe impact of training, remuneration, and teamwork factors on job performance has been affirmed in the literature. However, not all organizations devote efforts to these critical variables of performance, which has led to employees' poor job performance. Hence, this study examined the influence of training, remuneration, and teamwork factors on job performance among employees of the National Examinations Council (NECO) of Nigeria. The study was located within a positivist paradigm that adopted a descriptive survey design. A purposive sampling technique was adopted in selecting 140 NECO employees, and a random sampling technique was employed to select 100 respondents from the total population of 1000 secondary school registrars. One research question was answered, while four hypotheses were tested in the study. Two research instruments were used for data collection. Data were analyzed using frequency count, percentage, Pearson product-moment correlation, and multiple regression statistical tools. The result showed that NECO employee job performance is excellent. There was a significant relationship between remuneration and job performance (R=0.864 (Sig, .023). There was also a significant relationship between teamwork and job performance R=2.072 (Sig, .022). In addition, a significant relationship existed between training and job performance R=1.143 (Sig, .008), and the combination of the independent variables is effective in predicting employee job performance (F(3,136 ) = 9.224, p< 0.05). Based on the result of the study, it was concluded that the independent variables are critical factors in determining the job performance of NECO employees in Oyo state, Nigeria. Hence, it was recommended that all these factors be given deserved attention and taken seriously by the management to get the best out of its employees
Examining Demographics and Perceived ‘Sense of Community’ of Social Media-Based Professional Learning Communities
Full text linkSocial media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member’s perceived ‘Sense of Community’ (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions.
 
Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
Full text linkAugmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice
Eradicating a Culture of Public Mistrust in TVET College Education in South Africa: A Manifesto for the Sector’s Sustainability Ahead of 4IR
Full text linkThe consumption of technical and vocational education and training has increased exponentially over the past two decades. In terms of inclusion, it is without a doubt that today’s TVET sector is a far cry from what it was before the democratic government took over the baton from the apartheid government. TVET has become a refuge to many hopefuls from the historically disadvantaged sectors of society who, due to a range of apparent reasons, would ordinarily not have managed to partake in tertiary education. To many South African youth, TVET presents an avenue for the acquisition of a skill that will give them a fighting chance at escaping the harsh recurrence of poverty, economic inactivity and resource deprivation they are subjected to almost on a daily basis. However, beneath this silver lining lies a growing public disgruntlement over the TVET system’s ability to steadfastly deliver quality education and transform the lives of students, by instilling in them agency for self-regulated and collaborative innovation that will turn them into formidable and assertive role players in the knowledge societies, come the fourth industrial revolution (4IR). To understand the crux of public mistrust in TVET college education in South Africa, an extensive body of literature was reviewed. The findings of the paper point to strategic factors (which in the main are attributed to a lack of effective leadership and managerial skills) and contextual factors that occur at a campus level, as major causes of public mistrust in TVET education. The paper concludes by tabling a manifesto for changing the status quo ahead of the advent of 4IR
Time Divested or Time Invested? Freshmen’s Perspectives and Reflective Experiences on Interactive School Learning
Full text linkThis study sought to research first-year South African university students’ attitudes towards interactive school learning and then to determine their perspectives and reflective experiences regarding interactive learning. Data was gathered during the first week of their first university lectures. The sample was 129 freshmen. The study adopted a mixed-method approach that utilized a sequential explanatory research design. Data was gathered through questionnaires and interviews. Quantitative data was coded and analysed through descriptive statistics using SPSS version 23, while qualitative data was thematically analysed through content analysis. Permission to conduct the study was granted by the lecturers and the participants. It emerged from the study that, though participants were positive about the provision of interactive school learning, their school experiences told different stories about such activities. Participants valued interactive school learning as it improves learners’ socialization experiences, communication skills, and thinking skills. Interactive school learning also promotes teamwork and personal engagement, which are necessary to improve the quality of education. The study concluded that, while interactive school learning added value to education, most schools did not offer such opportunities to enhance learning experiences. The study recommends that schools offer school-based opportunities and teaching practices that accommodate learners’ varied learning styles across all subjects
The Health Students’ Perception of Online Education amid the Pandemic
No full textThe recent Covid-19 pandemic has changed the lifestyles throughout the World. This study aims to investigate the health students’ perception of online education. The field of health requires practical education. Indeed, online education has a different concept. Thus, the health students’ perceptions draw attention especially during the hard time of pandemic. This quantitative study was conducted with 581 students studying a field of health in Turkey. The data from an online survey was analyzed with Kruskal Wallis and Mann-Whitney U tests. The results show that health students’ perception on online education was found to be medium. Even though some are favor of online education with some points, some see this type of learning platform not suitable for their fields. There was no significant difference between the perception of female and male students. The students’ perception differences were found statistically significant by departments, classes, watching lessons live, having technology difficulties and using different device to access to online education. These findings confirmed that the sudden shift to online education made a different experience for health students. The research concludes with suggestions to design online education for any unexpected pandemic
Environmental Education in South African Schools: The Role of Civil Society Organizations
Full text linkEnvironmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location