Research in Social Sciences and Technology (E-Journals)
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Reimagining Postgraduate Supervision: Fostering Inclusivity and Support for Students at-risk in Open and Distance Learning Environments
Full text linkThis qualitative study involves six lecturers who have supervised students with disabilities. Participants were purposively selected and interviewed telephonically using semi-structured interviews. The study adopted a thematic data analysis approach to identify patterns in supervision experiences. The paper problematises a deficit approach that is dominantly adopted to identify and design programmes and manage students-at-risk. The analysis of the supervision of postgraduate students-at-risk is framed within the Humanising pedagogy which advances the accommodation of students’ unique needs to develop their capacities for success. This theoretical framework is not adopted much in the open and distance learning context at postgraduate level and the use of supervisors’ insights adds new knowledge to the field that is dominated by students’ experiences. The study established that students do not communicate their disabilities to supervisors timely for early intervention, supervisors are responsive to students’ challenges which include difficulties in academic writing and limited access to research resources and technologies, and supervisors experience systemic challenges in acquiring assistive technology for students with disabilities. This study proposes a humanised supervision model that advances disability inclusivity.  
Funding Opera in the Changing Landscape: Should Opera Be Funded or Accepted as a Fading Culture in South Africa?
Full text linkOpera is considered a significant part of cultural heritage in many societies. In the South African context, opera has a rich history and has contributed to the development of various art forms. Opera has continued to play a significant role in preserving and promoting cultural diversity in South Africa. Opera production contribute to the economy by creating jobs for artists, musicians, technicians, and other professionals. Additionally, opera events can attract tourism and boost local economies. Public funding for opera may be seen as an investment with economic returns. The purpose of this article is to examine the funding of opera in South Africa against the backdrop of a changing cultural landscape. It aims to investigate whether opera should continue to receive funding or if it should be accepted as a fading cultural form. Employing a qualitative approach, ten participants, including opera company managers and artists, share their perspectives through semi-structured interviews. Colaizzi's phenomenological data analysis method reveals key themes of financial viability, challenges, and opportunities. Findings were presented in themes and supported by quotes from research participants. Opera company managers and artists shared valuable insights into financial viability, challenges, and opportunities. Strategic collaborations, revenue diversification, and the pivotal role of public funding emerged as central themes. The findings shed light on the adaptive measures undertaken by stakeholders in response to the changing cultural and financial climate. The conclusion synthesises the key findings, emphasising the resilience of South African opera in the face of funding challenges. It underscores the importance of balancing financial support and cultural acceptance for sustained vitality. The study contributes to ongoing discussions on the intersection of funding, cultural relevance, and the future of opera in South Africa. 
The Difference in Parental Financial Socialisation Across Parental Education Level
Full text linkAround the world, parental financial socialization now heavily depends on the educational attainment of the parents. This study looked into how parental financial socialization varied depending on the educational attainment of the parents. Parental financial behavior, financial monitoring, financial discussion, financial communication, and financial teaching were used as metrics for measuring parental financial socialization. In this study, a quantitative research approach was used. Since Fetakgomo Tubatse and Intsika Yethu municipalities are the most rural and low-income locations in South Africa, data were gathered through the use of a self-administered questionnaire. Data analysis techniques included Tukey HSD test, Welch robust test, Levene's test, descriptive statistics, and exploratory factor analysis (EFA). The results demonstrated that parental financial socialization varies significantly depending on the educational attainment of the parents. Therefore, financial socialization is more common among parents who have greater education levels than it is among those who have lower education levels. This study's findings are the first to show that parental financial socialization varies significantly depending on the educational attainment of the parents. This study suggests that more research be done on the variations in parental financial socialization across parental educational levels in other areas. Additionally, it is advised that the South African government develop initiatives aimed at addressing and raising parental education levels because research indicates that parents who have completed more education are more likely to participate in financial socialization, which affects young adults' financial literacy and well-being. 
Exploring Service Accessibility and Quality for Differently-Abled Students: A Qualitative Analysis at a South African University of Technology
Full text linkThis qualitative study investigates the service experiences of differently-abled students within the Financial Aid Department of a prominent South African University of Technology. Employing a semi-structured interview schedule aligned with the Service Quality model (SERVQUAL), five dimensions—tangibles, assurance, empathy, reliability, and responsiveness—are explored. The study unveils the significant challenges students face, including issues related to the location and accessibility of the department, staff approachability, and the reliability of communication systems. The discussion section draws on relevant literature to synthesise the findings, providing comprehensive insights into the intricacies of service delivery for differently-abled students. The study concludes with actionable recommendations for enhancing service quality and inclusivity, addressing the unique needs of this student demographic in the evolving landscape of South African higher education. 
Black African Postgraduate Students' Authorial Voice in Scholarship
Full text linkIn this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student–supervisor relationship. Some (if not most) black African postgraduate students experience challenges in respect of expressing or formulating that all-important authorial voice in their studies, possibly due to a failure to convey ideas, thoughts and arguments systematically. In addition, cultural identity and academic requirements may be hindrances, making it more difficult for them to write successfully, and to engage appropriately in their postgraduate research journeys. In the process of postgraduate students unearthing their authorial voice, a qualitative approach was adopted in this desktop study. In terms of the theoretical framework, the critical pedagogy of Freire was used to examine this phenomenon. Freire’s theory underscores the fact that supervisors cannot simply see themselves imposing their views on those who are less knowledgeable about authorial voice. The findings of this work lean towards highlighting that the student, to a large degree, are to be blamed for this oversight, because without giving students any agency in the supervision journey, supervisors tend to reproduce their experience.  
Enhancing Student Learning Through #DigitalPowerups, “Pushed me to be Creative”: Student Discussions in Environmental Sociology Course
Full text linkThe use of #digitalpowerups is a technique that involves associating keywords with prompts in online discussion forums, which enables students to have more choice and voice. These powerups not only help structure responses but also enrich discussions and develop academic skills necessary for online assignments. The approach leverages the social media interaction space of discussion forums by introducing hashtags that remind students of the prompt being addressed and indicate the level of Bloom's being engaged. By using the powerups, students can engage in mid-levels and higher-order levels of Bloom's, along with the lower levels that they typically engage in based on the design and facilitation of the discussion. Students typically participate in the lower levels of Bloom's taxonomy (#remember, #understand) due to the way the discussion is structured and facilitated. However, the use of #digitalpowerups encourages students to move beyond these levels and engage in mid-levels (#apply, #analyze, #evaluate) and higher-order levels (#create, #connect) during discussions.The powerups also scaffold or frame student responses with habits of mind skills. This article examines how the #digitalpowerups strategy supports learning in a virtual community for Environmental Concerns in the Environmental Sociology Course through content analysis of student discussion postings. The primary data (total of 375 postings) were collected from the Environmental Sociology Class throughout the following academic years: Fall 2020 (96 postings), Fall 2021 (67 postings), Spring 2022 (92 postings) and Spring 2023 (120 postings).
 
Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance
Full text linkSouth Africa has been battling with the poor performance of learners in Mathematics for a long time, with the Eastern Cape province being the worst-performing province. The Department of Education and other educational stakeholders have embarked on a journey of searching for solutions. Some of these include the use of Information communication technologies (ICT), code switching, intervention programs (IP) and the use of different learners centered approach to teach Mathematics, to mention a few. Hence, this present study investigated how the guided discovery learning strategy can be used to enhance the performance of Grade 10 learners in Amathole West district, Eastern Cape Province, South Africa. Underpinned by an interpretivist paradigm and qualitative research approach, the study employed a participatory action research. A convenient sampling technique was used to select 19 Grade 10 Mathematics learners and 2 Mathematics teachers at a rural school in Eastern Cape Province. Data were collected using interviews, observations, and document reviews and these data were analysed using thematic analysis. Research findings revealed that while some factors such as evaluation methods, time limitations, and insufficient motivation may impede the optimal implementation of Guided Discovery Learning, this instructional strategy is beneficial in the cultivation of critical thinking and problem-solving abilities, which in turn enhances mathematics learners’ academic performance. Based on the findings, it was recommended that mathematics teachers should promote the utilisation of technology and multimedia resources to support learners in their visualisation and exploration of mathematical concepts in the use of GDL to enhance mathematics learners’ performance.  
Digital Technologies for Mathematics Learning in Rural Higher Education: Students’ Perspectives
Full text linkThe use of digital technologies is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a world that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. It has become more common for students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for sustainability, technology, and education should collaborate. The study investigated how students felt about using digital technology to teach mathematics. This study employed a case study design and was qualitative in nature. The technology Acceptance Model was employed as the theoretical framework which explains how to encourage users to accept and utilise new digital technologies. Twenty second-year mathematics students who were specifically chosen to be information-rich participants made up the study's participant pool. Data were collected using semi-structured interviews. The collected data was analysed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they were learning mathematics using digital tools
ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences
Full text linkTechnology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers to effectively integrate technology into their classrooms, given the complex and dynamic multigrade context. The technological pedagogical content knowledge (TPACK) model was a lens through which to explore teachers’ experiences in ICT integration in their multigrade classrooms in selected primary schools in South Africa. A case study design guided this qualitative study. Semi-structured interviews were conducted with twelve teachers thematic analysis was used to analyse data. The findings revealed that access to ICT equipment for teachers and students is crucial. This study has found that generally, it is difficult for teachers to incorporate technology into their teaching because of the caveats, such as the multigrade context and the rural location which presents issues such as lack of basic technology infrastructure, limited training on integrating technology in teaching, time, the teaching context, and support from principals. This study recommends that teachers be trained on ICT usage and given the support needed to function effectively in their multigrade context. For teachers to be digitally connected and ensure ICT integration in the teaching and learning process, they need to be equipped with relevant knowledge and skills to use technology to transform their teaching and create new opportunities for learning
Reimagining Learner Engagement Through Flipped Classrooms in the Post COVID-19 Era
Full text linkThe post-COVID-19 era gave rise to the emergence of innovative teaching and learning strategies, which, among others, included flipped classrooms. This article sought to determine whether flipped classrooms are beneficial when online learning material is distributed prior the commencement of the class. Piaget’s (1986) Constructivist Learning Theory underpinned this inquiry. Constructivism is an approach to education that holds that people actively generate their own knowledge and that reality is shaped by the learner's experiences. The interpretive paradigm and a qualitative approach were utilized to collect information through semi-structured interviews with twelve conveniently selected grade 10 teachers. Using a case study design, the researcher could investigate the phenomenon in detail. Findings, which ensued from thematically analysed data, indicated that learners benefit most from pre-class activities as they offer increased participation opportunities as learners engage in discussions in their native languages. Thus, discussions and modelling tasks during in-class activities are learner-centred, with the development of paraphrasing skills, which promote good essay writing skills with minimum plagiarism effects. The author, therefore, recommends that Teachers require ongoing professional development in applying flipped classrooms using advanced learner-centred technological pedagogies, which promote maximum participation in the learning environment.