Walter Sisulu University
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Adoption of Facebook as a Communication Tool amongst University Millennials in KwaZulu-Natal
Get PDFThis study aimed to understand the critical significance of Facebook as a communication tool in promoting social consciousness amongst South African millennials at various Higher Educationinstitutions in KwaZulu-Natal. The study was exploratory and quantitative, with 400 undergraduate students identified using a purposive sampling technique. There were 150 students from the Durban University of Technology, 125 from the Mangosuthu University of Technology, and 125 from the University of KwaZulu-Natal. The data were analysed using the most recent version of the Statistical Package for the Social Sciences (SPSS) application. According to the findings, most millennials spend at least two hours, and up to considerably more than six hours, on social media every day. Furthermore, most participants believed that this forum allows them to express themselves whilst also exchanging information on academic concerns such as ongoing strikes and fee increases. The participants all agreed that accessing this social media platform was effortless for them, thus they perceived it as an effective awareness tool. Furthermore, the interviewees stated that Facebook is an excellent platform because it facilitates texting, voice recordings, and video uploads. As a result, it is suggested that universities use Facebook to raise awareness and communiate with key stakeholders
Undergraduate Students’ Conceptualization of Elementary Row Operations in Solving Systems of Linear Equations
Get PDFSecondary School Learners Migration Impact in Urban Schools in South Africa
Get PDFThis study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive-constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration
Age of Eucalyptus Plantations Differently Affects Assemblages of Sirface-Active Arthopods
No full textSome Fixed Point Theorems for a-Admissible Mappings in Complex-Valued Fuzzy Metric Spaces
Get PDFThis paper discusses some properties of complex-valued fuzzy metric spaces and intro-duces thea-admissible mappings in the setting of complex-valued fuzzy metric spaces. We establishfixed point theorems for mappings satisfying symmetric contractive conditions with control functions.The results of this paper generalize, extend, and improve several results from metric, fuzzy metric,and complex-valued fuzzy metric spaces. Several examples are presented that verify and illustratethe new concepts, claims, and results
A Relation-Theoretic Set-Valued Version of Presic-Ciric Theorem and Applications
Get PDFIn this paper, we establish a relation-theoretic set-valued version of the fixed pointresult of ́Ciri ́c and Preši ́c (Acta Math. Univ. Comen. LXXVI(2):143–147,2007)onmetricspaces endowed with an arbitrary binary relation. The results of this paper, generalizeand unify the fixed point results of ́Ciri ́c and Preši ́c (Acta Math. Univ. Comen.LXXVI(2):143–147,2007), Shukla and López (Quaest. Math. 45(3):1–16,2019), andShukla and Radenovi ́c(An. ̧Stiin ̧t.Univ.‘Al.I.Cuza’Ia ̧si, Mat. 63(2):339–350,2017)inproduct spaces. Some examples are provided that justify and establish theimportance of our results. As applications of our main result, we have established theexistence of solutions to differential inclusion problems and the weak asymptoticalstability and a global attractivity of the equilibrium point of a difference inclusionproblem. The use of arbitrary binary relations in our results permits us to apply theresults to the differential inclusion problems and difference inclusion problems withweaker assumptions than those used in the papers mentioned above
Rural Support Experience of Student-Teachers in South Africa: The Need for Supportive Infrastructure and Language Teaching
Get PDFRural communities in South Africa have various inadequacies and a lack of social support systems for the people and their inhabitants. Experiences and observations showed that the majority of the student teachers in the Eastern Cape province of South Africa undergo their teaching practice activities in one or two rural locations, which led to many of them having to suffer from a lack of support and social amenities in their place of teaching practice. This study explores student teachers experiences, ranging from the challenges and opportunities available for them during the program. Asset Based Community Development (ABCD) approach was used to underpin the study. The study falls within the transformative paradigm, and participatory research was used to design the study. Convenient sampling was used to select ten student teachers posted to rural locations for their teaching practice within the Eastern Cape province. Reflection was used to elicit data from the participants, and the data were analysed thematically. The study found that inadequate resources and social amenities, and language barriers are challenges encountered by the student teachers. The study also found that the provision of supportive infrastructures and the intensification of Language teaching is imminent among rural learners
Computer Applications Technology Teaching: A Case of Supporting Secondary School Curriculum Imperatives
Get PDFThe purpose of this study was to determine whether Computer Applications Technology secondary school teachers receive necessary support. Qualitative approach was chosen because it incites the most important meaning from participants and best suited for small samples. As case study embedded this investigation. A case study was used for this qualitative paper with an aim to investigate whether Computer Applications Technology teaching was supported to enhance secondary school curriculum imperatives. Three participants were selected purposively from a rurally located Eastern Cape Education District. To collect data, semi-structured interviews were used. Data were analysed thematically. Findings indicated that teachers do not receive necessary support on technology use, this caused by insufficient school funds to render trainings towards upskilling human resource for expected content knowledge. The paper recommends that school authorities need to support teachers and learners as CAT is one of the vital subjects underpinning school curriculum. In conclusion, school authorities is obliged to render support towards developed computer literacy skills
Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach
Get PDFAugmented 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
Exploring health insurance and knowledge of the ovulatory cycle: evidence from Demographic and Health Surveys of 29 countries in Sub-Saharan Africa
Get PDFBackground Unplanned pregnancy continues to be a major public health concern in Sub-Saharan Africa (SSA). Understanding the ovulatory cycle can help women avoid unplanned pregnancy. Though a wide range of factors for ovulatory cycle knowledge in SSA countries has not been well assessed, the infuence of health insurance on ovu‑ latory cycle knowledge is largely unknown. As a result, we set out to investigate the relationship between health insurance enrollment and knowledge of the ovulatory cycle among women of childbearing age. This study aims to investigate the relationship between health insurance enrollment and knowledge of the ovulatory cycle among women of childbearing age in sub-Saharan Africa (SSA). Methods Demographic and Health Surveys (DHSs) data from 29 SSA countries were analyzed. The association between health insurance and ovulatory cycle knowledge was investigated using bivariate and multivariate multi‑ level logistic regression models among 372,692 women of reproductive age (15–49). The fndings were presented as adjusted odds ratios (AOR) with 95% confdence intervals (CI). A p-value of 0.05 was considered statistically signifcant. Results The pooled result shows that the prevalence of knowledge of ovulatory cycle in the studied 29 SSA countries was 25.5% (95% CI; 24.4%-26.6%). Findings suggest higher odds of ovulatory cycle knowledge among women cov‑ ered by health insurance (AOR=1.27, 95% CI; 1.02–1.57), with higher education (higher-AOR=2.83, 95% CI; 1.95– 4.09), from the richest wealth quintile (richest-AOR=1.39, 95% CI; 1.04–1.87), and from female headed households (AOR=1.16, 95% CI; 1.01–1.33) compared to women who had no formal education, were from the poorest wealth quintile and belonged to male headed households, respectively. We found lower odds of ovulatory cycle knowledge among women who had 2–4 parity history (AOR=0.80, 95% CI; 0.65–0.99) compared to those with history of one parity. Conclusions The fndings indicate that the knowledge of the ovulatory cycle is lacking in SSA. Improving health insurance enrollment should be considered to increase ovulatory cycle knowledge as an approach to reduce the region’s unplanned pregnancy rate. Strategies for improving opportunities that contribute to women’s empower‑ ment and autonomy as well as sexual and reproductive health approaches targeting women who are in poorest quin‑ tiles, not formally educated, belonging to male headed households, and having high parity should be considered