UFS Publications Platform (Univ. of the Free State)
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Teacher perspectives on CAMI implementation: Usability and pedagogical effectiveness for grade 8 linear equation word problems
Full text linkComputer-Aided Mathematics Instruction (CAMI) has gained popularity in the teaching and learning of mathematics in rural schools. Davis’s Technology Acceptance Model (TAM) and Bandura’s Observational Learning Theory (OLT) were utilised to underpin this study. The two theories complement each other, with TAM addressing teachers\u27 perceptions, while OLT was necessary in this study to explain how these perceptions are formed. This study employed a qualitative research approach to explore teachers\u27 perceptions of using CAMI to teach linear equation word problems (LEWP). Additionally, this research adopts an existential phenomenological design to investigate CAMI\u27s usability and pedagogical effectiveness within the Grade 8 LEWP context. Data were collected through semi-structured interviews with Grade 8 teachers teaching LEWP. Thematic analysis was applied to the collected data, and the findings revealed that teachers who use CAMI to teach LEWP have both positive and negative perceptions. CAMI was found to be effective, as it assists teachers in teaching LEWP for conceptual understanding. However, the shortage of computers has limited many learners’ participation in lessons, as one laptop is shared by ten or more learners. The study recommends that CAMI be implemented in rural schools to teach mathematics, as it can work offline, which makes it easily accessible. Finally, schools should provide learners with more computers
Investigating the influence of virtual chemistry laboratories on learners’ attitudes towards chemistry in rural schools
Full text linkThis study investigates the influence of Virtual Chemistry Laboratories (VCLs) on Grade 12 learners\u27 attitudes towards Chemistry in rural secondary schools in the Sekhukhune East District, Limpopo Province, South Africa. Employing a quasi-experimental pre-post non-equivalent control group design, 115 learners were assigned to an experimental group (EG) utilising VCLs and a control group (CG) receiving conventional teacher-centred instruction. The Attitudes Towards Chemistry Scale (ATCS), comprising 24 items, was validated by two senior education specialists in Chemistry. Reliability analysis indicated a Cronbach’s alpha of 0.82, demonstrating good internal consistency. To compare pre–post ATCS results, data were analysed using ANCOVA at a = 0.05. The covariate (pre-ATCS scores) significantly predicted post-test scores, F(1,112) = 8.56, p = 0.004, n² = 0.07. After controlling for pre-test scores, the instructional method had a significant effect, F(1,112) = 20.62, p < 0.001, n² = 0.16, with the experimental group outperforming the control group. The results suggest that VCLs significantly improved learners’ attitudes towards Chemistry, highlighting their influence as learner-centred instructional tools. The study recommends integrating VCLs into the Physical Sciences curriculum and providing professional development for educators to effectively implement VCL-based instruction
Perceptions of English first additional language teachers on in-service training for integrating digital skills in rural schools
Full text linkThere is a lack of digital skills in rural primary schools in South Africa. While technology integration is widely promoted, there is a notable research gap concerning the training of in-service English First Additional Language (EFAL) teachers in rural settings. This study explored the perceptions of Intermediate Phase EFAL teachers regarding in-service training on digital skills in the rural primary schools of the Mogodumo Circuit, Limpopo. The study was grounded in an interpretivist paradigm and informed by a professional learning conceptual framework. It employed a qualitative descriptive case study approach, using semi-structured interviews to generate data. Purposive sampling was used to select ten EFAL teachers from six primary schools, comprising six males and four females. The thematic method was employed for data analysis. The study found that digital in-service training was transformative for rural EFAL teachers, enhancing their confidence and digital teaching skills despite infrastructural challenges. Teachers highlighted the value of combining traditional and digital methods, collaborative learning, and using digital tools to support inclusive education, particularly for visually impaired learners. It is concluded that teachers’ perceptions provide valuable insights into the realities of rural education and can guide more effective, context-specific professional development. The study recommends further research into context-responsive digital training models and the pedagogical impact of inclusive technologies, while also calling for continuous, practical in-service training and collaborative, inclusive teaching strategies. This study contributes to the existing body of knowledge by providing a model for designing effective professional development in under-resourced rural contexts
Mathematics anxiety: Experiences of intermediate phase teachers in the Chris Hani East Education District, South Africa
Full text linkThis study examines teachers\u27 experiences in teaching intermediate-phase mathematics, aiming to uncover the factors influencing their instructional practices and overall effectiveness. In South Africa, the legacy of apartheid continues to impact how mathematics is taught, leading to significant gaps in educational quality and resources. Despite reforms since 1994, challenges such as a lack of qualified teachers and unequal access to resources persist. Many students struggle with mathematics, which is often taught in languages that are not their first language, resulting in underperformance in international tests and negative attitudes towards the subject. The main objective of the study is to provide insights into the challenges teachers face at this critical educational stage. Vygotsky\u27s Sociocultural Theory informs the study, emphasising the significance of social interactions and cultural contexts in learning. The research involved a sample of ten intermediate-phase mathematics teachers. A qualitative approach was adopted, employing a case study design grounded in the interpretive paradigm. Findings reveal the following challenges: resource constraints were identified as a primary issue, the curriculum is too packed, language acts as a significant barrier, teachers are assigned mathematics subjects without adequate knowledge or support, and there is limited support from management. The study recommends tailored professional development programmes that blend technology training with teaching strategies crucial for helping teachers meet today\u27s educational challenges. Additionally, establishing structured mentoring systems in schools can encourage collaboration and growth, fostering a supportive environment for sharing effective practices
Queering gender: Exploring parental perceptions of gender diversity in high schools
Full text linkThe purpose of this paper is to explore the perceptions of parents of high school learners regarding gender to determine their understanding of gender diversity. Globally, emerging research suggests that parents of school-attending learners are developing a positive attitude toward gender diversity. South African high schools have embraced gender diversity since the era of democracy. However, parents\u27 voices have not been fully explored regarding their perceptions of gender issues and inclusion at the high school level. The study utilised Ubuntu, the African philosophy that emphasises interconnectedness and compassion, and queer theory, which challenges binary constructs of gender, as theoretical frameworks. An interpretive design was adopted, and nine parents were snowball sampled from a rural location in the Free State province of South Africa. This qualitative study used thematic analysis to analyse data from focus group interviews, drawings as visual participatory methodologies, and captions for the drawings. The findings of this study indicate that the majority of parents associate gender with sexual orientation or sexual organs, as well as gender roles. However, the findings also show that there is an emerging understanding among parents that gender is a social construct and not something synonymous with sex. This study attempted to fill the gap in the scant literature about parents voicing their perceptions of what gender is. Therefore, mixed methods studies are also encouraged to explore the perceptions of parents involving a larger number of participants
Transforming higher education at the pinnacle of the knowledge economy: A management perspective from a South African university
Full text linkSouth Africa is undergoing a profound economic transformation towards a knowledge-based economy, wherein the generation, dissemination, and application of knowledge serve as central drivers of growth and development. This paper examines a management perspective within a South African university concerning the role of higher education in addressing the imperatives of the knowledge economy. Drawing on a qualitative participatory research design, data was collected through semi-structured face-to-face interviews and analysed using narrative analysis. The findings revealed a consensus among Heads of Departments regarding the necessity of aligning higher education with the demands of the knowledge economy to foster innovation, entrepreneurship, and socio-economic development. Heads of Departments acknowledge the need to re-imagine traditional models of teaching, learning, and research to cultivate the skills, competencies, and mindsets required for success in a knowledge-driven society. Moreover, they emphasise the importance of fostering partnerships with industry, government, and civil society to bridge the gap between academia and the broader knowledge economy ecosystem. Overall, the findings of this paper contribute to a deeper understanding of the opportunities and challenges facing higher education institutions in responding to the imperatives of the knowledge economy and offer insights into the strategies that Heads of Departments can employ to position their institutions for success in this dynamic and rapidly evolving landscape
Reimagining family re-unification: Exploring strategies for reintegrating street children in Harare, Zimbabwe
Full text linkThe phenomenon of street children in Harare, Zimbabwe, presents a significant social challenge, necessitating effective family reunification strategies. This research paper explores methods to reintegrate street children in Harare into their families, using Rational Emotive Behaviour Theory as a theoretical lens. The study utilised a qualitative research approach, employing a phenomenological research design. The population comprised ten social development officers involved in integrating street children into their families of origin. A purposive sample of ten social development officers located in the Harare Metropolitan Province participated in the study. A semi-structured interview schedule was used to collect data, which was analysed using thematic analysis. The findings underscore the critical need for innovative strategies that prioritise the effective reintegration of street children into their families. Key findings highlight the root causes of street children\u27s homelessness and the use of several innovative strategies, such as family conferences, community engagement, psychosocial support, counselling, and providing families with resources as essential for the effective integration of street children into their original families. Based on the findings of the study, counselling and psychosocial support, community engagement, family conferences, and addressing the underlying causes of street child homelessness are recommended. The study contributes by deepening our understanding of the complex factors that lead to children being on the street and how addressing those factors could ensure effective integration of street children into families. It serves as a valuable resource for policymakers, social development officers, and researchers seeking to tackle the issue of child homelessness and family reintegration
Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts
Full text linkThis study explores how Master of Nursing Science students navigate technology-mediated learning and institutional support, examining how digital platforms either promote or hinder equitable access in resource-limited contexts through a critical pedagogy lens. A qualitative research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions involving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet connectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strategies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students experience in resource-limited contexts. The findings highlight the need for universities to transition from passive resource provision to proactive institutional engagement, ensuring structured support that fosters meaningful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education
Understanding of natural sciences teachers on addressing climate change concepts in the curriculum: Evidence from Fundisa for Change Keep It Cool Climate Change Project
Full text linkClimate change is one of the most pressing international concerns of the twenty-first century. Globally, it affects economies, societies, and the environment. It is imperative that all sectors, including the education sector, embrace climate change mitigation measures. A qualitative case study was conducted to investigate teachers\u27 experiences with integrating climate change concepts into the teaching of natural sciences at the Senior Phase in the Amathole West Education District. Permission to conduct the study was sought from the Department of Education and the institution for ethical considerations. Empirical data were collected through one-on-one semi-structured interviews with five natural sciences teachers from five selected secondary schools in the Amathole West Education District. One participant withdrew after data collection, and her data had to be discarded. The second generation of Cultural Historical Activity Theory (CHAT) was used as the theoretical framework. The thematic data analysis technique was employed to analyse the collected data. Key issues highlighted included teachers\u27 content knowledge regarding climate change in natural sciences, a lack of training, and insufficient clear guidelines on integrating climate change topics. The study recommends regular teacher capacitation workshops on integrating climate change into their natural sciences teaching. Furthermore, it suggests the organisation of webinars to discuss issues related to climate change integration into the teaching of natural sciences, as well as encouraging teachers to collaborate with climate scientists to improve their pedagogical content knowledge
The Dyadic Intersection of Student Politics and Liberation Ideology: University Students in Zimbabwe’s War of Liberation, c.1966–1979
Full text linkAbstract
The liberation of Zimbabwe from colonial rule was the result of collective efforts by various actors across the globe. However, the historiography of this struggle has predominantly emphasized the role of combatants engaged in direct military confrontation, thereby marginalizing the contributions of other social groups, such as students, whose activism played a role in advancing the path to independence. Using resistance theory as an analytical framework, this study explores the complex relationship between university student politics and African nationalism in the struggle against colonial rule in Rhodesia from c.1966 to 1979. The analysis focuses on student activism at the University of Rhodesia (now the University of Zimbabwe), which was the only university in the country at the time. The study seeks to address two key questions: (1) What role did student politics play in shaping African nationalism during Zimbabwe’s liberation struggle? and (2) How did student activism contribute to the broader anti-colonial resistance in Rhodesia? The findings illustrate that student politics, particularly among African students, was deeply intertwined with the ideology of African nationalism, which was rooted in the socio-political realities of marginalized African communities. The study argues that student political engagement functioned as a microcosm of the broader national political landscape, reflecting and reinforcing the dynamics of the liberation struggle