UFS Publications Platform (Univ. of the Free State)
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Academics’ professional identity: Conflicting personal values of academics and institutional culture
Full text linkHigher education is driven by the objective of establishing an educational setting in which academics and students collaboratively construct and convey scientific knowledge and values that can be utilised in the future. Academics\u27 professional identity focuses on their professional interests, values, and commitments to important work duties. Consequently, academics\u27 professional identity may encounter obstacles when faced with conflicting misalignment between their values and university culture. This paper utilises a qualitative case study with an interpretive paradigm to investigate how academic identity is constructed through the conflicts that arise from the discrepancy between individual values and institutional culture. Semi-structured interviews were conducted with nine academics purposively selected from an English-speaking university in Cameroon to gain insight into the phenomenon. The gathered data were coded and analysed thematically. The findings reveal the existence of conflict between academics\u27 personal values and institutional culture in the study context. It was found that there is a lack of integrity and ethics within the academic environment, particularly regarding financial transactions and the exploitation of educational practices by some leaders, academic staff, and students. Additionally, issues such as insufficient remuneration, delayed payment, and fear of physical and professional reprisal within the university impact academics\u27 professional identity and self-worth. To address these challenges, it is crucial to tackle delayed wages, foster a supportive environment, align academic values with university beliefs, and promote political neutrality in the study context
University undergraduates’ perception of the menace of rape: Causes and effect
Full text linkRape is reported to occur daily in Nigeria, affecting a wide range of victims, from older women to tiny toddlers under five years old. It is a prevalent form of illegal sexual misconduct that not only violates the dignity of survivors but also jeopardises their health and well-being. This study shed light on the issue of rape in Nigerian society. Its objectives are to determine the causes and effects of rape, as well as propose possible solutions for curbing it. A descriptive research design of the cross-sectional subtype was employed for this study. Data was collected through the administration of a researcher-designed questionnaire to a total sample of 200 respondents. The mean rating was used to analyse the data and address the research questions. The results of the study indicated that the respondents agreed that proving sexual prowess is the most common cause of rape. To combat the issue of rape, victims should feel empowered to speak out. Public awareness campaigns and comprehensive sex and moral education should be implemented. The study also recommends that women be encouraged to dress modestly, parents serve as good role models to their children, and young adults be taught to say NO to rape and report any cases they encounter without supporting or concealing them
Learning in Eclectic Formative Assessment Strategies: Experiences of Accounting Pre-service Teachers in one Higher Education Institution
Full text linkOne of the goals of Accounting education is to develop graduates capable of equipping learners with analytical skills pertinent to analysing and understanding financial information required for making economic decisions. Gaining and developing the knowledge and skills necessary for learning Accounting demands full engagement from both students and teachers throughout the learning process. This is primarily achieved through the application of wide-ranging formative assessment strategies that allow students to actively engage in learning while being challenged to think critically. This paper, therefore, aims to understand how the eclectic assessment practices of academics in a School of Education in South Africa contributed to preparing pre-service teachers for teaching. It explores the learning experiences of fourth-year Accounting students through eclectic formative assessment strategies. A qualitative case study approach within an interpretive paradigm was employed to explore the experiences of thirty purposively selected Accounting pre-service teachers. Framed by principled eclecticism, a thematic analysis of transcripts generated from semi-structured individual telephonic interviews with thirty students and WhatsApp-based focused group interviews was conducted to elicit students\u27 views on their eclectic formative assessment practices. Insights from this study will be helpful to academics who aim to produce future teachers with the requisite skills to train the future workforce of any country. Teacher education institutions and other higher education institutions would also stand to benefit from the outcomes, which have the potential to guide policy directions to enhance the quality of undergraduate education, which is their key mandate
The dynamics of foster care in the Kingdom of Eswatini: Benefits, challenges, and strategies for effective foster parenting
Full text linkThe study investigated the experience and challenges faced by children raised by foster parents in the Kingdom of Eswatini. It employed a Participatory Action Research (PAR) design guided by a transformative paradigm, which was fitting as it necessitated the direct participation of those being researched in the data generation process. A sample size of 15 participants was conveniently selected from the target population. Two research instruments, focus group discussions and interviews, were used to collect data, as they enabled the researchers to gather meaningful information through the participants\u27 lived experiences. The Cultural History Activity Theory (CHAT) served as the theoretical framework for the study. The findings indicated that foster children experienced improved living standards, received attention to their emotional needs, enjoyed safety, and had access to care at the foster home. However, challenges such as adaptation issues, psychological difficulties, family disruption, and reintegration were prevalent among children in foster homes. Strategies identified from the study included training, assessment, reintegration, establishment of a legal framework, and assistance. The study concludes that while children raised in foster care often have better living standards, they may develop a dependency syndrome, making it challenging for them to adapt to life after ageing out of foster care
Wealth and learning achievement of pupils in primary schools in Uganda: Implications for government economic empowerment programs
Full text linkThis paper examines the possession of family wealth and its impact on the academic achievement of primary school students in Eastern Uganda. A correlational survey design was employed to analyse UWEZO secondary data collected from eight districts in the eastern region of Uganda, encompassing 6,302 children and 6,031 families. Descriptive statistics and Pearson chi-square tests were employed for data analysis. The findings indicate that socio-economic factors positively influence children\u27s literacy and numeracy achievements. Families possessing solar lighting, mobile phones, tables, chairs, textbooks, and a reliable source of water demonstrated higher proficiency in literacy and numeracy skills. It is likely that children in households with these possessions were able to engage in private study at home, given the conducive study environment, well-lit rooms, essential furniture, and access to textbooks. Furthermore, these children were more likely to receive additional tutoring after school and had access to the internet through mobile phones and computers, allowing them to access crucial educational information. Based on these findings, we recommend that the government provide sustainable livelihood options for struggling families
Qualitative exploration of self-assessment in natural science: Grade 6 learners\u27 experiences in rural Kwa-Zulu Natal classrooms
Full text linkSelf-assessment, a crucial metacognitive skill for self-regulated learning, is vital for academic growth, especially in challenging subjects like Natural Science. However, its implementation and effectiveness in rural South African primary schools remain underexplored. This study investigates Grade 6 learners\u27 experiences of self-assessment in Natural Science at two rural schools in KwaZulu-Natal, South Africa. Employing a qualitative multiple case study design, the research utilised semi-structured interviews and classroom observations with twelve purposively selected Grade 6 learners. The study reveals that while learners generally perceive self-assessment positively, they struggle with effective implementation due to a superficial understanding and difficulties in objective self-evaluation. The rural context presents significant challenges, particularly the lack of practical science equipment, which hinders learners\u27 ability to engage in hands-on experiments and accurately assess their understanding. Furthermore, traditional knowledge and cultural values sometimes conflict with the scientific methods taught in schools, creating confusion in the self-assessment process. These findings indicate that effective self-assessment in rural Natural Science education is impeded by both institutional factors (resource limitations, inadequate teaching methods) and personal challenges (lack of confidence, cultural conflicts). Recommendations include developing context-specific, age-appropriate self-assessment tools, implementing strategies to bridge traditional and scientific knowledge, and creating innovative approaches to maximise limited resources in rural schools. This study contributes to the understanding of self-assessment practices in resource-constrained rural environments and offers insights for enhancing its effectiveness in similar contexts, addressing a gap in the existing literature on rural education and self-assessment in developing countries
Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives
Full text linkEducation serves as a catalyst for achieving Sustainable Development Goals (SDGs), and it is essential for education to keep pace with societal dynamics. This paper argues for the reconceptualisation of initial teacher education in South Africa to promote an alternative transformative and sustainable pedagogy. Questions arose regarding the compatibility of the current teacher education program in South Africa with the needs of today\u27s learners. Therefore, it is important to assess whether South African higher education institutions provide adequate training for future teachers. The current teacher education programme has remained unchanged for many years, failing to adapt to the evolving educational landscape and instead adhering to traditional methods that were relevant in the past. Incorporating flexible, transformative pedagogies and technologies can enhance student learning and engage learners of the 21st century. Using a typological methodological design, this conceptual explanatory paper identifies six themes: program content, pedagogy, technological advancements, preparing teachers for inclusion, school-based experiences, and addressing anxiety. This paper contributes to existing knowledge by advocating for the reconceptualisation of teacher education programs, aiming to produce graduates who are equipped to address global challenges. Furthermore, it emphasises the need for an alternative transformative sustainable initiative to overhaul teacher education programs to align with modern societies\u27 complexities and dynamics. Therefore, this paper calls for the reformulation of South Africa\u27s initial teacher training to align with SDG 4 (quality education) and Agenda 2023, which underpin Africa\u27s transformational aspirations for a better future for all.
Mapping the terrain: A comprehensive review and bibliometric analysis of data literacy in mathematics education (2009-2024)
Full text linkDespite receiving increased attention from researchers in mathematics education, there is still no comprehensive understanding of the current level of data literacy in the teaching and learning of mathematics. To address this gap, this study presents a review of 247 papers selected from the Scopus database between 2009 and 2024. The research aims to explore the following: (i) The overall volume, geographic distribution, and development trajectory in the literature on data literacy in mathematics. (ii) The researchers and research collaborations that have had the greatest influence on the literature on data literacy in mathematics. (iii) The sources that have had the greatest influence on the literature on data literacy in mathematics. (iv) The most important topics in the literature on data literacy in mathematics. It was discovered that the number of publications involving data literacy in mathematics increased from 2016 to 2023. Authors from the Netherlands are the most active in the literature on data literacy in mathematics. The Teacher College Record had the highest number of citations. Lastly, the most important topics addressed in the literature on data literacy in mathematics were data use, data literacy, and data-based decision-making. This study has implications not only for mathematics education researchers but also for other stakeholders in the education sector, including school principals, policymakers, and mathematics teachers
The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia
Full text linkThis paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners\u27 learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes
Artificial intelligence: An empirical survey of student and staff perspectives
Full text linkThere has been a recent upsurge in debates about the role and potential of artificial intelligence (AI) in transforming traditional learning environments globally, and more recently, these discussions have expanded to include developing countries. While proponents of AI praise it as a new normal that educators must embrace or risk falling behind, sceptics caution that AI poses significant risks to academic endeavours, often citing ethical dilemmas and widely reported misuse of these technologies. This study employed an explanatory sequential mixed methods design to explore student and staff perspectives on AI in teaching and learning. Data were collected from 375 students and 187 staff via a quantitative questionnaire, as well as from 30 students and 18 staff through follow-up semi-structured interviews. The findings revealed that although students and staff largely agreed on AI\u27s potential to transform university teaching, learning, and research, there were significant differences regarding feedback enhancement, personalisation of learning, critical thinking, and the efficiency and accuracy of data analysis in research. The study recommends that stakeholders engage in ongoing dialogue, research, and professional development to navigate the opportunities and challenges presented by AI in education