UFS Publications Platform (Univ. of the Free State)
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Empowering through feedback: Economics teachers\u27 motivations for assessment practices in public schools
Get PDFResearch on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers\u27 motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers\u27 use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students\u27 understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers\u27 feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens
Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds
Get PDFThe study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai\u27s Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable
Motivational factors as determinant of mathematics achievement of students in senior secondary schools
Get PDFThe issue of student motivation is of utmost importance for achieving academic excellence in secondary schools. This study aimed to investigate the influence of motivational factors on the academic achievement of senior secondary school students in mathematics. The study was guided by five hypotheses and underwent testing at a significance level of 0.05. A descriptive survey design was employed, specifically selecting five senior secondary schools in the study area. A total of 300 students from these schools, located in the Ijebu Ode Local Government Area of Ogun State, Nigeria, were selected. The research utilised questionnaires and a Mathematics Achievement Test (MAT), with reliability coefficients of 0.75 and 0.80, respectively. The findings revealed that intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation had a positive and significant impact on academic achievement. Furthermore, when these factors were considered collectively, they demonstrated a significant influence. The conclusion drawn from this study is that motivational factors greatly affect the academic achievement of senior secondary school students in mathematics in Ijebu Ode, Ogun State, Nigeria. Therefore, it is recommended that schools actively promote these factors during the teaching and learning processes to enhance students\u27 achievement in mathematics
Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa
Get PDFThis study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers\u27 perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools
Small rural tourism businesses’ experience of the COVID-19 Tourism Relief Fund: A case of Coffee Bay
Get PDFThe rapid spread of the coronavirus (COVID-19) has brought economies around the world to a complete halt. Given the restrictive measures implemented by governments to mitigate the damage caused by the virus, many sectors of the economy have been severely affected, with tourism being one of the hardest hit. This article aims to explore and evaluate the experiences of small tourism businesses operating on the outskirts in relation to the Tourism Relief Fund provided by the South African government during the COVID-19 pandemic. Drawing from an interpretive research paradigm, the study adopted a qualitative approach, using semi-structured interviews to gather data. The resulting data was then analysed using NVivo version 12, which generated a comprehensive observation report. The findings indicated that the South African government made concerted efforts to assist tourism businesses in surviving the worst humanitarian crisis of the 21st century. However, the findings also revealed numerous shortcomings that confirmed existing literature, particularly with regard to unconstitutional qualifying criteria. Furthermore, the study found that businesses, especially informal ones that cater to tourists and provide employment, were frustrated by their ineligibility for the Tourism Relief Fund due to qualifying criteria such as registration. In conclusion, the study recommends that the government and policymakers implement more flexible transformation policies, especially during times of crisis
Exploring the gender-based impact of mathematical games on the academic performance of senior secondary school students
Get PDFPlaying mathematical games helps many senior secondary school students, especially girls, acquire basic mathematical skills. However, it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects the performance of secondary school students. The study design was quasi-experimental. A sample of fifty senior secondary school students from the Federal Capital Territory (FCT) of Nigeria\u27s Abuja Council Area was purposively chosen. The researcher randomly allocated intact classes to the experimental and control groups using a coin toss. The students\u27 achievement level was determined by an algebraic achievement test administered before and after the treatment. T-tests, means, and standard deviation were used to analyse the data. The study revealed that female students had a higher mean score than male students when playing mathematics games. The findings imply that mathematical games enhance mathematics teaching and learning and should be encouraged and used by teachers to introduce concepts in mathematics to students, regardless of their gender, at different levels
Behind the Love and Stories: Rural Learners’ Reasons and Motivations for Learning Mathematics
Get PDFResearch on learners within rural areas and rural schools in South Africa has been consistently overlooked by researchers in the field of mathematics education. If the education landscape in rural areas differs from that of urban areas, which has been extensively researched since the end of apartheid. In that case, it becomes evident that the research on mathematics education in South Africa has not adequately addressed issues of social justice. To address the lack of research on mathematics education in rural contexts in South Africa, this study focuses on exploring the experiences and attitudes of Grade 10 rural mathematics learners. A qualitative multiple case study design was used, involving 12 learners from two different school sites. Data was collected through semi-structured individual interviews and unstructured classroom observations. Fairclough\u27s Critical Discourse Analysis, in conjunction with Anderson\u27s concept of imagination, was employed to analyse the data. The findings revealed that learners anticipate and aspire for mathematics to enhance their opportunities for post-secondary education and employment, which instils a sense of hopefulness and motivates them to better understand mathematical concepts
What brings you to our humble abode? Tourist motivation for visiting rural destinations: The case of Nqileni village, South Africa
Get PDFRural areas, especially in developing countries, have considered using rural tourism to advance economic and social development. Many authors have conducted academic research focusing on tourism to develop rural areas. However, more clarity is needed on what constitutes rural tourism. While several studies have investigated the reasons for rural tourism development, more is needed to understand what attracts visitors to rural areas. This research paper aims to enhance understanding of rural tourism by examining rural tourists\u27 motivations for places such as Nqileni village, Eastern Cape Province, South Africa. The authors identified the motivational factors that push tourists to rural areas and the activities that tourists prefer at the destination. Finally, the research determined the tourists\u27 overall satisfaction during their stay at the destination. Numerous research studies have been conducted to investigate the factors influencing the growth of rural tourism, but more is needed to determine what attracts tourists to rural destinations. The study adopted a quantitative research approach, using questionnaires to collect data. The results conclusively show that tourists were motivated to visit the area for relaxation, visit family and relatives, and enjoy a feeling of freedom in the countryside
Digital technology adoption and school leadership in the post-pandemic era: Insights from high school leaders
Get PDFIntegrating digital technologies into the educational landscape seems to be a defining factor for learning and leading in the pandemic and post-pandemic era. Hence, this study examines the impact of digital technology adoption on school leadership and management in the post-pandemic era, focusing on high school leaders\u27 experiences in Oyo State, Nigeria. The theoretical framework is anchored on the Technology Acceptance Model (TAM), which elucidates factors influencing technology adoption through perceived usefulness, perceived ease of use, and attitude toward usage. The study used a descriptive research design and sampled 227 high school leaders across three senatorial districts, collecting data via a validated questionnaire. The reliability index of the instruments is as follows: school leaders\u27 digital technology adoption (? =0.85), digital media tools\u27 usage (? =0.95), and professional development opportunities (? =0.84). Results indicate a positive influence of digital technology on school leadership and management, enhancing communication, virtual administration, performance monitoring, and breaking spatial-temporal barriers. WhatsApp, Email, Google Forms, and Zoom were identified as the most frequently used digital media tools, while professional development in digital technologies was provided to a moderate extent for 58.2% of high leaders. The findings demonstrate the need for more extensive professional development programs by indicating a considerable investment in school leaders\u27 digital competency development, but not all-encompassing. Recommendations include enhancing the quality and frequency of training, promoting diverse digital tools, tailoring professional development to specific needs, and implementing regular assessment and feedback systems to improve digital technology integration in schools
Transcending traditional metrics: Evaluating school leadership effectiveness through emotional intelligence and qualitative instruments
Get PDFThis paper examines the integration of school leaders\u27 emotional intelligence and qualitative instruments into commonly used metrics for measuring school leadership effectiveness. Traditionally, these metrics rely heavily on questionnaires to assess leadership effectiveness. However, a weakness of these metrics is their excessive reliance on numerical data, which overlooks the qualitative dimensions of leadership. This study utilises Trait Emotional Intelligence Theory and Team Emotional Intelligence as units of analysis to redefine school leadership assessment. To make sense of the related literature and theories used in the study, an integrative literature review was employed as the methodological approach. The findings indicate that emotional intelligence significantly contributes to leadership effectiveness. The study also reveals that leaders who are self-aware of their emotional composition and its impact are more effective than those who are not. Furthermore, the results suggest that leaders who are cognisant and responsive to the emotional dynamics of their teams benefit from enhanced team cohesion, collaboration, and goal attainment. The study emphasises the importance of incorporating adaptable qualitative tools alongside quantitative instruments to accurately measure leadership effectiveness. Thus, this study adds to the existing literature by proposing a theoretically informed and adaptable framework that integrates an emotional intelligence construct and qualitative instruments for assessing school leadership effectiveness