Research in Social Sciences and Technology
Not a member yet
299 research outputs found
Sort by
Assessing Learners' Understanding of Microbiology Applications in Multidisciplinary Biological Science Degree Madira Coutlyne Manganyia
Full text linkThis study investigates the comprehension of microbiological concepts among students and identifies areas for improvement in microbiology education. The participants comprised 56 second-year learners (17 males, 39 females) studying microbiology as part of their BSc Biology program at a university in South Africa’s Eastern Cape. A survey was conducted to assess respondents' accuracy in answering ten questions covering various aspects of microbiology, including definitions, classifications, historical figures, and applications in different disciplines. The results of the survey on microbiology knowledge revealed that respondents performed best in identifying Antonie van Leeuwenhoek, with an accuracy rate of 85.7%. Conversely, they performed worst in accurately identifying the reasons to study microbiology, with only 10.7% of responses being accurate. The results reveal varying levels of accuracy, with notable strengths in historical knowledge and identification of infectious diseases. However, deficiencies are observed in taxonomical classifications and understanding of interdisciplinary applications. Strategies for addressing these gaps through targeted educational interventions, curriculum development, and innovative pedagogical approaches are discussed. Overall, this study underlines the importance of ongoing efforts to enhance microbiology education and prepare students for the complexities of the field
Wartime and Online Education: A Bibliometric Analysis
Full text linkThis study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts
Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills
Full text linkFirst-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding
Exploring Lecturers’ Responsiveness to Teaching and Learning Using Moodle at a Namibian University
Full text linkThe responsiveness of lecturers at Namibian universities to Moodle as a teaching and learning platform is addressed in this paper. It observes, among other things, the increasing adoption of Moodle as an LMS in Namibian and higher education settings globally and notes that special challenges may be barring Namibian universities from harnessing Moodle to full potential; chief among these are issues concerning poor internet connectivity and limited technical support. Guided by the interpretative paradigm and anchored in the Community of Inquiry (CoI) framework, a robust and widely respected research methodology, the study explored lecturers' responsiveness to teaching and learning using Moodle at a Namibian university. The research employs a descriptive case study design and involves a purposive sample of seven faculty members from diverse disciplines. In-depth virtual interviews were used for data collection, with thematic analysis revealing key findings. Findings revealed various factors influencing lecturer responsiveness, including factors promoting blended learning and challenges hindering responsiveness. Further challenges encompass workload, course design, technical support availability, and access to learning resources. Based on the results, implications advocated for comprehensive Moodle orientation and training programmes, improved technical support, reliable internet access, and staff well-being. This research provides valuable insights for enhancing e-learning practises at a Namibian higher education institution. Future research may investigate the pedagogical aspects of Moodle usage in other contexts and extend these insights to diverse educational settings
The Mantle of Teachers’ Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics
Full text linkThis exploratory qualitative case study inquired into teachers' Mathematics Pedagogical Content Knowledge and the teaching and learning of Grade 12 Mathematics at two selected secondary schools. Four Mathematics teachers shared their enactment of the teaching and learning of Grade 12 Mathematics when semi-structured interview questions were posed. Further, the teachers' pedagogical content knowledge impacts positively on the learning of Gr 12 learners in Mathematics in the context of a child-centred paradigm of teaching and learning. In addition, the research findings suggest that Mathematics teachers should be subject specialists, generate instructional content that will promote higher-order cognition in learners, can facilitate independent and group work to encourage learners' achievement levels striving towards high Grade 12 achievement still-general exit. Further, Mathematics teachers are expected to use a range of methodological practices relevant to the diverse learning capabilities and needs of all learners in the classroom, therefore enabling students to master content through learner-centred activities. Teachers have to facilitate learning by making abstract content concrete and interactive and get learners actively involved in collaborative group activities for Grade 12 Mathematics learners a success. The study also suggested that Grade 12 Mathematics teachers require professional development to learn learner-centred strategies in the teaching and learning of Mathematics
Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC)
Full text linkThis study investigates the integration of online learning into Kenya's Competency-Based Curriculum (CBC), with the aim of improving educational access and equity. Although several educational reforms have been introduced in Kenya, challenges persist in fully implementing the CBC, including limited resources, technological gaps, and insufficient teacher training. The COVID-19 pandemic expedited the adoption of online learning, highlighting significant disparities in digital resource access between urban and rural areas. To evaluate the impact of online learning on student competencies, this research adopts a comparative approach, contrasting groups utilizing online tools with those relying on traditional teaching methods. The study employs cognitive diagnostic assessments to pinpoint specific areas of strength and weakness in students' knowledge and skills. In addition, concept mapping is utilized to visually organize and structure information, enhancing student understanding and retention. Findings from the study suggest that online learning can effectively increase student engagement, improve competency development, and provide more personalized learning experiences. To optimize the integration of online learning into the CBC framework, the study recommends key actions, including the enhancement of ICT infrastructure in rural schools to bridge the digital divide, the overhaul of teacher training programs to equip educators with digital pedagogical skills, and the implementation of inclusive policies ensuring equitable access to online resources for all students. Furthermore, the study encourages public-private partnerships to create tailored digital solutions addressing specific challenges in Kenya’s education system. These efforts could significantly enhance the CBC’s effectiveness, fostering more competent and skilled learners across the country
Food Insecurity Versus Learners’ Performance in the Classroom: A Case of South African Rural School
Full text linkFood insecurity is one of the less researched problems that poses a challenge to schools in South Africa. This qualitative study seeks to holistically explore this problem as it adopts Maslow’s hierarchy of needs and Vygotsky’s sociocultural theory as the lenses of exploration. In addition to socio-cultural beliefs on food and academic achievement, Maslow and Vygotsky offer a framework for physiological and cultural theories of how food impacts human brain function and capability. Therefore, this study's primary goal is to investigate the connection between food insecurity and academic achievement in rural South African schools, such as Tshehlo Secondary School in the Capricorn region of the province of Limpopo. Methodologically, this study purposively sampled grade 10,11, and 12 learners from Tshehlo secondary school for focus group discussions, observations, semi-structured interviews, and surveys from top to low achievers. The data collected were thematically analysed as they show that there is a link between food insecurity and learners’ performance in classrooms. Data was analysed to compare the experiences of top and low-performing learners with food insecurity and how it affects their performance in the classroom. Objectives of this study are; (a) to explore the effects of food insecurity on learners’ concentration and attention in the classroom, (b) to explore the impact of food insecurity on learners’ academic achievements, (c) to explore the relationship between food insecurity and learners’ performance in the classroom, (d) to explore any comparative difference between learners from food secure background and those who come from food insecure homes in terms of academic success. Recommendations thereof significantly include (a) devising ways to ensure food security programs in schools, (b) counselling and motivation in schools, and (c) DBE policy development and enforcement which involves even NGO’s with regards to learners’ nutrition. Conclusion entails that food security is more important for high quality achievements in schools as it directly impacts learners’ attitudes towards learning. Furthermore, it is challenging to evaluate the long-term educational effects of food poverty because a large number of the research are cross-sectional rather than longitudinal in character. 
Rewriting the Metanarrative of Apartheid in the Democratic South Africa
Full text linkIn the aftermath of South Africa's attainment of political freedom in 1994, the country's history has been depicted through numerous literary works. Most of these works are distinguished by a 'master narrative' that conveys the notion of apartheid's overwhelming oppression, perpetuating the unrealistic perception of constant black misery. We sought texts which depart from this single narrative to encourage more studies as currently, there is little research which strikes a balance between miserable and nostalgic experiences of apartheid in several literary texts. Employing the theoretical framework of Apartheid Studies, a purposive sampling approach was employed to carefully choose four literary works that were then analyzed for their representation of the everyday experiences of black individuals. The analyses of the four texts were categorized into five overarching themes: identity, displacement, violence, betrayal, and writing as a weapon. The findings indicate that the authors adeptly capture the daily experiences of black individuals in Apartheid-era South Africa, employing humour to depict their quest for democracy. Any narrative of South Africa's history produced in the democratic era should encompass the country's achievements and shortcomings, and accurately represent its diverse makeup
Extending the Task-Technology Fit Theory with a Skill Fit Construct: A Case Study of a Transaction Control Log and Accounting System
Full text linkNumerous studies have employed the Task-technology fit (TTF) theory to examine the impact of information systems used for training. While some of these studies reported positive outcomes, others presented mixed results on the impact of the systems improving users' performance in problem solving and learning. One possible explanation for these inconsistencies is likely caused by additional factors beyond the task and technology characteristics emphasized in TTF. This research is a preliminary study to enhance understanding of TTF and its impact on system usage and work performance. The study argues that task-technology alignment should also consider users' skills and the fit between the task and technology. Therefore, this research explores the effects of task characteristics, technology characteristics, and users' skills on system usage and work performance. Data from 210 participants of the Revenue Department of Thailand was analyzed using a two-way factorial multivariate analysis (Factorial MANOVA) to assess the impact of Task-technology-skill fit (TTSF) on system usage and work performance. Additionally, a simple regression analysis was conducted to examine the effect of system usage on work performance. The findings indicated that the fit among tasks, technology, and skills significantly impacts system usage and work performance. However, the system usage does not directly affect work performance. This study proposed a factorial design to depict the task-technology-skill fit, the first to introduce this integrated framework
Eclectic Contexts of Xenophobic Workplace Discrimination in Post-apartheid South Africa
Full text linkToday, a fresher look at social structures shows that the possibility of living in a socially homogeneous society has lost its credibility. When any workplace is considered, migrant workers are exposed to both intended and unintended forms of xenophobic workplace discrimination daily in many migrant-receiving countries. Xenophobic workplace discrimination has pernicious and ramifying consequences for migrant workers. This article uses a review of the literature methodology. Xenophobic-driven workplace discrimination towards migrant workers in the workplace may manifest itself through the following forms: institutional discrimination at work, wage discrimination, discriminatory assignment to hazardous jobs, and discriminatory assignment to precarious and ‘ghettoized’ jobs. Because in the post-apartheid South African context, it is black African migrants who bear the brunt of xenophobic-driven workplace discrimination, these researchers recommend that: firstly, workplace ethics regulating the employment of labour migrants in the post-apartheid context should be guided by Article 1 of the ILO‟s (International Labour Organisation) Convention Discrimination (Employment and Occupation) of 1958. Trade union federations should utilise their bargaining power to shield migrant workers from forms of workplace discrimination that are xenophobically driven. Finally, the contribution of migrant workers, who are often victims of xenophobic-driven workplace discrimination, constitutes a significant economic dividend that could benefit the country’s economic productivity and growth. For this reason, it is of paramount importance for the government, business, and labour to collectively work together to eradicate the scourge of xenophobia as a form of discrimination in the workplace.