Research in Social Sciences and Technology
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Fourth Industrial Revolution Tools to Enhance the Growth and Development of Teaching and Learning in Higher Education Institutions: A Systematic Literature Review in South Africa
Full text linkThe Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions
The Impact of Covid-19 on Academic Practice: A Dilemma-Driven Self-Study Inquiry at an Institution of Higher Learning
Full text linkThis inquiry was a dilemma-driven, object-inquiry self-study. The study followed visual methodologies in unpacking the impact of Covid-19 on the practices of a practitioner at a rural university. During the Covid-19 pandemic, I was becoming increasingly dissatisfied with my daily practice as an academic because I struggled to locate my footing in what has been dubbed the ‘new normal’ about online student teaching and assessment. In my bid to investigate the dissatisfactions I faced due to Covid-19, I followed the self-study methodology, which entailed my engagement in reflexivity cycles, and feedback from critical friends. My critical friends played a crucial validation role during my data collection, analysis, and drawing of conclusions from multiple data forms that included journal entries and discussions with others. The collected data was thematically and analyzed from deductive to inductive perspective through the process of coding. This inquiry established that the outbreak of Covid-19 led to dilemmas of practice that stemmed from my being deskilled, techno and Covid-phobic; poor individual adaptability; inadequate TPKC; and the shortcomings of working as an isolated silo. It emerged that these dilemmas of practice escalated into professional traumas through working in isolated silos in virtual platforms. Thus, through making our challenges of practice public, we tend to benefit from the pool of probing expertise of others. Whilst the advent of Covid-19 posed unwelcome professional traumas, it was through the probing power of ‘the second voice’ that the over-shadowed professional growth opportunities in this pandemic induced ‘new normal’ was unveiled
Effects of Emerging Technologies on African Development: A Narrative Review on Selected African Countries
Full text linkThe rapid onset of the COVID-19 pandemic, also known as the SARS-CoV-2 outbreak, has brought to light how important technology may be to the socio-economic development of a nation, particularly in Africa. The study conducted a narrative review of pertinent literature to objectively assess the effects of two types of emerging digital technologies (Artificial Intelligence [AI]) and nanotechnologies in Africa. The results showed that emerging technology-related research, development, and deployment are happening throughout Africa. Nanotechnology and AI have had a substantial impact in many spheres of African economies. The study, however, acknowledges in its conclusion that not all African nations have derived the same benefits from emerging technologies, including the digitalisation processes. There are still large disparities in the accessibility of technology and digital skills in several rural and underdeveloped areas in Africa. Thus, recommendations on how to close these gaps are provided for all African countries to profit more consistently from the emerging technologies and the digitalisation processes
Analysis of difficult concepts in Senior Phase Mathematics baseline assessments: First-year student teachers’ reflections
Full text linkThis paper report on first-year student teachers’ reflections on the difficulty levels of mathematics concepts in the senior phase baseline assessments. This paper emanated after first year student teachers completed the baseline assessments for each of the three grades in the senior phase, Grades 7, 8, and 9. One hundred and sixteen (116) first year mathematics student teachers were included in this study. Data were collected using purposive and convenience sampling methods. This qualitative research adopted a case-study design, using an interpretivist paradigm. Data was collected using an open-ended questionnaire as the research instrument. The questionnaire was designed to determine student teachers’ thoughts about the difficulty levels of concepts of the mathematical content in the baseline assessments. The results of the study revealed that Algebra; Number Pattern; Statistics; Shapes; Geometry; Simplification; Sequences and Series; and Addition and Subtraction of numbers as easy topics to answer, Fractions, Mixed fractions, Factorisation, Probability, and Measurement were topics that were very difficult. The study recommended that teacher educators design instructions that will assist student teachers in constructing senior phase mathematical concepts to improve their understanding of these complex topics in higher education institutions. 
Intra and Inter-Local Item Dependence of Mathematics Items
Full text linkLocal Item Dependence (LID) is a desecration of Local Item Independence (LII) which can lead to overestimating or underestimating a candidate’s ability in mathematics items and create validity problems. The study investigated the intra and inter-LID of mathematics items. The study made use of ex-post facto research. The population encompassed all 26,086 Senior Secondary School Students three (SSS 3) in Osun State, Nigeria, and 14,936 SSS 3 students were randomly picked as the sample. National Examinations Council (NECO) mathematics items from June/July 2017 served as the research instrument. The calibrated data were subjected to Yen Q3 statistic. Using a multidimensional three-parameter logistic model, the Yen Q3 statistic is the residual correlation of the items calibrated by Jmetrik software. Results revealed that intra-LID was spotted between Item 8 and Item 7, Item 47 and Item 18, Item 28 and Item 21, Item 47 and Item 29, Item 39 and Item 38, Item 60 and Item 47, Item 52 and Item 51, Item 59 and Item 58 with a Q3 index greater than 0.2 rule of thumb. Similarly, inter-LID revealed bundles 3, 6, 7, 13, and 15 with a Yen Q3 index greater than 0.2. The study concluded that intra and inter-LID was discovered in the NECO mathematics item. It was recommended that NECO should consider intra and inter-LID to ensure more credible questions. 
The Development of Digital Competencies in Pre-Service Teachers
Full text linkEven before the Covid-19 pandemic created a historic pivotal moment for teacher training programmes on a global scale, the development of digital competencies has been regarded as a focal point for teachers. Tertiary institutions had just become accustomed to including technology in their curricula when Covid-19 forced a critical re-evaluation of the current practice. In a mere matter of days, the use of technology was not only a point for discussion anymore; it was lived. The ability of teacher educators to teach with technology had a direct impact on student success. Connectivity, access to suitable devices and sustainable training and support were now important considerations for teacher educators. The harsh reality soon became clear: Although some tertiary institutions could support pre-service teachers regarding access, connectivity and suitable devices, many students lacked the digital competencies to use the technology required for academic progress and success. It is evident that, in post-Covid-19 academia, the enhancement of digital competencies will remain a priority for teacher training programmes. The integration of digital competencies with content and pedagogical knowledge is essential for the successful training of future teachers. This article thus reflects on the efforts of a tertiary institution in South Africa to address the inclusion of technology in its curriculum through newly developed content that focuses on the enhancement of digital competency. Recommendations indicate that the effective inclusion of technology and digital competencies does not have to include major curricular changes but should rather become embedded within modules such as teaching practice
An Exploration of Grade 12 Learners’ Misconceptions on Solving Calculus Problem: A Case of Limits
Full text linkThis case study explored Grade 12 learners’ misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners` misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners. 
Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in An Online Learning Environment
Full text linkDue to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three Teacher Educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification. Data was collected from the Teacher Educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year. The data was thematically analysed to distil common lessons, challenges and points for the 3 Teacher Educators with the intention of learning from and improving on practice. The paper addressed three research questions which guided the study and presents the researchers findings in the areas of student access to the learning platform; knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays
Do Personality Traits Matter in Preferences of Translation Strategies?
Full text linkTranslation is closely related to languages, linguistics, pragmatics, sociolinguistics, culture etc. and because of these relations, there are also a lot of theories which give importance either to source language or target language. Linguistic and other features of the source and target texts have been examined for years. But translator is an important element with an important role in translation process as well, and the influence of translators’ personality traits on their translation has been emphasized. Therefore, the aim of the current study is to investigate whether there are relations between translators’ personality characters and their translation strategy preferences. The BFI Test (Big Five-Factor Inventory) is administered to 28 English Translation and Interpreting students at Cappadocia University to determine the personality traits of the participants. Then they are asked to choose one of the suggested translations in accordance with the translation model. The data are analyzed through SPSS (v. 22). The findings indicate that there are significant relationships between personality traits of participants and their use of translation strategies. According to results, agreeableness personality trait has a significant relationship with borrowing strategy, openness and neuroticism have significant relationships with modulation strategy, and conscientiousness has a significant relationship with adaptation strategy. Only extraversion does not correlate significantly with any of the strategies
Citizenship Education in Early Republican Era in Turkey
Full text linkIn Turkey, the Republican Era, which started in 1923, is a period in which state institutions were rapidly restructured and these institutions were reconstituted within the framework of the ideology of the newly established state. Education has taken its share in this reconstruction process as well. One of the important regulations in the field of education was the 1924 curriculum. The 1924 curriculum was quite important in terms of reflecting the Republic’s perspective on education and the importance it attaches to education. Through this curriculum, it was aimed to raise patriotic individuals who are loyal to the philosophy and values of the Republic, have national consciousness, and understand the new state, institutions and organizations. The aim of the research is to examine the first citizenship education course of the Republic of Turkey, Musâhabât-ı Ahlâkiyye & Malumât-ı Vataniye [Conversations on Morality and Civics], which was included in the 1924 educational program. In the study, this curriculum was analyzed by employing the historical research method.
Keywords: History of education, citizenship education, 1924 curriculum, republican era, historical researc