Research in Social Sciences and Technology
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Is It Germane to Sustain Higher Education Research in The Post-Covid-19 Era?
Full text linkThe COVID-19 pandemic has severely impacted developing countries, causing educational and economic crises globally. This study explores the necessity of maintaining research in Higher Education (HE) amidst the pandemic's disruptions. It questions whether Higher Education Institutions (HEIs) can sustain research post-COVID-19 while balancing essential functions to avoid risks. Despite extensive studies on HEIs' research sustainability post-pandemic, there is a notable gap in understanding the precise strategies needed to balance essential functions, address risks, and foster resilience amid uncertainties. To bridge this gap, the study highlights the importance of reassessing research priorities and methods in the changing HE landscape. A systematic literature review was conducted, gathering relevant literature from various databases. The study employed an exclusion and inclusion design for research selection. It points out that maintaining HE research post-pandemic has not been sufficiently investigated, leaving a critical gap in understanding research practices. The conceptual model, serving as the study's theoretical foundation, offers an organized means of evaluating the need for HE research considering the pandemic's global economic impacts. This study underscores the importance of multi-stage educational research in the post-COVID-19 era, given the interconnectedness of HEIs. It advocates for a flexible and dynamic research environment and suggests comprehensive approaches to anticipate and meet emerging trends in higher education. The study emphasizes that future research should focus on mitigating post-pandemic challenges and preparing for shifts in HE, promoting resilience and creativity in the field. 
Data-Driven Insights: A Decade of Sol Plaatje University's Research Journey and Development
Full text linkThis paper analyses Sol Plaatje University's (SPU) progress on increased research activities. The paper employs bibliometric analysis review method to demonstrate the university's transition from being a predominantly teaching-focused to a more research-oriented institution. A novel, data-driven methodology is also adopted in this paper, to identify and examine SPU’s research niche through publications. This paper’s data were collected from the Scopus and Web of Science databases. The paper’s findings reveal that there was an overall significant increase in research outputs, observable on yearly basis for a decade (2014 to 2023). The yearly increase in research output is recorded from diverse research fields, including machine learning, cryptography, environmental research, and public health. Findings further reveal that SPU has built its international research collaborations within the African and European continents. This paper’s findings contribute to literature on higher education development by offering insights into how newly established universities can transition from a teaching-centric focus to becoming research-active. This paper revealed the importance of strategic planning, interdisciplinary research, and international collaboration in the development of a vibrant research environment.  
An Analysis of Students’ Mathematical Curiosity in Online Learning Viewed from Academic Level and Gender
Full text linkOnline learning affects students' curiosity, so it is important to develop students' curiosity during the pandemic. The purpose of this study is to describe and analyze students' curiosity about online learning. This study was conducted in the Department of Mathematics Education during the odd semester 2021/2022 with 106 students in three different courses. The research instrument was a mathematical curiosity questionnaire administered to students using the Google Documents application. The data analysis technique used was descriptive analysis. The results showed that the general curiosity of the students is classified as "strong" with a percentage of 75.17%. Academically, students with low, medium and high curiosity are considered strong with percentages of 74.07 percent, 76.5 percent and 75.12 percent. Measured by gender differences, the proportion of male and female students is 76.43 and 77.5 percent. Data analysis showed that in the era of the Covid-19 pandemic, curiosity about learning mathematics does not depend on the academic level of online learning or on gender differences. The effect of the result that the students during the Covid-19 pandemic, mathematical curiosity is still used in online learning and should be improved. This research contributes to the growing body of knowledge on mathematical learning in the digital age and offers practical recommendations for fostering mathematical curiosity in online. 
Unlocking the Potential of Facebook as a Versatile Platform for Knowledge Sharing
Full text linkSocial network sites, most notably Facebook, have fundamentally transformed the way information is transferred, received, and shared by individuals and organisations. This article explores the diverse contexts in which Facebook is utilised as a knowledge-sharing instrument, along with the key challenges encountered in adopting Facebook as a knowledge-sharing instrument. It also indicates the gaps in adopting Facebook as a knowledge-sharing instrument. In a systematic literature review, 400 articles accomplishing the research objectives were identified. The findings revealed that Facebook can be used in different contexts. Greater awareness of Facebook’s versatility as a platform for knowledge sharing across various domains is recommended. This article also advises that the challenges related to cost, time investment and technical expertise be addressed, and emphasises the need for education and training.  
Examining the challenges of tertiary teaching and learning in the accounting discipline within KwaZulu-Natal South Africa
Full text linkFinancial accounting poses significant challenges for students at tertiary institutions, often resulting in failure, extended graduation timelines, or dropouts, particularly in their first year of study. This study aimed to identify the obstacles encountered in teaching and learning accounting education within South African universities. The research, which employed a qualitative approach, focused on understanding the challenges faced by students in mastering financial accounting at the university level and the underlying causes. Twenty accounting learners from four public tertiary institutions in KwaZulu-Natal were interviewed using open-ended, structured questions via MS Teams. Results highlighted several key themes, including the transition from high school to university, learning strategies and the influence of high school accounting. Challenges identified encompassed the difficult nature of the subject, a shortage of qualified accounting educators, insufficient support staff, poor infrastructure conditions, inadequate classroom facilities and the absence of practical training environments. This study contributes to financial accounting higher education in South Africa by introducing a novel methodological approach, utilising a textual collage to represent data. By merging visual and language-based approaches, the collage offers a fresh perspective on educational research in accounting. Moreover, it contributes to the academic literature within the discipline, aiming to mitigate student dropout rates and prolonged graduation timelines in accounting programmes. Overall, this research endeavours to enhance pedagogical practices and support mechanisms within accounting education, fostering a conducive learning environment for students
The Influence of a Scientific Investigation Workshop on In-service Biology Teachers’ Attitudes Towards Scientific Investigations
Full text linkBiology teachers’ attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these biology teachers’ attitudes towards conducting scientific investigations. The result is that they conduct the minimum number of investigations with their learners, or don’t conduct them at all. Professional, in-service training workshops allow biology teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop affected biology teachers’ attitudes by measuring the ABC attitude model’s affective, cognitive and behavioural components. Likert-type, five-point scale items were used for the 20 pre-surveys and the same for the 20 post-surveys that were completed and collected for analysis. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations amongst biology teachers. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed biology teachers’ confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this workshop caused a significant improvement in teachers’ intended behaviours in implementing scientific investigations in the science classrooms, as they gained valuable knowledge and skills regarding the science apparatus and the use thereof in conducting scientific investigations. 
Assessment of the Implementation of Policy on Anti-Sexual Harassment in a Nigerian University
Full text linkSexual harassment in universities undermines gender equity, safety, and learning. This study assessed the level of implementation of the anti-sexual harassment policy and the influence of implementation of the policy on gender protection of students and staff of Obafemi Awolowo University (OAU), Nigeria. The study was hinged on the feminist theory. The feminist theory considers the plight of any person or people not just women, with a view to destabilizing systems of power and oppression, especially in an academic environment as in this context. The study adopted cross sectional survey research design. The population comprised of 450 students and 200 members of staff (100 teaching and non-teaching staff each) making a total of 650 participants, using a stratified random sampling to ensure proportional representation from the 10 selected faculties. Data was collected using questionnaires and gathered data were analysed using descriptive and inferential statistics. The results identified gaps in initial awareness and understanding of the anti-sexual harassment policy among students and staff which constituted a setback for the implementation. It was equally noted that the policy development process lacked inclusivity, and implementation activities were perceived as insufficient. Since the implementation process was faulty, the policy has not been able to significantly achieve gender protection on the Campus. The students had uncertain views on the policy's impact, while staff had mixed opinions. The study recommended the need to strengthen policy implementation by way of improving communication channels, transparency, stakeholders’ involvement, and monitoring while punitive measures must be enforced when necessary
Unlocking Potential: The Transformative Role of Gaming in Rural Higher Learning Institutions of South Africa - A Systematic Exploration
Full text linkThe aim of this study resonated with the pursuit of achieving enhanced engagement in teaching and learning that informs critical thinking, and knowledge retention among students. Despite the growing trend of technological integration in teaching and learning, however, there exists a lack of empirical evidence and comprehensive studies that investigate the effectiveness of gaming in promoting educational objectives within rural institution of higher learning in South Africa. To investigate this gap, a systematic review method was employed, which provides a comprehensive and logical analysis of existing literature on the significance of gaming in teaching and learning within rural institutions of higher education. Inclusion and exclusion criteria were used in the study to enhance the rigor and transparency of the research process, by providing a solid foundation for synthesizing and interpreting existing literature relevant to the study. The systematic review findings revealed that the significance of gamification in teaching and learning in rural higher education lies in its ability to overcome accessibility challenges, provide personalized learning experiences, address motivation and retention issues, and enhance digital literacy. It was recommended that by incorporating gamified approaches, rural higher educational institutions can create a more inclusive, engaging, and effective learning environment for students within the rural institutions of higher learning in South Africa
Adapting to Remote Teaching: Experiences and Technological Adjustments of Rural Physical Science Teachers During the COVID-19 Pandemic
Full text linkThe COVID-19 pandemic necessitated an abrupt shift to remote teaching, presenting unique challenges for rural Physical Science teachers due to their limited access to technological resources. This qualitative study employed a phenomenological approach to explore the lived experiences of six Physical Science teachers from rural South Africa during this transition. Data were gathered through semi-structured interviews, classroom observations, and document analysis. The findings reveal significant disruptions in teaching and learning processes, with a pronounced negative impact on student engagement and learning outcomes. The study highlights teachers’ adaptative measures, including using WhatsApp and other digital platforms to mitigate educational interruptions. Despite their efforts, the lack of infrastructure and digital tools severely restricted effective teaching. This research highlights the necessity of enhanced technological support and resources for rural educators to ensure resilient and adaptable educational practices in the face of future disruptions. The experiences detailed herein reflect broader implications for policy and practice, advocating for a strategic focus on closing the digital divide and supporting rural educators comprehensively. 
Determinants of Quality Jobs Among Youth: An Empirical Investigation Across Occupations in Lagos, Nigeria
Full text linkQuality jobs, a multidimensional construct, have been perceived differently in labour management literature. The view that the quality of earnings is the primary determinant of job quality has been criticized. This study, therefore, investigates the characteristics and major factors determining quality jobs among the youths in Lagos, Nigeria. Leveraging on the rational actor theory, Maslow's theory of needs, and Amartya Sen’s capability approach, four hundred (400) employees, mainly youths, across occupational sectors within Lagos, Nigeria, were sampled. Using descriptive statistics and exploratory factor analysis, the study revealed that though wage (quality of earning) is an essential factor determining youths’ perception of a job, findings revealed other vital factors that youths consider in determining quality jobs. The work environment, dignity, and workers’ protection, among others, are identified in this study as determinants of quality jobs. Far-reaching implications, both practical and policy-oriented, emerged for all stakeholders