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Ai-tutor framework for online programming courses
No full textThis research report presents the design, development and evaluation of a proposed AI-Tutor framework designed to augment the capabilities of online tutors in supporting learners in introductory programming courses. The proposed framework addresses challenges such as limited personalised feedback, debugging difficulties, and reduced learner engagement.
The study used a design science research methodology to systematically develop and evaluate the proposed AI-Tutor framework. A theoretical framework was developed to guide the design and development of the proposed AI-Tutor framework. A systematic literature review was conducted to identify the proposed framework's design criteria, components and requirements.
The proposed AI-Tutor framework incorporates features, including personalised feedback, automated debugging tools, and interactive learning activities. These features are designed to provide a more engaging and effective learning experience for learners enrolled in online IPCs.
A panel of experts evaluated the framework’s usability, practicality, and potential impact, providing qualitative feedback that informed refinements. Analysis revealed the potential to improve learner outcomes, and enhance understanding, problem-solving skills, and satisfaction.
This research contributes to the online programming education by demonstrating the AI’s potential to aid the learning experience and offering a practical framework for educators, developers and researchers seeking to enhance the online learning experience.M. Sc. (Computing)School of Computin
Investigating employee communication satisfaction in the public sector: a mixed method study at the Gauteng Department of Roads and Transport
No full textText in English with summaries in Northern SothoEmployee communication satisfaction is a well-researched phenomenon in many developed and high-income countries. The problem of ineffective communication in the workplace results in an organizational climate characterised by poor employee productivity and organizational success. More attention is required on the manifestation and implications of this phenomenon in the context of South African employees. Accordingly, the aim of this study is to explore and describe employee communication satisfaction in the Department of Roads and Transport (DRT) in Gauteng Province, South Africa. The study views employee communication satisfaction as necessary for the output and performance of employees in the department.
The study is underpinned by both the systems theory and the stakeholder theory, based on the assumption that the DRT is an organisational system in which employees are the critical stakeholders whose job performance is also dependent on the levels of employee communication satisfaction. The study has adopted the convergent mixed-methods research design approach to allow the use of both qualitative and quantitative data collection methods.
Purposive sampling was utilised for the selection of 12 participants for the qualitative part of the study, while simple random sampling was applied in the selection of 187 respondents in the study’s quantitative data collection. Descriptive statistical analysis was applied for the quantitative findings, while thematic data analysis was applied for the qualitative findings.
The study reveals that DRT employees enjoy considerable degree of communication satisfaction, albeit with deficient feedback levels. Both the qualitative and quantitative findings yielded five critically integrated thematic codes linked to DRT employee communication satisfaction levels, namely: supervisor communication; personal feedback; communication climate and organisational integration; horizontal communication; and media quality. The study concludes that more public sector longitudinal studies would enlighten management in the South African bureaucracy about the desirability of maximising employee communication satisfaction levels in order to build on a happier workforce.
The study makes a significant contribution to the body of knowledge in the field of employee communication satisfaction in public organisations through a mixed-methods approach from the perspective of employees themselves, rather than from literature-based academic abstractions only.Le ge kgotsofalo ya poledisano ya basomi e nyakisisitswe gabotse ka Yuropa, Bothata ba go hloka kgokagano mesomong bo tlisa maemo a go se be botse ka gare ga mafelo a mesomo ao a feleletsago a ama gampe maemo a tsweletso ka gare ga mesomo.Unite States le go fihla bokgoleng bjo itsego bja Asia, go nyakega sedi ye ntsi ka ga ka fao tiragalo ye e ralokago ka gona magareng ga basomi ba Afrika Borwa. Maikemisetso a thuto ye ke go nyaka go nyakisisa le go hlalosa kgotsofalo ya kgokagano ya basomi magareng ga basomi ba lefapha la mmuso la Afrika Borwa go Kgoro ya Ditsela le Dinamelwa ka Profenseng ya Gauteng (DRT) bjalo ka lefelo la nyakisiso.
Thuto e lebelela kgotsofalo ya kgokagano ya basomi e le ye e nyakegago go tsweletso le tshepediso ya basomi ka go DRT gomme ka go realo e bohlokwa go tsweletso ya kgoro. Thuto ye e somisa mokgwa wa hlakantsho wa go dumelela tshomiso ya khwalethethifi le khwanthitheithifi go ka hwetsa tse botse ka mekgwa ye ka bobedi le tlogela tse mpe tse tsedi ka tlisago ke mekgwa ye e mebedi mo nyakisisong. Thuto e somisa dipotsisonyakisiso go kgoboketsa datha le palopalotlhaloso bakeng sa karolo ya khwanthitheithifi mola dipoledisano tse di rulagantswego ka bogare sbja kgoboketso ya datha le tshekatsheko ya morero di kgethwa bakeng sa karolo ya khwalithethifi.
Thuto ye e e lebeletse mekgwa ye mebedi e lego teori ya mekgwatsepetso le teori ya batseyakarolo, go lebeletswe gore dikakanyo tsa gore DRT ke mokgwatshepetso wa mokgatlo moo e lego gore basomi ke batseakarolo ba bahlokwa kudu moo e lego gore maemo a mesomo ya bona a angwa ke magato a kgotsofalo ya dikgokagano le basomi. Thuto e utolla gore ka mekgwa ye e fapanego basomi ka DRT ba laetsa kgotsofalo ye kgolo ka dikarolong tse di fapanego ktsa kgokagano ya basomi le ge ditshwaotshwao di sa saletsego morago. Maemo a kgotsofalo a ka ba a godimo go ya ka gore bolaodi bo ela tlhoko bjang go kaonafatsa maemo a kgokagano go ya ka magoro ao a a fapanego a a go bopa tekanyo ya kgotsofalo ya kgokagano ya basomi. Dithuto tse ntsi, tse dikgolo, le tsa nako ye telele ka lekaleng la mmuso di be di tla tlisa temoso go bolaodi ka go bureaucracy ya Afrika Borwa go kganyogwa ga gore go
godisa maemo a kgotsofalo ya kgokagano ya basomi go tla aga basomi ba ba thabilego.
Thuto ye e dira kabelo ye bohlokwa go tsebo ya go kgotsofatsa ya dikgokagano ka gare ga lefelo la mosomo kudu ka go mafelo a setshaba, se se tla dirwa ka mokgwa ya go fapana go tloga go tebelelo ya basomi ka bo bona, go feta go tloga go tebelelo ya sengwalo fela.M.A. (Communication Science)Communication Scienc
Optimized calculations of breakup observables for reactions of light nuclei on targets of different masses
No full textIn this study we use the continuum discretized coupled channel (CDCC) method to
study the breakup behavior of weakly-bound nuclei Lithium-6 (6Li) and lithium-7
(7Li) during their interactions with various target masses at multiple incident energies.
The study investigates the dynamic changes and shared interactions which come
from the nuclear structure dissimilarities between lithium isotopes despite their different
ground-state binding energies. The calculated breakup cross sections of 6Li and
7Li reacting with Bismuth-209 (209Bi) respectively - that is 6Li+209Bi and 7Li+209Bi ,
depend strongly on whether resonant states are included as non-resonant components
in the coupling matrix elements. The importance of both resonant and non-resonant
continuum coupling effects grows together when projectile energy rises in all reaction
examples. Our theoretical calculations involving helium(α) , deuteron (d), triton
(t), zinc (Zn) and carbon-12 (12C) particles produced satisfactory results by matching
experimental measurements of differential elastic scattering cross sections for the
systems consisting of α+12C, d+12C,t+12C, α+64Zn, d+64Zn, α+209Bi, and d+209Bi.
The theoretical model depicts essential cluster and breakup channel components that
applied to our research. Our theoretical breakup cross section calculations match experimental
results for the 6Li+209Bi reaction throughout the examined energy spectrum.
The 7Li+209Bi reaction shows a split behavior in comparisons with the experimental
data since its center-of-mass energy exceeds Ecm = 34.0 MeV but systematically
over predicts measurements below this value. The breakup of resonant states using
non-resonant components within the coupling scheme produces significant effects on
breakup cross section calculations because appropriate resonance characterization remains
essential for accurate weakly-bound nuclear breakup modeling.M. Sc. (Physics)Physic
Mathematics teachers’ experiences in implementing the revised curriculum in Ohangwena region, Namibia
No full textText in EnglishImplementing mathematics curriculum revisions in Namibia presents substantial obstacles for teachers. This qualitative research aims to investigate mathematics teachers’ experiences implementing the revised curriculum in the Ohangwena Region, Namibia. The objectives of this study were to investigate the benefits of the revised mathematics curriculum, identify the academic support provided to teachers for its effective implementation, and determine approaches teachers could use to overcome related challenges. This study is based on two theories, Rogan and Grayson's Articulated Framework of Curricular Implementation and the Social Realism theory of Archer. A descriptive case study design was employed, utilising semi-structured interviews to gather data from seven purposively sampled MSTE heads of department and seven mathematics teachers. The data were analysed thematically using NVivo 14 software. Findings revealed that teachers' positive experiences implementing the curriculum were due to the benefits of the curriculum such as the improvement in learners’ and teachers’ knowledge and critical thinking, increased learner participation, and an inclusive curriculum that prepares learners for university as well as new essential knowledge and skills that improved the standards for Namibia's general education system. Teachers’ positive experiences also resulted from their support, which included workshops, resources, a social media page, and new teachers. Teachers' difficulties implementing the updated mathematics curriculum led to their undesirable experiences. These obstacles include a challenging curriculum for teachers and learners, learning resource scarcity, a heavy workload, inadequate training, insufficient teaching time, crowded classrooms, unmotivated learners, learners' inadequate prior knowledge, learners' promotion standards issues, and a lack of community support. This study recommends sufficient educational resources and teacher training, longer instruction time, teacher consultation when developing curricula, motivating learners, and community support. This research advances our knowledge of the difficulties teachers face when implementing mathematics curriculum reforms, offering critical insights for policymakers and curriculum designers to manage these obstacles and increase the efficacy of future reforms. The study makes a unique contribution by providing context-specific insights into the realities of curriculum implementation in rural Namibian schools, which are underrepresented in current literature. Additionally, the study emphasises the necessity of policies that address how the Ministry of Education distributes funds and resources to schools to improve educational outcomes. Hence, teachers' curriculum implementation challenges must be effectively addressed to ensure successful implementation and improve learners' academic achievement.D. Phil. (Curriculum and Instructional Studies)College of Educatio
Enhancing data quality and information use in routine health information systems : the case of the Federal Ministry of Health, Ethiopia
No full textBackground
eHealth leverages ICT tools like EMRs and RHIS to improve healthcare delivery. In Ethiopia and other LMICs, RHIS enhance data management and community health programs. However, challenges persist including system fragmentation, poor data quality, and staff shortages. Ethiopia additionally faces duplication in systems and weak policy implementation, undermining its health investment. This study examined these barriers through interviews with personnel from the Addis Ababa City Administration Health Bureaus, proposing a customized framework to strengthen RHIS data quality and utilization for more effective healthcare decision-making.
Methodology of Study
This study utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews, focus group discussions, and document reviews to evaluate eHealth and RHIS perceptions among health information technicians (HITs) and decision-makers—including program managers and directors—within Ethiopia's Federal Ministry of Health (FMOH). The Technology Assessment Model (TAM) and Performance of Routine Health Information System (PRISM) frameworks were the conceptual frameworks guiding the research. Data’s were collected from 174 of the study participants of HIT and decision makers. Quantitative data were analyzed using SPSS 26, while qualitative data were examined using NVivo 12 software. Ethical approval was obtained, and participants provided informed consent, ensuring confidentiality and voluntary participation.
Findings The study's findings were organized into four phases: Phase I, among its highlights, it included the finding that 63% of health information technicians reported data quality challenges (such as incomplete records and poor data recording practices), and 40% of facilities reported regular use of data for services improvements at the facility level; Phase II exposed critical training gaps among decision-makers in RHIS/eHealth applications; Phase III the finding related to systemic challenges in Ethiopia's eHealth systems (including fragmentation and coordination issues) despite substantial investment; and Phase IV a framework called the Theory of Change framework was developed addressing job satisfaction, data practices, and performance management to enhance RHIS data quality and utilization, offering a tool which can be used in efforts to address the challenges in Ethiopia's health information systems.
Conclusions and Recommendations
The study developed a Theory of Change framework to strengthen Ethiopia’s RHIS through better data management, information-use culture, and adaptable strategies. There was a contribution in the theoretical, methodological and practical aspects. Key recommendations include boosting staff motivation, training, and data-use discussions while tackling system fragmentation. The framework stresses continuous capacity building for decision-makers as well as HITs, the framework can be considered for other similar low-resource settings.Ph. D. (Information Systems)Information Scienc
Teachers and learners’ use of blended learning after Covid-19 pandemic in secondary schools in Tshwane West District in Gauteng Province
No full textAbstract in English with Northern Sotho and Venda translationsThe prevalence of the Covid-19 pandemic negatively affected the day-to-day operation of various educational institutions all over the world. This disruption led teachers and learners to explore new ways of teaching and learning. After the Covid-19 lockdown, the application of blended learning in education became remarkable in maintaining teaching and learning, especially in secondary schools.
The main aim of this study was to investigate teachers and learners’ experiences on the implementation of blended learning after the Covid-19 pandemic in secondary schools in the Tshwane West District in the Gauteng Province. The Complex Adaptive Blended Learning System framework was applied, and five secondary schools were selected for this study. A mixed methods approach was followed, where a convergent parallel design was applied to collect qualitative and quantitative data. For the qualitative part, semi-structured interviews were conducted with 10 conveniently sampled secondary school teachers. A questionnaire was used to collect quantitative data from 334 learners, who were randomly sampled from the five selected secondary schools. Thematic analysis and descriptive statistics using the Statistical Package for the Social Sciences version 28 were used to analyse the data.
The results of this study revealed that teachers and learners demonstrated positive experiences with the use of blended learning after the Covid-19 pandemic’s outbreak. Both teachers and learners valued the increased level of interaction provided by blended learning. However, they experienced challenges such as the unaffordability of data bandwidth and the lack of training on the use of various online learning platforms, and this hindered the effective implementation of blended learning. This led to the over-reliance on the WhatsApp platform by teachers and learners to carry out blended learning activities. The study recommended that the Gauteng Department of Education and secondary schools should develop policies that outline comprehensive and sustainable support structures to empower teachers and learners, so that they can integrate technology effectively and meaningfully into their blended learning practices. The literature brought into light that most research examined blended learning that combined online and in-person instruction. This study significantly advances our knowledge of how teachers and learners enhance their blended learning experiences by integrating asynchronous learning resources with real-time synchronous learning. The study's conclusions also produced insightful information on how teachers and learners use technology to support blended learning through a variety of online learning platforms.Tiragalo ya leuba la Covid-19 e amile gampe tshepedišo ya letšatši le letšatši ya dihlongwa tša thuto lefaseng ka bophara. Tšhišinyo ye e dirile gore barutiši le baithuti ba nyakišiše mekgwa ye meswa ya go ruta le go ithuta. Ka morago ga kiletšo ya mosepelo ya Covid-19, tirišo ya thuto ye e kopantšwego thutong e bile bohlokwa mo tšwetšopeleng ya go ruta le go ithuta, kudu dikolong tša sekontari.
Maikemišetšo a nyakišišo ye e be e le go nyakišiša maitemogelo a barutiši le baithuti a phethagatšo ya thuto ye e kopantšwego ka morago ga leuba la Covid-19 dikolong tša sekontari ka Seleteng sa Bodikela bja Tshwane ka Profenseng ya Gauteng. Foreimiweke ya Mokgwa wa Thuto ye e Kopantšwego wa Phetogo ye Raraganego e šomišitšwe, gomme dikolo tše hlano tša sekontari di kgethetšwe nyakišišo ye. Mokgwa wa mekgwa ye e kopantšwego o latetšwe, moo go šomišitšwego tlhamo ya papetšo ye e kopanago go kgoboketša datha ya khwalithethifi le ya khwanthithethifi. Go karolo ya khwalithethifi, dipoledišano tša thulaganyo ya seripa di dirilwe ka barutiši ba 10 ba dikolo tša sekontari bao ba sampotšwego. Lenaneopotšišo le šomišitšwe go kgoboketša datha ya khwanthithethifi go tšwa go baithuti ba 334, bao ba sampotšwego ka go se kgethe go tšwa dikolong tše hlano tša sekontari tše di kgethilwego. Tshekatsheko ya morero le dipalopalo tša tlhalošo ka go šomiša Phaketše ya Dipalopalo ya Mahlale a Leago phetolelo ya 28 di šomišitšwe go sekaseka datha.
Nyakišišo ye e utolotše gore barutiši le baithuti ba bontšhitše maitemogelo a mabotse ka tšhomišo ya thuto ye e kopantšwego ka morago ga go phulega ga Covid-19. Bobedi barutiši le baithuti ba tšeetše godimo maemo a oketšegilego a tšhomišano ao a filwego ke thuto ye e kopantšwego. Le ge go le bjalo, ba itemogetše ditlhohlo tša go swana le go se kgone go fihlelelwa ga bandwidth ya datha le tlhokego ya tlhahlo ka ga tšhomišo ya diforamo tša go fapafapana tša thuto ya onelaene, tšeo di šitišitšego phethagatšo ye e šomago gabotse ya thuto ye e kopantšwego. Se se dirile gore barutiši le baithuti ba ithekge kudu ka WhatsApp go phethagatša mešongwana ya thuto ye e kopantšwego. Nyakišišo e šišinya gore Kgoro ya Thuto ya Gauteng le dikolo tša sekontari di swanetše go hlama melawana yeo e hlalošago dibopego tša thekgo tše di akaretšago le tša go ya go ile go matlafatša barutiši le baithuti go kopanya theknolotši ka bokgoni le ka mohola mekgweng ya bona ya thuto ye e hlakantšwego. Dingwalo di tšweleditše nyanyeng gore bja dinyakišišo bo sekasekile thuto ye e
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kopantšwego yeo e kopanyago thuto ya Onelaene le ya motho ka noši. Nyakišišo ye e tšwetša pele kudu tsebo ya rena ya ka moo barutiši le baithuti ba oketšago maitemogelo a bona a thuto ye e kopantšwego ka go kopanya methopo ya thuto ya go se sepetšane le thuto ya go sepetšana le nako ya nnete. Gape nyakišišo ye e tšweleditše tshedimošo ye e nago le temogo ya ka moo barutiši le baithuti ba šomišago theknolotši go thekga thuto ye e kopantšwego ka diforamo tša go fapafapana tša thuto ya onelaene.Ku hangalaka ka ntungu wa Covid-19 ku ve na switandzhaku swo biha leswi kavanyeteke matirhelo ya siku na siku eka swiyenge swa dyondzo emisaveni hinkwayo. Nkavanyeto lowu wu endlile leswaku vadyondzisi na vadyondzi va valanga tindlela tintshwa to dyondza na ku dyondzisa. Endzhaku ka ku yimisiwa ka migingiriko hinkwayo ya tiko hikwalaho ka ntungu wa Covid-19, ku tirhisiwa ka madyondzelo ya nhlanganiso eka dyondzo swi ve swa nkoka ku yisa emahlweni ku dyondzisa na ku dyondza, ngopfu-ngopfu eka swikolo swa tisekondari.
Dyondzo leyi yi kongomisiwile eka ku lavisisa mintokoto ya vadyondzisi na vadyondzi eka ku tirhisa madyondzelo ya nhlanganiso endzhaku ka ntungu wa Covid-19 eswikolweni swa tisekondari eXifundzeni xa Vupeladyambu bya Tshwane eka Xifundzankulu xa Gauteng. Rimba ro nonohwa ra ntolovelo wa madyondzelo ya nhlanganiso ri tirhisiwile, naswona swikolo swa ntlhanu swa tisekondari swi hlawuriwile eka dyondzo leyi. Goza ra endlelo ro katsakanya ri landzeleriwile, laha ku tirhisiweke nkunguhato wo koxometa nkongomelo ku hlela vuxokoxoko bya xiyimo na bya tinhlayonhlayo. Eka xiphemu xa vuxokoxoko bya xiyimo, mbulavurisano wa swivutiso swo pfuleka wu endliwile na vadyondzisi va 10 lava hlawuriweke hi ndlela yo olova ku suka eka swikolo swa tisekondari. Nxaxameto wa swivutiso wu tirhisiwile ku hlengeleta vuxokoxoko bya tinhlayonhlayo eka 334 wa vadyondzi, lava hlawuriweke handle ka swipimelo ku suka eka ntlhanu wa swikolo swa tisekondari leswi hlawuriweke. Nhlelo wa tinhlokomhaka na wa nkoxometo wa tinhlayonhlayo hi ku tirhisa Tinhlayonhlayo to Angarhela eka Tisayence ta Mahanyelo ya Vanhu ta xivumbeko xa 28 wu tirhisiwile ku hlela vuxokoxoko.
Dyondzo leyi yi paluxile leswaku vadyondzisi na vadyondzi va kombisile mintokoto ya kahle eka ku tirhisiwa ka madyonzelo ya nhlanganiso endzhaku ka ntungu wa Covid-19. Vadyondzisi na vadyondzi va tekerile enhlokweni nkoka wa ku andza ka mburisano lowu tumbulukeke hikwalaho ka madyondzelo ya nhlanganiso. Hambiswiritano, va hlanganile na mintlhontlho yo fana na ku ka va nga fikeleli minxavo ya datha na nkayivelo wa ndzetelo ku tirhisa swivandla swo hambanahambana swo dyondza eka inthanete, leswi kavanyeteke ku tirhisiwa hi ndlela ya kahle madyondzelo
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ya nhlanganiso. Leswi swi endlile leswaku vadyondzisi na vadyondzi va tshembela ngopfu eka WhatsApp ku endla migingiriko ya madyondzelo ya nhlanganiso. Dyondzo leyi yi bumabumerile leswaku Ndzawulo ya Dyondzo ya Gauteng na swikolo swa tisekondari va fanele ku tumbuluxa tipholisi leti hlavutelaka swivumbeko swa nseketelo leswi heleleke leswi nga ta heta nkarhi wo leha ku nyika matimba eka vadyondzisi na vadyondzi ku tirhisa thekinoloji hi ndlela leyinene na nhlamuselo ya maendlelo eka mintolovelo ya vona ya madyondzelo ya nhlanganiso. Matsalwa ya humeserile erivaleni leswaku mindzavisiso yo tala yi kambisisile madyondzelo ya nhlanganiso lawa ya katsaka ndzetelo wa le ka inthanete ni wa munhu-hi-xiyexe. Dyondzo leyi yi yisa emahlweni swinene vutivi bya hina bya ndlela leyi vadyondzisi na vadyondzi va ndlandlamuxaka mintokoto ya vona ya madyondzelo ya nhlanganiso hi ku hlanganisa dyondzo ya nkarhi wa xiviri leyi leteriwaka hi nkarhi na switirhisiwa swo dyondza eka inthanete. Dyondzo leyi yi tlhela yi humesa vuxokoxoko byo enta bya ndlela leyi vadyondzisi na vadyondzi va tirhisaka thekinoloji ku seketela madyondzelo ya nhlanganiso hi ku tirhisa swiyenge swo hambanahambana swo dyondza eka inthanete.D. Phil. (Education (Educational Technology)
The scope of academic dishonesty and integrity amongst nursing students at Welwitchia Health Training Centres in Namibia: a comparative study
No full textText and abstract in EnglishBackground: It is disheartening to note that academic dishonesty (AD) is a common issue globally, including in the nursing field. Research has shown that between 75% and 98% of students worldwide engage in dishonest practices, such as cheating on written assignments and tests, plagiarising content, forging signatures in practical books, and even recording treatments that were never administered to patients. In Namibia, there is a lack of statistical data on AD, which makes it challenging to determine the prevalence in both colleges and universities. This study aimed to investigate the scope of academic dishonesty and integrity among nursing students at the Welwitchia Health Training Centre in Namibia.
The objectives of the study were to determine the prevalence of AD and academic integrity (AI) among nursing students at Welwitchia Health Training Centre (WHTC) and recommend ways of reducing it; identify contextual and individual factors that influence academic dishonesty among nursing students at WHTC; obtain lecturers and social workers’ perspectives on contextual and individual factors that influence academic dishonesty among nursing students at WHTC and develop training interventions to be implemented in Namibia regarding academic dishonesty among nursing students to enhance academic integrity and inculcate positive professional behaviour.
Methods: Both quantitative and qualitative research methods were applied through a convergent mixed-methods design. Disproportionate stratified sampling was applied to select participants for the survey. Self-reported survey questionnaires were used to collect quantitative data from 25 lecturers and 198 students. For the qualitative study, purposive sampling was used, and in-depth interviews were conducted with nine lecturers, 25 students and two social workers. Data were gathered between March and April 2022. The quantitative data were examined using SPSS version 29.0. Furthermore, frequency counts, percentages and a two-way ANOVA were employed to explore the connection between variables. Qualitative data were processed through thematic analysis, which helped generate themes and sub-themes. Ethical approval was obtained from the Unisa College of Education Ethics Review Committee.
Findings: The research found widespread prevalence (60%) of AD among nursing students at WHTC. Cited reasons for committing AD included having responsibilities at home (31%), forgetting the answers (20%), inability to answer (18%), not understanding the topic (17%), not wanting to fail (6%), not informed about the test (4%), other reasons (3%), and to get high marks (1%). Common ways participants used to commit AD included electronic crib notes (stored in a PDA, phone, or calculator) to deceive during assessment or examinations (18%), replicating another student's work during an assessment without their awareness (24%), cheating during examinations or assessment (15%), helping other nursing students to cheat on their tests (26%), copying from another student during a test without his or her knowledge (18%), and handing in work done by someone else (9%). Reasons for committing AD emerging from the qualitative study included the forging of signatures due to being under pressure with the hours that they need to complete in a very short period, being overwhelmed, quicker ways to complete academic tasks within tight deadlines, and a lack of adequate preparation.
Conclusion and Recommendations: Findings from interviews with students, lecturers and social workers reveal a concerning increase in AD among student nurses at WHTC attributed to multifaceted factors. It is, therefore, necessary to implement strategies such as educational programmes that emphasise the negative impacts of AD and reduce the work overload of students to mitigate AD and enhance AI. These findings reveal the need to introduce and enforce strict invigilation measures during tests and examinations. In addition, it is essential to develop and implement comprehensive academic integrity policies that clearly define acceptable and unacceptable academic behaviours to enhance AI and mitigate AD.PhD Education (Socio-Education
Teaching strategies used to teach data handling in grade 10 : a case of two schools in the Bojanala District in Rustenburg
No full textThe aim of this study was to investigate the effectiveness of teaching strategies for Grade 10 Data Handling with a particular focus on improving performance in South Africa, where learners continue to struggle despite various educational interventions. Poor results in Mathematics, particularly in Data Handling, have become a significant concern, especially in the Bojanala district of North West Province. Although teachers in this region are committed and support learners, the issue of low performance persists.
This study employed a mixed-methods research design to evaluate the effectiveness of various teaching methods. The study population comprised two teachers and Grade 10 learners from two selected schools in the Bojanala District. A total of 60 learners participated, with 30 learners assigned to the experimental group and 30 to the control group. To ensure the sample captured a wide range of perspectives on teaching strategies for teaching Grade 10 Data Handling, a simple random sampling method was employed. Pre-tests and post-tests were administered to measure learners' understanding of the concepts. Data were collected through semi-structured interviews and lesson observations. These methods were employed in alignment with the hypothesis to gather comprehensive insights into the effectiveness of the teaching strategies.
The results revealed a significant improvement in the experimental group's performance, where the intervention had a greater impact than the control group. This suggests that the experimental group developed a more comprehensive understanding of Data Handling concepts as a result of the intervention. The post-test scores supported this finding, with the experimental group's mean score increasing to 18.83, while the control group scored 16.30, showing a significant difference (t = -1.1032; p = 0.04) at a 95% confidence level. The experimental group's substantial progress, reflected in an 11.53-point increase from the pre-test to the post-test, contrasted with the control group's 8.8-point improvement, indicating that although the control group showed improvement, the intervention had a more pronounced effect on the experimental group. This highlights the effectiveness of the intervention, particularly in areas where the learners initially struggled. These findings suggest that targeted interventions led to significant improvements in learners' understanding of challenging concepts, highlighting the potential value of incorporating such strategies in similar educational settings.
Qualitative analysis of the outcomes revealed that the use of Collaborative Group Work significantly enhanced learner engagement and performance in Data Handling tasks within the experimental group. Learners in this group demonstrated more active participation and improved problem-solving skills.
The study also highlighted the effectiveness of blending George Polya's Problem-solving strategies with Vygotsky's theories in a CGW environment for teaching Data Handling at the Grade 10 level. These strategies enhanced academic performance and fostered a deeper understanding of data related concepts, which are crucial in today’s data-driven world. The findings suggested that the combined use of CGW, Polya’s PS approach, and Vygotsky's collaborative learning principles could significantly improve the teaching and learning of DH in Grade 10M. Ed. (Mathematics Education)College of Educatio
Paper dreams: representations of working-class women in selected dime novels by Laura Jean Libbey, Alice Fleming, and Geraldine Fleming, 1880-1900
No full textThis thesis offers a critical analysis of the representations of working-class women in dime novels by Laura Jean Libbey, Alice Fleming, and Geraldine Fleming. The dime novel genre, published between 1861 and 1920, was a widely read, influential form of literature that included multiple subgenres. By concentrating on novels with a working female protagonist, this thesis exposes and critiques the prevailing gendered, classed, and racialised structures and assumptions that determined the characterisation and aspiration of female characters. By examining how the selected authors represent the working woman in their novels as driven to succeed, virtuous, intelligent, and beautiful, the work identifies how the protagonists resist other structures of power and privilege. Recognising the gap in scholarly research regarding the working-girl dime novel, this work seeks to add to the study of this subgenre through a close examination of Leonie Locke; Or, the Romance of a Beautiful New York Working Girl (Libbey 1884); Only A Working Girl, Or, Her Heart’s Tragedy (Fleming 1895); Because She Loved Him; Or, How Will It End? (Fleming 1885); and Pretty Madcap Dorothy, Or, How She Won a Lover (Libbey 1891). This thesis will directly impact the study of literature written about women, and by women, in the late nineteenth and early twentieth centuries, supporting continued interest in literature written during feminism’s “First Wave.” As digitisation facilitates increased engagement, these findings will be at the forefront of an anticipated surge in scholarship on dime novels.Ph.D. (Languages, Linguistics and Literature)Linguistics and Modern Language
The impact of PhET simulations on the teaching and learning of natural sciences in Grade 7 classrooms
No full textThis study examined the impact of Physics Education Technology (PhET) simulations on
the teaching and learning of natural sciences in Grade 7 classrooms. While prior research
has often focused on isolated topics, few studies have investigated the concurrent use of
simulations across all strands in an integrated curriculum. Guided by constructivist and
sociocultural learning theories, particularly Vygotsky’s concept of the Zone of Proximal
Development and the related notion of scaffolding, the study explored how interactive
simulations support conceptual development through learner engagement and teacher
mediation.
To address this gap, a pragmatic, mixed-methods case study was conducted in three
purposively selected primary schools within the Capricorn South District’s Kgakotlou
Circuit. Data were collected through pre- and post-tests, teacher questionnaires, and
classroom observations using the Reformed Teaching Observation Protocol (RTOP).
Quantitative data were analysed using t-tests, ANOVA, and chi-square tests, while
qualitative insights were generated through coding, clustering, and exploratory correlation
analysis.
Findings revealed that simulations significantly enhanced learners’ conceptual
understanding, particularly within the planet Earth and beyond strand. The substantial
gains occurred in classrooms where simulations were integrated into learner-centred,
scaffolded teaching practices. Further analysis of RTOP this time, within-teacher RTOP
analyses, revealed that PhET simulations enhanced teaching quality across domains,
promoting engaged, learner-centered instruction. Although strong, reformed teaching
was possible without simulations, the inclusion of PhET added measurable value by
fostering interactive, engagement-driven pedagogy.
The study concludes that PhET simulations can meaningfully enrich science education.
However, their effectiveness depends on deliberate pedagogical integration rather than
the technology aloneM. Sc. (Science Education)Science and Technology Educatio