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South African Lecturers’ Views of ChatGPT: An AI Technology Used for Designing Online Assessments
No full textEven while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the introduction of ChatGPT, a Chat Generative Pre-Trained Transformer, since its launch in November 2022. The focus of this study is to investigate the potential of ChatGPT to assess student-teacher learning, which looks at its use for online assessments in South Africa. It emphasizes South African lecturers’ views of ChatGPT, an AI technology used for designing online assessments. The expansion of online assessments has brought about various adaptable tools and techniques, and ChatGPT provides benefits, including real-time interaction and personalized responses. Nevertheless, problems such as prejudices and circumstantial limitations still exist. Notwithstanding this, ChatGPT does well at assessing critical thinking by examining evidence-based reasoning and logical reliability. When integrating ChatGPT, ethical deliberations such as algorithmic transparency, data security, and privacy are crucial. Ten participants participated in a qualitative study that examined ChatGPT's effects on online assessment and student-teacher relationships using the Community of Inquiry (CoI) model. By presenting lecturers with AI-driven techniques and promoting innovation and technology integration, participants highlight their impact in promoting professional development. As a cooperative tool, ChatGPT offers tailored feedback, detailed instructions, and culturally appropriate rubrics that encourage critical thinking and introspection. It is essential, however, to contextualize its application to combat biases and cultural twists within the African educational environment. This ensures that rather than replacing student-teachers' knowledge, AI supports them using inclusive and valuable assessments.Curriculum and Instructional Studie
The effects of metacognitive strategies on grade 8 English as a foreign language learners’ reading comprehension achievement in the Amhara region in Ethiopia
No full textAbstract and text in EnglishThis study investigated the effect of metacognitive strategy instruction on reading comprehension among Grade 8 EFL learners in public upper primary schools in Debre Birhan, Ethiopia. While research has explored this topic more broadly, there is limited evidence for this specific learner group. To address this gap, a 12-week quasi-experimental design compared an experimental class that received explicit metacognitive training with a control class that received standard reading instruction. Pre and posttest results, metacognitive awareness questionnaires, and focus group discussions revealed statistically significant improvements in the experimental group’s reading comprehension compared to the control group. Students who received strategy training demonstrated enhanced abilities to plan, monitor, and evaluate their reading, leading to stronger comprehension outcomes, more intentional reading behaviours, and increased learner confidence. Qualitative findings further confirmed that students became more reflective and better equipped to regulate their learning processes. These results contribute to language learning literature by demonstrating the value of systematic metacognitive training in EFL classrooms. They provide practical guidance for curriculum design, teacher education, and literacy policy by highlighting how strategy-based instruction can foster self-regulated, reflective learners. Future research should continue to explore effective ways for teachers to embed metacognitive strategies into everyday reading instruction.D. Phil. (Language, Linguistics and Literature)Linguistics and Modern Language
The failure of community education and training college to develop employment skills among adult education students in Limpopo
No full textAbstract in English, Setswana, IsiZulu and SepediIn response to the persistent skills shortages among young people, the South African government introduced community education through Community Education and Training Colleges (CETCs), with Community Learning Centres (CLCs) serving as delivery sites. However, CLCs had difficulties in implementing programmes for skills development and vocational skills training in Limpopo Province, which has limited youth employment opportunities. This study investigated the factors contributing to the failure of CLCs in Limpopo to develop employment-related skills among adult education students. This study examined the challenges the CLCs encountered while implementing vocational training. The study was underpinned by the Human Capital Theory, which emphasises the importance of education and training in skills development and economic progress. To explore the participants' lived experiences, a qualitative research approach utilising phenomenology as a research design was used within the interpretivist paradigm. Ten former CLC students, five centre managers, five adult education lecturers, and the CETC principal of Limpopo Province were sampled for the study. Semi-structured interviews, observation and document analysis were used to gather data, which were then subjected to Braun and Clarke’s thematic data analysis approach. The literature review's conclusions showed that community colleges around the world get government support and tailor their curricula to the demands of the local labour market, frequently with the help of industrial collaborations. On the contrary, vocational skills training was not fully integrated into South African CETCs. Community colleges around the world have effectively decreased youth unemployment by emphasising skills development. According to the findings, Limpopo CLCs prioritised academic disciplines that were irrelevant to students' requirements over employment-oriented skills training. After completing high school, many students enrolled in CLCs to acquire vocational skills, but they were disappointed by the lack of such programmes. This was mostly caused by a lack of proper infrastructure, trained lecturers and equipment in all the participated centres. Furthermore, all the centres that participated in the study lacked funding, had no vocational skills training and were housed in premises that were either borrowed or in poor condition. The government's assistance was inadequate, with no proper monitoring of resources or programme implementation. Owing to lack of interest, many students dropped out and attendance was extremely low. While managers and instructors felt underappreciated and unable to effect significant change, former students had difficulty finding employment. The results show that to guarantee that CLCs effectively contribute to youth employment and skills development in Limpopo, there is an urgent need for vocational skills training, sufficient finance and improved institutional support. Based on these findings, the report suggests that Limpopo CETC implement inexpensive vocational skills programmes like sewing, baking and atchaar-production by utilising volunteer knowledge, business collaborations and community donations. The delivery of vocational programmes should be strengthened through regular monitoring and support. To increase enrolment and sustainability, it is also necessary to change public perceptions of CLCs through awareness campaigns, community partnerships and skills-based programmes. Limpopo Province youth may benefit from these efforts by having better access to job opportunities and skill development.Ka go tsibogela tlhaelo ya bokgoni jo bo tswelelang go nna teng batšheng, puso ya Aforika Borwa e tsentsetirisong thuto ya baagi ka tiriso ya Dikholetšhe tsa Thuto le Katiso ya Baagi (CETC), mme Disenthara tsa go Ithuta tsa Baagi (CLC) di dira jaaka mafelo a thebolo. Le fa go ntse jalo, diCLC di ne tsa itemogela mathata a go diragatsa mananeo a tlhabololo ya bokgoni le katiso ya bokgoni jwa tiro ya diatla kwa Porofenseng ya Limpopo, eo e nang le ditšhono tse di lekanyeditsweng tsa go thapiwa ga batšha. Thutopatlisiso e e ne ya batlisisa dintlha tse di nang le seabe mo go palelweng ga diCLC kwa Limpopo go tlhabolola bokgoni jo bo amanang le tiro magareng ga baithuti ba thuto ya bagolo. Thutopatlisiso e tlhatlhobile dikgwetlho tseo diCLC di lebaganeng le tsone fa di diragatsa katiso ya tiro ya diatla. Thutopatlisiso e ne ya kaela ke Tiori ya Bothapi jwa Badiri, eo e gatelelang botlhokwa jwa thuto le katiso mo tlhabololong ya bokgoni le tsweletso ya ikonomi. Go sekaseka maitemogelo a batsayakarolo ba fetileng mo go one, mokgwa wa thutopatlisiso wa khwalitheithifi o o dirisang fenomoloji jaaka moakanyetso wa patlisiso o ne wa dirisiwa mo teng ga sekao sa tlhaloso. Baithuti ba ba lesome ba CLC ba pele, batsamaisi ba disenthara ba le batlhano, batlhatlheledi ba thuto ya bagolo ba batlhano, le mogokgo wa CETC wa Porofense ya Limpopo ba dirisitswe jaaka sampole ya patlisisothuto e. Ditherisano tse di rulagantsweng ka bontlhabongwe, ditemogo le tshekatsheko ya ditokomane di ne tsa dirisiwa go kokoanya datha, mme di ne tsa fetisiwa mo go mokgweng wa tshekatsheko ya datha ya timatiki ya Braun le Clarke. Diphitlhelelo tsa tshekatsheko ya dikwalo di supile fa dikholetšhe tsa baagi mo lefatsheng ka bophara di fitlhela tshegetso ya puso mme gape di bopa dikharikhulamo tsa tsone go ya ka ditlhoko mmaraka wa selegae wa badiri, nako le nako ka thuso ya tirisanommogo ya madirelo. Go na le moo, katiso ya bokgoni jwa tiro ya diatla e ne sa kopanngwa ka botlalo le mo teng ga diCETC tsa Aforika Borwa. Dikholetšhe tsa baagi lefatsheng ka bophara di fokoditse sentle botlhokatiro jwa batšha ka go gatelela tlhabololo ya bokgoni. Go ya ka diphitlhelelo, diCLC tsa Limpopo di ne tsa baya kwa pele boitseanape jwa seakademiki jo bo maleba go ditlhokegong tsa baithuti go na le go katiso ya bokgoni jo bo ikaegileng mo bothaping. Fa ba se na go fetsa dithuto tse digolwane, baithuti ba le bantsi ba ikwadisetsa dithuto kwa diCLC go bona bokgoni jwa tiro ya diatla, efela ba ne ba swabiswa ke tlhaelo ya mananeo a a jalo. Se se bakilwe thata ke tlhaelo ya didiriswa tse di tlhomameng, batlhatlheledi ba ba katisitsweng le didiriswa kwa disenthareng tsotlhe tse di tsayang karolo. Godimo ga moo, disenthara tsotlhe tse di neng di tsaya karolo mo patlisisothutong di ne di tlhoka madi, di ne di se na katiso ya bokgoni jwa diatla mme gape di beilwe kwa mafelong a a adimilweng kgotsa a leng mo maemong a a tlhobaetsang.
Thuso ya puso e ne e sa lekana ebile e se na tsenyotirisong e e tlhokometsweng kgotsa e se na lenaane. Ka ntlha ya go tlhoka dikgatlhego, baithuti ba le bantsi ba ne ba tlogela dithuto tsa bone mme tseokarolo mo dithutong e ne ya ya kwa tlase go le maswe. Le fa batsamaisi le barutisi ba ne ba ikutlwa ekete ga ba sa na mosola le gore ba palelwa ke go tlisa phetogo, baithuti ba pele ba ne ba itemogela mathata a go thapiwa mo ditirong. Dipholo di supa gore go re diCLC di thuse sentle ka tlhabololo ya bokgoni le go thapiwa ga batšh mo ditirong kwa Limpopo, go na le tlhokego ya tshoganyetso ya katiso ya bokgoni jwa tiro ya diatla, matlole a a lekaneng le tshegetso ya setheo e e tokafaditsweng. Go tswa mo diphitlhelelong tse, pego e tshwaela gore CETC ya Limpopo e tsenyetirisong mananeo a bokgoni jwa tiro ya diatla jaaka go roka, go baka le go itirela atšha ka go dirisa kitso ya baithaopi, tirisanommogo le dikgwebo le meneelo ya baagi. Thebolo ya mananeo a tiro ya diatla a tshwanetse go natlafadiwa ke tlhokomelo le tshegetso tsa ka metlha. Go oketsa ikwadiso le tswelelopele, go botlhokwa gape go fetola dikgopolo tsa setšhaba ka ga diCLC ka go dira dikhampheini tsa Kitsiso, tirisanommogo le baagi le mananeo a a ikaegileng mo bokgoning. Batšha ba Limpopo ba ka tswela mosola ke se ka go bona ditšhono tsa tiro le tlhabololo ya bokgoni e e tokafaditsweng.Ukuze kubhekwane nokuntuleka kwamakhono okudla lubi entsheni, uhulumeni waseNingizimu Afrika wethule uhlelo lwemfundo yomphakathi ngaphansi kwamaKolishi Ezemfundo Nokuqeqesha Emiphakathini (amaCETC), kanjalo nangeZikhungo Ezifundisa Umphakathi (amaCLC) ezisebenza njengezakhiwo zokufundisa. Kepha-ke, amaCLC ahlangabezane nezingqinamba ekuqaliseni izinhlelo zokuthuthukiswa nokuqeqeshwa ngamakhono emisebenzi eSifundazweni saseLimpopo, okwenze amfimfa amathuba omsebenzi entsheni. Lolu cwaningo luhlose ukuphenya ngemithelela edala ukuba amaCLC eLimpopo ahluleke ukuthuthukisa amakhono anokuhlobana kulabo bafundi asebekhulile ngeminyaka yobudala. Lolu cwaningo luhlola izinselelo ezibhekana namaCLC ngesikhathi ezama ukuqalisa ukuqeqeshwa ngokwemisebenzi yezandla. Lolu cwaningo lwenziwe ngokohlelo lweHuman Capital Theory, egcizelela ukubaluleka kwemfundo nokuqeqeshwa ekuthuthukisweni kwamakhono kanye nenqubekela phambili kwezomnotho. Ukuze sithole ukuthi ababambiqhaza banaluphi ulwazi, kuye kwasetshenziswa ucwaningo lokuhlola iqophelo ngokusebenzisa indlela engavamile yocwaningo ngokuhambisana nohlelomqondo oluhumushayo. Isampula yalolu cwaningo yenziwe ngokusebenzisa labo ababengabafundi abayishumi bakuCLC, abaphathi besikhungo abahlanu, othisha bemfundo yabadala abahlanu, kanye nothishanhloko weCETC esifundazweni saseLimpopo. Imininingo iqoqwe ngokusebenzisa izinhlolovo ezivulelekile, ukubhekwa kanye nokuhlaziywa kwemibhalo, kwase kusetshenziswa indlela kaBraun noClarke ukuze kuhlaziywe imininingo. Imiphumela yokubuyekezwa kwezincwadi iveza ukuthi amakolishi omphakathi emhlabeni jikelele athola ukwesekwa nguhulumeni aphinde ahlele izinhlelo zemfundo yawo ngokubhekelela lokho okuyisidingo ezimakethe zezemisebenzi yendawo, nokuvame ukwenzeka ngosizo lokubambisana kwezimboni. Ngakolunye uhlangothi, ukuqeqeshwa ngamakhono omsebenzi akuzange kuhlanganiswe ngokugcwele namaCETC aseNingizimu Afrika. Amakolishi omphakathi emhlabeni jikelele eselehlisile izinga lokungasebenzi kwentsha ngokuqhakambisa ukuthuthukiswa kwamakhono. Ngokwemiphumela yocwaningo, amaCLC aseLimpopo abeka eqhulwini izifundo ezingahambisani nezidingo zabafundi kwaze kwaba ngaphezu koqeqesho lwamakhono omsebenzi. Ngemva kokuphothula isikole samabanga aphezulu, abafundi abaningi babhalisa kumaCLC ukuze bathole amakhono omsebenzi, kodwa bathola ukudumala ngenxa yokweswelakala kwalezo zinhlelo abazidingayo. Lokhu kudalwe kakhulu ukuntuleka kwengqalasizinda efanele, othisha abaqeqeshiwe kanye nezinsiza kuzo zonke izikhungo ezibambe iqhaza. Ngaphezu kwalokho, zonke izikhungo ezibambe iqhaza ocwaningweni azinalo uxhaso lwezimali olwanele, azinalo uhlelo lokuqeqeshwa ngamakhono emisebenzi futhi zitholakala ezindaweni ezazibolekiwe noma ezisesimweni esingesihle. Usizo lukahulumeni alwenele, nendlela yokuqapha izinsiza nokuqaliswa kwezinhlelo zokufundisa akugculisi. Ngenxa yokwehla kwentshisekelo, abafundi abaningi bashiya phakathi kanti nenani labafundi lehle kakhulu. Nakuba abaphathi nothisha bezizwa bengatuswa futhi bengakwazi ukwenza ushintsho olukhulu, labo asebefundile nabo banengcindezi yokungawutholi umsebenzi. Imiphumela iveza ukuthi ukuze kuqinisekiswe ukuthi amaCLC anegalelo elihle ekuqashweni kwentsha nasekuthuthukisweni kwamakhono eLimpopo, kunesidingo esiphuthumayo sokuthi kube nokuqeqeshwa ngamakhono omsebenzi, ukuhlinzekwa ngemali eyanele kanye
nokwesekwa kangcono kwezikhungo. Ngokwale miphumela, umbiko uphakamisa ukuthi iLimpopo CETC isebenzisa izinhlelo zamakhono omsebenzi ongaswelakele njengokuthunga, ukubhaka kanye nokukhiqizwa kwe-atchaar ngokusebenzisa ulwazi lwamavolontiya, ukusebenzisana namanye amabhizinisi kanye neminikelo yomphakathi. Ukwethulwa kwezinhlelo zemisebenzi yezandla kumele kuhlale ngokwesekwa kanye nokuqapha indlela yokusebenza. Ukuze kwandiswe ukubhaliswa nokugcinwa kwabafundi, kubalulekile ukuba kushintshwe indlela umphakathi obuka ngayo amaCLC ngokuthi kube nemikhankaso yokuhlinzeka ngolwazi, ukubambisana nomphakathi kanye nezinhlelo ezisuselwe kumakhono. Intsha yeSifundazwe saseLimpopo ingazuza lukhulu ngale mizamo ngokuthi kube lula ukuthi ithole imisebenzi kanjalo nokuthuthukiswa kwamakhono.Go araba tlhaelelo ya bokgoni ye e tšwelagopele gare ga baswa, mmušo wa Afrika Borwa o tsebišitše thuto ya setšhaba ya go abja ke Dikholetšhe tša Tlhahlo le Thuto ya Setšhaba (diCETC), moo Disenthara tša Thuto ya Setšhaba (diCLC) di šomago bjalo ka mafelo a tlhahlo. Le ge go le bjalo, diCLC di bile le mathata a go phethagatša mananeo a tlhabollo ya bokgoni le tlhahlo ya bokgoni bja mošomo ka Profenseng ya Limpopo, yeo e nago le dibaka tše nnyane tša mešomo ya baswa. Nyakišišo ye e nyakišišitše mabaka ao a tsenyago letsogo mo go palelweng ga diCLC ka Limpopo go hlabolla mabokgoni ao a amanago le mešomo gare ga baithuti ba thuto ya batho ba bagolo. Nyakišišo ye e sekasekile ditlhohlo tšeo diCLC di itemogetšego tšona ge di be di phethagatša tlhahlo ya mošomo. Nyakišišo ye e hlahlilwe ke Teori ya Matlafatšo ya Ikonomi ka Batho (Human Capital Theory), yeo e gatelelago bohlokwa bja thuto le tlhahlo ka tlhabollong ya mabokgoni le tšwelopele ya ikonomi. Go nyakišiša maitemogelo ao batšwasehlabelo ba itemogetšego, mokgwa wa nyakišišo ya khwalithethifi wo o šomišago fenolotši bjalo ka tlhamo ya nyakišišo o šomišitšwe ka gare ga mohlala wa bohlatholli. Baithuti ba peleng ba CLC ba lesome, balaodi ba disenthara ba bahlano, bafahloši ba thuto ya batho ba bagolo ba bahlano, le hlogo ya sekolo sa CETC ya Profense ya Limpopo ba šomišitšwe bjalo ka sampole go nyakišišo ye. Dipoledišano tša peakanyo-seripa, tshekatsheko ditokomane le tebelelo di šomišitšwe go kgoboketša datha, yeo ka morago e dirilwego ka fase ga mokgwa wa tshekatsheko ya datha ya morero wa Braun le Clarke. Diphetho tša tshekatsheko ya dingwalo di bontšhitše gore dikholetšhe tša setšhaba lefaseng ka bophara di hwetša thekgo ya mmušo le go fetoša mananeothuto a tšona go ya ka dinyakwa tša mmaraka wa bašomi wa selegae, gantši ka thušo ya ditšhomišano tša intasteri. Go fapana le seo, tlhahlo ya bokgoni bja mošomo wa diatla e be e sa kopanywa ka botlalo ka gare ga diCETC tša Afrika Borwa. Dikholetšhe tša setšhaba lefaseng ka bophara di fokoditše ka mo go atlegilego tlhokego ya mešomo ya baswa ka go gatelela tlhabollo ya bokgoni. Go ya ka dikutullo, diCLC tša Limpopo di beile pele makala a thuto ao a bego a sa amane le dinyakwa tša baithuti go feta tlhahlo ya bokgoni yeo e lebanego le mešomo. Ka morago ga go fetša dithuto tša sekolo se se phagamego, baithuti ba bantši ba ingwadišitše go diCLC gore ba hwetše bokgoni bja mošomo, eupša ba ile ba nyamišwa ke tlhokego ya mananeo a bjalo. Se se hlotšwe kudu ke go hloka mananeokgoparara a maleba, bafahloši bao ba hlahlilwego le didirišwa ka disenthara ka moka tšeo di tšeerego karolo. Go feta moo, disenthara ka moka tšeo di tšeerego karolo nyakišišong ye di be di hloka thušo ya ditšhelete, di be di se na tlhahlo ya bokgoni bja mošomo gomme di be di beilwe mafelong ao a adimilwego goba a go ba maemong a go se be botse. Thušo ya mmušo e be e se ye e lekanego, go se na go bewa leihlo mo go swanetšego ga methopo goba phethagatšo ya lenaneo. Ka lebaka la go hloka kgahlego, baithuti ba bantši ba ile ba tlogela dithuto gomme palo ya bao ba tšwetšego pele ka dithuto e bile ya fase kudu. Le ge balaodi le bahlahli ba be ba ikwa ba sa fiwe tebogo ka tshwanelo le go se kgone go dira phetogo e kgolo, baithuti ba peleng be ba na le bothata bja go hwetša mošomo. Dipoelo di laetša gore go tiišetša gore diCLC di tsenya letsogo ka katlego mešomong ya baswa le tlhabollong ya bokgoni ka Limpopo, go na le nyakego ya tšhoganetšo ya tlhahlo ya bokgoni bja mošomo, ditšhelete tše di lekanego le thekgo ye e kaonafetšego ya institšhušene. Go ya ka dikutullo tše, pego e šišinya gore Limpopo CETC e phethagatše mananeo a bokgoni bja mošomo a go se bitše mašeleng a mantši a go swana le go roka, go paka le go tšweletša atšha ka go šomiša tsebo ya baithaopi, ditšhomišano tša kgwebo le meneelo ya setšhaba. Kabo ya mananeo a mošomo e swanetše go matlafatšwa ka thekgo le go hlokomela ka mehla. Go oketša palo ya baithuti le kgotsofatšo ya dinyakwa tša bjale le tša ka moso, go a nyakega gape go fetoša dikgopolo tša setšhaba ka ga diCLC ka masolo a temošo, tšhomišano ya setšhaba le mananeo ao a theilwego godimo ga bokgoni. Baswa ba Profense ya Limpopo ba ka holega ka maitapišo a ka go kgona go fihlelela bokaone dibaka tša mešomo le tlhabollo ya bokgoni.PhD. (Adult Education)College of Educatio
Exploring discourses of Kaizer Chiefs and Orlando Pirates online fans on YouTube podcasts : a thematic analysis study
No full textThis study explores the consumption of South African football discourse in YouTube podcasts, focusing on Pretoria-based Kaizer Chiefs and Orlando Pirates fans. The research examines how fan identity and agenda-setting emerge in digital football conversations.
Using a qualitative interpretivist approach, ten purposively selected YouTube podcasts were analysed through thematic content analysis. The findings reveal that fans construct their identities around themes of rivalry, loyalty, passion, love, and social cohesion. Podcasts also serve as agenda-setting platforms where fans discuss team performance, management decisions, and broader governance issues in South African football.
Indigenous languages were widely used in these discussions, reflecting the cultural embeddedness of fan practices.
The study shows that YouTube podcasts foster alternative spaces for football discourse, enabling fans to shape narratives beyond traditional media. By creating digital communities, fans reinforce group belonging while also critically engaging with their clubs. This highlight podcasts as significant sites of cultural meaning-making in South African sport.
The research contributes to African sports media scholarship by filling a gap in podcast studies, which are often Euro-American focused. It demonstrates the value of combining Social Identity Theory, Social Media Engagement Theory, and Agenda-Setting Theory to understand fan culture in the digital age. The study also provides practical insights for clubs, podcasters, and sponsors seeking to strengthen engagement with football communities.M.A. (Communication Science)Communication Scienc
Between periphery and centre: exploring the transformative potential of creative practice following trauma and fractured identity in late discovery of adoption
No full textAbstract and text in EnglishThis dissertation explores psychological trauma, identity fracture, and repair within the context of late discovery adoption (LDA). It examines the transformative potential of visual arts as a medium for navigating the emotional upheaval caused by the revelation of adoption in adulthood, emphasising catharsis and post-traumatic growth. Through storytelling, particularly art making, this study positions creative practice as a tool for reshaping identity, facilitating healing, and fostering transformation. Art’s ability to transcend language provides a conduit for expressing complex emotions, addressing trauma and the reconstruction of the self.
Drawing inspiration from the works of Mark Hogancamp, Chiharu Shiota, Kader Attia, and Bouke de Vries, the research engages with themes of trauma, fracture, and self-repair. It contributes to broader discourses on identity and healing within both contemporary art and LDA studies. The culmination of this practice-led enquiry is an art installation that reflects a child’s perspective and is presented as the child’s dreams. Within the destabilising experience of LDA, art serves as both a metaphorical and literal space for repair, highlighting the transformative power of creative expression.M. A. (Visual Arts)Art and Musi
Using e-learning to improve grade 9 mathematics in a Gauteng school
No full textAbstract and text in EnglishThis study explored the use of e-learning on Grade 9 mathematics performance in a Gauteng school, addressing significant challenges within South African education. Using the SAMR Model as a framework, the research focused on how e-learning methodologies influenced learner performance, examined teachers' experiences and developed recommendations to enhance teaching and assessment practices. The study employed an instrumental case study design, incorporating qualitative methods such as document analysis, non-participatory observations, and semistructured interviews. Four purposively selected participants shared their perspectives, offering valuable insights into the advantages and challenges of elearning. The findings revealed that e-learning improved learner performance but also exposed inconsistencies due to varied teaching approaches, stemming from differences in educators' technological proficiency, the integration of e-learning tools into lesson plans, and the balance between - learner-centred and teacher-centred methods. A lack of standardisation in devices further compounded these challenges. Participants emphasised the need for consistent tools and strategies to better align with learner needs and enhance usability. This study contributes to understanding how e-learning can help address resource
inequities and support government education policies. It demonstrated the potential of e-learning to strengthen mathematical understanding in Grade 9, laying a foundation for long-term success in the FET phase. Key recommendations included standardising e-learning tools, addressing implementation challenges, and conducting further research to assess policy effectiveness and keep pace with technological advancements. The research acknowledged a number of limitations, including a small sample size, the unique context of the study site, and the rapidly evolving nature of educational technology, which may limit the generalisability and relevance of the findings over time.M. Ed. (Curriculum in Education)College of Educatio
Search for supersymmetry using vector boson fusion signatures and missing transverse momentum in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract This paper presents a search for supersymmetric particles in models with highly compressed mass spectra, in events consistent with being produced through vector boson fusion. The search uses 140 fb−1 of proton-proton collision data at s = 13 TeV collected by the ATLAS experiment at the Large Hadron Collider. Events containing at least two jets with a large gap in pseudorapidity, large missing transverse momentum, and no reconstructed leptons are selected. A boosted decision tree is used to separate events consistent with the production of supersymmetric particles from those due to Standard Model backgrounds. The data are found to be consistent with Standard Model predictions. The results are interpreted using simplified models of R-parity-conserving supersymmetry in which the lightest supersymmetric partner is a bino-like neutralino with a mass similar to that of the lightest chargino and second-to-lightest neutralino, both of which are wino-like. Lower limits at 95% confidence level on the masses of next-to-lightest supersymmetric partners in this simplified model are established between 117 and 120 GeV when the lightest supersymmetric partners are within 1 GeV in mass
Geomorphometric assessment of the Drakensberg escarpment and Lesotho highlands: implications for landscape evolution
No full textThe Drakensberg basalts constitute the uppermost portion of the passive continental margin (PCM) known as the Great Escarpment in southern Africa. Before the breakup of Gondwana, this region formed as a large igneous province roughly 183 Ma. This basalt formation erupted in two stages, overlying the Karoo sandstone formations, and is intruded by the Karoo dolerites. Research suggests that the Drakensberg region experienced two distinct phases of uplift 100 Ma and 30 Ma, which gave rise to the prominent elevation of over 3500 m.a.s.l. and resulted in significant pulses of offshore sedimentation.
Following the periods of increased erosion associated with the phases of uplift, cosmogenic nuclide dating and thermochronological analysis suggest a very low rate of erosion for the region and at the escarpment edge. This suggests a landscape dominated by slow erosional processes, high chemical weathering, incongruent evidence compared to the significant relief and elevation differences still maintained in the region. Therefore, this study used and developed new geomorphometric and surface indices to analyse the morphometric form of the Drakensberg basalts and escarpment edge to offer novel insights into the landscape evolution of the region. Further, the study aims to assess the influence of tectonics, incision, and denudation in the specific context of a PCM. Utilising a moving window, the following geomorphometric indices were derived from a 30 m pixel digital elevation model: hypsometric integral, surface roughness, relief anomaly, and the surface index. Differences in relief and incision were assessed using 3 km swath topographical profiles. Two new indices were developed based on a pre-erosion surface and areas of active erosion, namely the Surface Exposure and Landscape Disequilibrium Indices. The new indices are used to assess denudation rates, exposure age and landscape longevity over the area and to evaluate the compatibility of other surface indices over the study area.
The spatial distribution of high incision and erosion rates determined by the surface indices suggest that the escarpment edge and valley sides experience higher rates of erosion. Highly elevated but low relief regions were identified (Lesotho Highlands) as areas characterised by low rates of erosion or deposition yet have a high level of chemical weathering. The geometric form is dominated by the retreat of rivers that cut laterally into the basalts rather than long term denudation. The results from the indices suggest that the escarpment edge as well as incision depth and erosion rates are maintained and controlled by the underlying sandstone formations and location of dolerite sills or dykes. The results also support a tilted uplift mechanism of formation of the Drakensberg Escarpment that resulted in a rearrangement of the drainage basins and a shift in the drainage divide until its current pinned location.D. Phil. (Geography)Geograph
Science teachers’ perspectives and prior practices for science centre visit: strategies development
No full textAbstract In ongoing science education, utilising informal learning environments such as science centres has emerged as a crucial strategy to enhance learners’ engagement and understanding of complex scientific concepts. However, despite their evident benefits, out-of-school learning environments often fail to produce lasting improvements in learners’ understanding of scientific concepts, largely due to inadequate integration with classroom teaching and a lack of strategic planning. This qualitative study, grounded in a moderate constructivist framework, investigates the perspectives of high school science teachers regarding the significant influence and strategic optimization of science centre visits. Through interviews and document analysis, informed by thematic analysis methodology, the study examines teachers’ perceptions and their prior practices when visiting the science centre. Teachers articulate a compelling narrative of how science centre visits serve as catalysts for active, experiential learning, and bridging the gap between theoretical knowledge and practical application. Furthermore, the study identifies and describes five strategic imperatives aimed at enhancing the effectiveness of science centre visits in science education. These imperatives encompass pre-visit curriculum integration, differentiated learning activities, teacher-led guided exploration, parental involvement, and continuous evaluation and improvement. Grounded in constructivist principles and contemporary educational theories, these strategies offer an inclusive framework to enrich learners’ learning experiences, cultivate their scientific curiosity, and foster a profound and enduring appreciation for the details of science. These findings highlight how crucial it is for teachers to have access to continual professional development opportunities and institutional support to enable them to fully utilise the pedagogical potential of science centre visits in science curricula
Managing diversity-sensitive conflict issues in Ethiopian public universities
No full textThis study explores the intricate issue of diversity-sensitive conflicts within Ethiopian public
universities, focusing on how university managers address challenges arising from
differences in ethnicity, religion, language, and culture. Using a mixed-methods approach,
specifically a concurrent triangulation design, the study gathered primary data through
structured questionnaires, semi-structured interviews, and focus group discussions.
Secondary data was sourced from an extensive literature review. Quantitative data were
collected from 134 academic staff and 400 students, while qualitative data were obtained
from 75 participants, including students, academic staff, university leaders (presidents and
vice presidents), support staff, and student service officials. Data analysis employed
descriptive and inferential statistics as well as thematic analysis using Atlas.ti 24 software.
The findings reveal that the root causes of these conflicts include political interference,
ethnocentric attitudes, religious tensions, historical grievances, verbal abuse, hate speech,
and communication breakdowns. To address these challenges and foster a more inclusive
and harmonious campus atmosphere, the study proposes several strategies. Firstly, it
recommends implementing comprehensive education and awareness programs to
promote diversity, tolerance, and mutual respect among students, staff, and administrators.
Secondly, the establishment of effective conflict resolution mechanisms is essential for
addressing disputes constructively and peacefully. The study also emphasizes the
importance of providing diversity training for university staff to enhance their understanding
of diversity management, cultural sensitivity, and intercultural communication. By engaging
external parties, universities can foster a cohesive and supportive community that extends
beyond campus boundaries into the broader society. By adopting these strategies,
Ethiopian public universities can create safer, more inclusive learning environments that
promote academic excellence and social harmony.D. Phil. (Education Management)Educational Leadership and Managemen