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The impact of English as the language of LOLT on grade 4 learners’ academic achievement in Vhembe West District
No full textThis case study investigated the impact of using English as the language of learning and teaching (LOLT) on the performance of the Grade 4 learners in the Vhembe West District, Limpopo, South Africa. In other words, the study aimed to explore the challenges learners faced, particularly in relation to their academic performance when English is used as their language of learning. In the final analysis, one of the objectives of this study was to identify effective support strategies which would help learners master what they are being taught. Grounded in a constructivist approach, the research emphasized the importance of learners' backgrounds and experiences in constructing their understanding of what they are being taught by their teachers through the medium of English as it is their language of learning.
Preliminary findings from the literature and not from this research study revealed that learners would struggle significantly with comprehension and expression if they have a limited English proficiency. Such a shortcoming can negatively affect their academic outcomes. That said, the study highlighted the influence of cultural and linguistic diversity on learners' experiences by emphasizing the importance of translanguaging to improve their understanding as a strategy to advance their academic performance.
The research employed exploratory and interpretive for gathering data through focus group interviews, document analysis, and observation from a sample of educators, departmental heads, principals, and learners in five accessible public primary schools using English as the medium of instruction. Findings indicated that educators often failed to adhere to Annual Teaching Plans (ATPs) which were meant to guide them in teaching through the medium of English.
Data was analysed through non-numerical techniques, resulting in recommendations aimed at educators and policymakers to develop more inclusive and supportive educational practices that address learners' linguistic needs as part of their basic right to education, free from discrimination.M. Ed. (Educational ManagementEducational Leadership and Managemen
Pneumatological communal discernment and a possibility of including unheard voices in decisionmaking
No full textCommunal discernment is the idea of involving the group in decision-making as opposed to
decisions by individuals. Previous studies worked within the ecclesiological perspectives and
highlighted the key principles of communal discernment such as the communion of believers,
the communal reading of scripture, the communal discernments of spirit(s), and the common
commitment to carrying out the decision reached through communal discernment. This article
proposes a pneumatological discernment based on the encounter with the Spirit, the
hermeneutical Spirit, and the Holy Spirit discernment. The pneumatological discernment is
relevant for the communion of spirit-filled believers, the communal reading of scripture, the
discernment of spirits, and taking common decisions. The main aim of this article is to
demonstrate that pneumatological communal discernment has a possibility of including those
who are in the margins including women and children when it comes to making decisions.
There are key principles that make this possible. First, the Spirit has been poured upon all flesh
including the women and the children. Second, the hermeneutical Spirit responsible for the
illumination of scriptures also lives upon those in the margins. Lastly, the task of discerning
between the Holy Spirit and the evil spirits is not only reserved for the elite but also for those
who are in the margin. Therefore, communal discernment should not only be understood from
an ecclesiological point of view but also as a pneumatological phenomenonChristian Spirituality, Church History and Missiolog
Utilisation of information and communication technology to support public primary school libraries in Highveld Ridge East Circuit, Gert Sibande District in Mpumalanga Province
No full textUtilising information and communication technology (ICT) in libraries, particularly academic libraries, has revolutionized the scope and pattern of library services. by encouraging library patrons to utilize ICT. This study aimed to investigate how ICT can be used to support school libraries. The research focused on primary school learners, teachers, and teacher librarians in five primary schools within the Highveld Ridge East Circuit in the Gert Sibande district of the Mpumalanga province in South Africa. The Technology Acceptance Model (TAM) framework was the foundation of a study and provided a perspective on how the school library system might effectively incorporate technology into teaching and learning activities. The study employed a mixed-method research approach, which is grounded on pragmatism. The explanatory sequential mixed-methods design was used in this study, and questionnaires were used to gather quantitative data from the pupils in seventh grade. In contrast, teacher-librarians were interviewed to collect qualitative data. Quantitative data were analysed using SPSS, and qualitative data were subjected to thematic analysis. The findings revealed varying degrees of ICT integration and highlighted to issues including scarce resources, teachers' inadequate ICT proficiency, and a lack of digital platforms for library administration. Implementing grants and partnerships to standardise access is one of the primary recommendations for enhancing the use of ICT to assist school libraries. Furthermore, to close knowledge gaps, comprehensive training programmes for teachers and learners are recommended as is specialised training for teacher librarians. Future research should expand beyond the Highveld Ridge East Circuit to encompass multiple libraries across South Africa, providing a broader understanding of ICT utilisation in public primary school libraries.M. Inf. (Information Science)Information Scienc
Sustainable implementation of digital technologies for teaching in resource-constrained environments in South Africa : a design science study involving schools in Mpumalanga Province
No full textDigital technologies widen access to quality education and resources not otherwise available in resource-constrained schools, but the sustainable implementation of digital technologies remains problematic. Existing theorisations on sustainable digital learning implementation are based on research conducted in Australia and the Eastern Cape province of South Africa. While these studies provide insights towards the sustainable implementation of digital technologies, the geographical and application-contexts are significantly different from schools in the Mpumalanga province in South Africa. The research problem being dealt with here is the dearth of context-relevant and evidence-based guidelines on the sustainable implementation of digital technologies in resource-constrained schools in Mpumalanga. The theoretical lens used in interpreting the concept of sustainable implementation of digital technologies in the study is the Critical Success Factors (CSF), Critical Failure Factors (CFF), and Sustainable Failure Model (SFM) sustainability frameworks which was augmented with principles of Frugal Digital Innovation. The research methodology is Design Science Research (DSR) with pragmatism as the philosophy guiding the research. The application context is resource-constrained schools in the Mpumalanga Province of South Africa. The scope was limited to interviews with twenty secondary schools in Mpumalanga which were conducted from April 2023 to December 2023. The units of analysis included teachers, School Management Teams (SMTs) and District Education Officials from the Mpumalanga Department of Education (MDoE). The theoretical contribution of the study is a set of evidence-based guidelines on the sustainable implementation of digital technologies in resource-constrained schools. The research has practical value as the context-sensitive guidelines can be applied in school and district level policies, practices and procedures during the implementation of digital technologies in MDoE schools.M. Sc. (Computing)School of Computin
International strategizing practices: a case study in a South African mining equipment organisation
No full textAbstract in English with Venda and Northern Sotho translationsSouth African organisations have successfully been expanding into international markets in efforts to grow their businesses, and mining equipment supply organisations have also contributed to the internationalisation agenda. Existing research on internationalisation strategies is widely available, but there is limited research that delves into the people responsible for implementing these internationalisation strategies. Few studies investigate the practitioners involved in internationalisation strategy implementation, their practices, and their praxis. Harnessing the strategy-as-practice perspective that allows for micro-level research, this study was conducted to explore strategy practitioners’ practices within a South African organisation aiming to drive the internationalisation agenda in the mining equipment supply industry within specific market geographies.
The aim of the study was to examine how strategy practitioners in the selected case organisation applied strategy tools and knowledge during organisational internationalisation and what specific practices they performed in their daily routines. The study further aimed to identify the outcomes resulting from the practices and activities employed by strategy practitioners that influenced the internationalisation of the organisation. To obtain rich and detailed data for the study, a single-case qualitative study was conducted at a South African mining equipment supply organisation.
Data were collected from eight practitioners using semi-structured face-to-face interviews. The study found that the use of tools such as customer relationship management (CRM) provided by the organisation enabled the practitioners to develop strategies that benefited their customers. Additionally, the tools enabled practitioners to keep records of their international business operations, which served as a reference base for future use when required. Practitioner-enabled tools were shown to present an added competitive advantage with international customers. The practitioners used tacit, explicit, and technical equipment knowledge during internationalisation. Their strategising activities contributed to the organisation’s international success. The study concluded that practitioners’ day-to-day internationalisation activities and strategising practices benefited their organisation, leading to intended outcomes such as revenue increase and organisational growth.Mihlangano ya Afrika Dzonga yi le ku ndlandlamukeni hi ndlela yo humelela eka timakete ta matiko ya misava eka matshalatshala yo kurisa mabindzu ya yona, naswona mihlangano yo phakela swtirhisiwa swa migodi na yona yi hoxile xandla eka ajenda yo nghena eka matiko ya misava. Ndzavisiso lowu nga kona eka switirateji swo nghena eka matiko ya misava wu kumeka hi xitalo, kambe ku na ndzavisiso wutsongo eka vanhu lava nga na vutihlamuleri byo simeka switirateji leswi swo nghena eka matiko ya misava. Tidyondzo to hlayanyana ti lavisisa vatirhi lava nghenelelaka eka ku simekiwa ka xitirateji xo nghena eka matiko ya musava, maendlelo ya vona na mitolovelo. Hi ku tirhisa xitirateji tanihi vonelo ra maendlelo leri pfumelelaka ndzavisiso wa tlawa wutsongo wa vanhu, ndzavisiso lowu wu endliwile ku lavisisa maendlelo ya vatirhi va xitirateji endzeni ka nhlangano wa Afrika-Dzonga lowu kongomisaka eka ku fambisa ajenda yo nghena eka matiko ya misava eka indasitiri ya mphakelo wa switirhisiwa swa migodi endzeni ka tindhawu to karhi ta makete.
Xikongomelo xa dyondzo a ku ri ku kambisisa ndlela leyi vatirhi va xitirateji eka nhlangano wa xiyimo xokarhi lowu hlawuriweke va tirhiseke hayona switirhisiwa swa xitirateji na vutivi hi nkarhi wa ku nghena ka nhlangano eka matiko ya misava na leswaku hi wahi maendlelo yo karhi lawa va ma endleke eka maendlelo ya vona ya siku na siku. Dyondzo yi ya emahlweni yi kongomisa eka ku kuma mivuyelo leyi humaka eka maendlelo na migingiriko leyi tirhisiweke hi vatirhi va xitirateji leyi kuceteleka ku nghena ka nhlangano eka matiko ya misava. Ku kuma datara leyi fuweke na ya vuxokoxoko bya dyondzo, dyondzo ya xiyimo xin'we yi endliwile eka nhlangano wa mphakelo wa switirhisiwa swa migodi wa Afrika-Dzonga.
Datara yi hlengeletiwile ku suka eka vatirhi va nhungu hi ku tirhisa tiinthavhiyu to vulavurisana na vanhu. Dyondzo yi kumile leswaku ku tirhisiwa ka switirhisiwa swo fana na vulawuri bya vuxaka bya vaxavi (CRM) leswi nyikiweke hi nhlangano swi endle leswaku vatirhi va kota ku tumbuluxa switirateji leswi vuyeriseke vaxavi va vona. Hi ku tlhandlekela, switirhisiwa swi endlile leswaku vatirhi va kota ku hlayisa tirhekhodo ta matirhelo ya mabindzu ya vona ya le matikweni ya le handle, leswi tirheke tanihi masungulo ya rheferense ya ku tirhisiwa ka nkarhi lowu taka loko swi laveka. Switirhisiwa leswi tirhisiwaka hi vatirhi swi kombisiwile ku va swi humesa ku vuyeriwa loku engetelekeke ka mphikizano na vaxavi va matiko ya misava. Vatirhi va tirhisile vutivi bya switirhisiwa bya ntumbuluko, lebyi nga erivaleni na bya xithekiniki hi nkarhi wa ku nghena eka matiko ya misava. Mintirho ya vona ya xitirateji yi hoxe xandla eka ku humelela ka nhlangano eka matiko ya misava. Dyondzo yi hetelerile hi leswaku migingiriko ya siku na siku ya vatirhi ya ku nghena eka matiko ya misava na maendlelo ya xitirateji swi vuyerisile nhlangano wa vona, leswi yiseke eka mivuyelo leyi kunguhatiweke, yofana na ku tlakuka ka mali leyi nghenaka na ku kula ka nhlangano.Mekgatlo ya Afrika Borwa e katologetše maemong a boditšhabatšhaba ka katlego ka maiteko a go godiša dikgwebo tša yona, gape mekgatlo ya kabo ya didirišwa tša meepo le yona e bile le seabe go phethagatšo ya lenaneo la boditšhabatšhaba. Dinyakišišo tše di lego gona ka ga maano a boditšhabatšhaba di hwetšagala ka bophara, eupša go na le dinyakišišo tše di lekanyeditšwego ka ga batho bao ba ikarabelago ka go phethagatša maano a a boditšhabatšhaba. Dinyakišišo tše mmalwa di nyakišiša bašomi bao ba amegago go phethagatšo ya leano la boditšhabatšhaba, mekgwa ya bona le tiragatšo (praxis) ya bona. Ka go šomiša pono ya leano-bjalo ka mokgwa woo o dumelelago dinyakišišo tša maemo a mannyane, nyakišišo ye e diretšwe go nyakišiša mekgwa ya bašomi ya maano ka gare ga mokgatlo wa Afrika Borwa wo o ikemišeditšego go sepetša phethagatšo ya lenaneo la boditšhabatšhaba ka intastering ya kabo ya didirišwa tša meepo ka gare ga mafelo a itšego a mmaraka.
Maikemišetšo a nyakišišo e be e le go sekaseka ka moo bašomi ba maano mokgatlong wo o kgethilwego ba šomišitšego didirišwa tša maano le tsebo nakong ya phethagatšo ya boditšhabatšhaba ya mokgatlo le gore ke mekgwa efe e itšego yeo ba e dirilego tshepedišong ya bona ya letšatši le letšatši. Gape maikemišetšo a nyakišišo ke go šupa dipoelo tšeo di hlotšwego ke mekgwa le mediro yeo e šomišitšwego ke bašomi ba maano bao ba hueditšego phethagatšo ya boditšhabatšhaba ya mokgatlo. Go hwetša datha ye e humilego le ye e feletšego ya nyakišišo ye, nyakišišo ya khwalithethifi e tee e dirilwe mokgatlong wa kabo ya didirišwa tša meepo wa Afrika Borwa.
Datha e kgobokeditšwe go tšwa go ditsebi tše seswai ka go šomiša dipoledišano tša go lebana le sefahlego tša thulaganyo ya seripa. Nyakišišo e hweditše gore tšhomišo ya didirišwa tša go swana le taolo ya kamano ya bareki (CRM) yeo e filwego ke mokgatlo e kgontšhitše bašomi go hlama maano ao a holago bareki ba bona. Go tlaleletša, didirišwa di kgontšhitše bašomi go boloka direkhote tša ditiro tša bona tša kgwebo ya boditšhabatšhaba, tšeo di šomilego bjalo ka motheo wa tšhupetšo bakeng sa tšhomišo ya nakong ye e tlago ge go nyakega. Didirišwa tšeo di kgontšhwago ke mošomi di bontšhitšwe go tšweletša mohola wa phadišano wo o oketšegilego le bareki ba boditšhabatšhaba. Bašomi ba šomišitše tsebo ya didirišwa ya sethekniki, pepeneneng le setu nakong ya go dira gore e be ya boditšhabatšhaba. Mediro ya bona ya maano e bile le seabe go katlego ya boditšhabatšhaba ya mokgatlo. Nyakišišo e phethile ka gore mediro ya letšatši le letšatši ya boditšhabatšhaba ya bašomi le mekgwa ya go hlama maano e hotše mokgatlo wa bona, gomme seo sa lebiša go dipoelo tšeo di bego di reretšwe, go swana le koketšego ya letseno le kgolo ya mokgatlo.M. Com. (Business Management)Business Managemen
Language shift and maintenance: motivation of fourth-year students at Isced-Huíla
No full textAbstract in English with Portuguese translationsAngola is but one of the African countries with a multilingual reality, given the different Bantulanguages that subsist in this part of Africa. The fact of having been colonised by Portuguese has added one more language, Portuguese, to this country. It is Portuguese that turned out to be the official language when Angola became independent in 1975. In light of this situation and specifying the concern of this dissertation concretely it can be stated that in Angola there seems to be a large-scale
shift towards the use of Portuguese at the expense of other mother tongue and first languages. This work was mainly intended to enquire into the factors that contribute to language shift in Angola in general and, in particular, in Lubango. The study was carried out with three generations of university students at ISCED-Huíla. In an attempt to get to the roots of such a problem, three different types of research instruments were used: a structured questionnaire, sociolinguistic interview, and document
analysis. The top three factors that have contributed to their mother-tongue maintenance are native language-speaking parents, church and religion, and keeping in touch with relatives in rural areas, while“living in the urban areas”, “relating and having friends who are not from one’s tribe”, “being brought up in urban areas” were determinant factors for language shift. Regarding the patterns of language use of university students, this study did not find a significant correlation between age and frequency of mother-tongue use. Respondents from all three generations seem to have higher listening skills than speaking, and higher ability to read than to write. The analysis indicates that there is a correlation between age and language proficiency. Furthermore, the great majority of respondents advocate Portuguese as the home language. Concerning the type of social network explaining language use of university students: the data seem to reveal that mother tongue is mostly used only in the home/family domain with older people, while Portuguese and English are used with partners, children, colleagues at university, friends at home, neighbourhood leaders, and government workers.
The three top government language measures with the highest means are “encourage use of the language in higher education”, “encourage use of the language in local government” and “encouragethe informal use of the…”. As to document analysis, the study revealed that there is a discrepancy between the Angolan Constitution, the National Education Framework Law, Resolution number 3/87, the five newspaper articles from the Angolan media and community of practice, i.e., what, in fact, is
happening in practice. These findings suggest that there are various factors influencing language shift or maintenance. The results also show that shift or maintenance take different directions within the three generations; therefore, their attitudes might be shaped by their perceptions, and experiences regarding the patterns of language use in home and the surrounding community. The combination of findings provides some support for the conceptual premise that there might be a language shift in
progress. Furthermore, taken together, these results suggest that speakers are ultimately responsible for their indigenous language maintenance.Angola não é senão um dos países africanos com uma realidade multilingue, dadas as diferentes Línguas Bantu que subsistem nesta parte do país. África. O fato de ter sido colonizado por portugueses juntou a este país mais uma língua, o português. É o português que se tornou a língua oficial quando Angola se tornou independente em 1975.” Perante esta situação e especificando concretamente a
preocupação deste trabalho pode afirmar-se que em Angola parece haver uma viragem em larga escala para o uso do português em detrimento de outras línguas maternas e primeiras línguas. Este trabalho teve como principal objetivo indagar os fatores que contribuem para a mudança linguística em Angola
em geral e no Lubango em particular. O estudo foi realizado com três gerações de estudantes universitários do ISCED-Huíla. Na tentativa de encontrar as raízes desse problema, três tipos diferentes de instrumentos de pesquisa foram utilizados: questionário estruturado, entrevista sociolinguística e análise documental. Os três principais fatores que contribuíram para a manutenção da língua materna são os pais falantes da língua nativa, a Igreja e a religião e o contato com parentes
nas áreas rurais, Enquanto “morar nas áreas urbanas”, “relacionar e ter amigos que não são da tribo”, “ser criado em áreas urbanas” foram fatores determinantes para a mudança linguística. Em relação aos padrões de uso da língua de universitários, este estudo não encontrou correlação significativa entre a idade e a frequência de uso da língua materna. Todos os respondentes das três gerações parecem ter
habilidades de escuta mais altas do que de fala e maior capacidade de ler do que de escrever. A análise indica que existe uma correlação entre idade e proficiência no idioma. Além disso, a grande maioria dos inquiridos defende o Português como língua materna. No que diz respeito ao tipo de rede social que explica o uso da língua pelos universitários: os dados parecem revelar que a língua materna é
maioritariamente utilizada apenas no domínio doméstico/familiar com pessoas mais velhas, enquanto o português e o inglês são usados com parceiros, filhos, colegas de trabalho universidade, amigos em casa, líder de bairro e funcionários do governo. As três principais medidas de Língua Governamental com as médias mais altas são “incentivar o uso da língua no ensino superior”, “incentivar o uso da
língua no governo local” e “incentivar o uso informal da língua entre…” quanto à análise documental, o estudo revelou que existe uma discrepância entre a Constituição Angolana, a Lei de Bases da Educação Nacional, a Resolução nº 3/87, os cinco artigos de jornal da comunicação social Angolana e comunidade de prática/o que de facto está a acontecer na prática. Esses achados sugerem que não há um único factor que influencie a mudança ou manutenção da linguagem. Os resultados também mostram que a mudança ou manutenção toma diferentes direções dentro das três gerações, portanto, suas atitudes podem ser moldadas por suas percepções, experiências sobre os padrões de uso da língua
em casa e na comunidade circundante. A combinação de descobertas fornece algum suporte para a premissa conceitual de que pode haver uma mudança de linguagem em andamento. Além disso, tomados em conjunto, esses resultados sugerem que os falantes são os maiores responsáveis pela manutenção de sua língua indígena.M.A. (Sociolinguistics)Linguistics and Modern Language
The effect of Chat-GPT on teaching and learning at a specific private IT Higher Educational Institution
No full textAbstracts in English, Afrikaans and ShonaChat-GPT is a groundbreaking technology that emerged at the end of 2022. This technology created opportunities but also presented unexpected problems within the field of education, leading to uncertainty in its implementation and impact. The literature shows that Chat-GPT affects all aspects of education with this study focusing specifically on learning, teaching, assessments, and academic integrity. This study used an exploratory case study within an interpretivist paradigm and used seven students and five lecturers from a specific Private IT Higher Education Institution. All participants shared their experiences and perceptions of their Chat-GPT usage within their own teaching and learning. Qualitative data was collected using semi-structured interviews, which were then analysed using thematic analysis. The findings in this mini-dissertation indicate that all participants are fully aware of the impact Chat-GPT has on education and, more specifically, academic integrity. The authenticity and credibility of Chat-GPT’s responses were questioned, with participants already employing various techniques to evaluate and validate Chat-GPT’s responses. Furthermore, guidelines were suggested for the effective and ethical implementation of Chat-GPT in teaching and learning. Lastly, recommendations were provided based on the findings to encourage a stronger integration of Chat-GPT into education based on these guidelines as well as on ethical and academic principles.Chat-GPT is ’n baanbrekende tegnologie wat aan die einde van 2022 na vore gekom het. Hierdie tegnologie het nuwe geleenthede geskep, maar ook onverwagte uitdagings in die onderwyssektor mee gebring, wat tot onsekerheid oor die implementering en impak daarvan gelei het. Die literatuur toon aan dat Chat-GPT alle aspekte van onderwys beïnvloed, met hierdie studie wat spesifiek fokus op leer, onderrig, assessering en akademiese integriteit. Hierdie studie het ’n verkennende gevallestudie binne ’n interpretatiewe paradigma gebruik en het sewe studente en vyf dosente van ’n spesifieke Private IT Hoër Onderwysinstelling betrek. Alle deelnemers het hul ervarings en persepsies oor hul gebruik van Chat-GPT in hul eie onderrig en leer gedeel. Kwalitatiewe data is ingesamel deur middel van semi-gestruktureerde onderhoude, wat vervolgens deur tematiese analise ontleed is. Die bevindinge van hierdie mini-verhandeling dui aan dat alle deelnemers ten volle bewus is van die impak wat Chat-GPT op onderwys en spesifiek akademiese integriteit het. Die egtheid en geloofwaardigheid van Chat-GPT se antwoorde is bevraagteken, met deelnemers wat reeds verskeie tegnieke aanwend om Chat-GPT se antwoorde te evalueer en te verifieer. Verder is riglyne voorgestel vir die effektiewe en etiese implementering van Chat-GPT in onderrig en leer. Laastens is aanbevelings gemaak op grond van die bevindinge om ’n sterker integrasie van Chat-GPT in onderwys aan te moedig, gebaseer op hierdie riglyne asook op etiese en akademiese beginsels.Chat-GPT ishoko ritsva rehunyanzvi hwemazuva ano rakabuda pakupera kwegore ra2022. Hunyanzvi uhwu hwakavhura mikana mitsva, asiwo hwakauyisa matambudziko asingatarisirwi mukati medzidzo, izvo zvakonzera kusagadzikana mukushandiswa kwahwo pamwe nekukanganisa kwahwo. Zvinyorwa zviripo zvinoratidza kuti Chat-GPT inokanganisa zvikamu zvose zvedzidzo, uye chidzidzo ichi chakanangana zvikuru nekudzidza, kudzidzisa, kuongorora kwekudzidza (assessments), uye kuvimbika kwedzidzo (academic integrity).
Chidzidzo ichi chakashandisa nzira yecase study iri mukati meinterpretivist paradigm, chichishandisa vadzidzi vanomwe nevadzidzisi vashanu kubva kuchikoro chepamusoro cheIT chakazvimirira. Vese vakatora chikamu vakagovera zvavakasangana nazvo nemafungiro avo pamusoro pekushandisa Chat-GPT mukudzidzisa kwavo uye kudzidza. Data remhando yepamusoro (qualitative data) rakaunganidzwa kuburikidza nehurukuro dzine chimiro chakarongeka (semi-structured interviews), dzakazoongororwa ne thematic analysis.
Zvakawanikwa mudzidzo iyi zvinoratidza kuti vese vakapinda muchidzidzo ichi vanonyatsoziva kukanganisa kweChat-GPT mudzidzo, kunyanya panyaya yekuvimbika kwehunyanzvi hweudzidzo. Kuvimbika uye kutendeka kwemhinduro dzeChat-GPT kwakaunzwa mubvunzo, uye vakapinda muchidzidzo ichi vatotanga kushandisa nzira dzakasiyana dzekuongorora uye kusimbisa mhinduro dzeChat-GPT.
Uyezve, paine mazano akapihwa ekushandisa Chat-GPT nenzira inoshanda uye ine tsika dzakanaka mukudzidzisa nekudzidza. Pakupedzisira, pakapihwawo kurudziro yakavakirwa pazvakawanikwa, kuti pave nekubatanidzwa kwakasimba kweChat-GPT mudzidzo, zvichienderana nemaitiro akarongwa pamwe chete nehutungamiriri hwepamusoro hunoenderana netsika dzedzidzo neutsika dzakanaka.M.A. (Education in Open and Distance Learning)Curriculum and Instructional Studie
The implementation of practical work in Natural Sciences: a case study in the Sekhukhune district
No full textText in EnglishDespite advancements in the 21st century, practical work in science education remains crucial and must be noticed. Practical work is hands-on activities where learners directly interact with materials and equipment. It aims to develop experimental skills and knowledge. Implementing practical work by teachers is crucial for encouraging learner engagement, skills development, and a deeper understanding of the subject matter. However, implementing practical work in remote areas can pose challenges. This study aimed to understand how teachers implement practical work in their Natural Sciences and Technology classrooms in remote areas. The researcher employed an interpretivist paradigm. A qualitative research approach was used to gain an in-depth understanding of how teachers implement practical work. The researcher used a case study design, as each participant was treated as a unique case. Participants in this study were selected from the Moutse West circuit using purposive sampling. Data was collected from five Natural Sciences and Technology teachers using semi-structured interviews, observations, and document analysis. Each case was analysed separately using thematic analysis. The study has revealed that most teachers understand and implement practical work in their classrooms, regardless of their challenges. Research shows that teachers even go as far as improvising and ensuring they deliver quality education to their learners. It was discovered that teachers used demonstrations to show practical activities before learners replicate them, and the KWL strategy to connect lessons to learners' prior knowledge, enhancing engagement and critical thinking. They also promoted collaborative learning and tailored activities to meet diverse learning needs. However, more teachers highlighted challenges that hinder them from conducting proper practical activities. The barriers include lack of resources, inadequate time, lack of skills and classroom overcrowding. The researcher recommends that the Department of Basic Education support science teachers by providing schools with spacious mobile classrooms for science laboratories. The mobile classrooms should also be fully equipped with adequate resources and equipment for science practical work. The Department of Basic Education should also offer training for teachers in rural areas to improve their knowledge and skills in practical work.M. Ed. (Natural Sciences)College of Educatio
Role of School and community libraries in constructivist classrooms in schools in South Africa
No full textInformation Scienc
The perspectives of health care workers and clients on HIV self-testing services within Nairobi
No full textText in EnglishKenya is one of the countries hardest hit by the HIV/AIDS epidemic. As in many other countries,
HIV self-testing (HIVST) was brought in to complement conventional HTS models. This technology is still in its infancy stages but has raised numerous questions around its implementation and healthcare worker (HCW) involvement. There is a lot of information that is
yet to be understood, with there being more questions than answers. We still have many lessons
to learn even as we continue with the implementation stressing the need for more in-depth studies.
Nevertheless, these same enablers can also act as deterrents to testing given the risk of coercion
to test and intimate partner violence (IPV), more so for couples. A notable threat that emerged
was the low levels of knowledge around HIVST among both the HCWs and users. Compounding
this challenge was the high prices of the kits, inadequate counseling, and linkage to post-test services, which pose additional challenges, exacerbating disparities. High levels of stigma around HIV and gender disparities intensify the potential for adverse harm.
This study was conducted in four sub-counties within Nairobi, Kenya, and employed an exploratory qualitative research design. The objective was to explore facilitators and barriers to HIVST and obtain insights from eight health care workers, including five HIV Testing Service
(HTS) counselors, three pharmacists, and two patients. Two theories, the Theory of Planned Behavior (TPB) and the Social Ecological Model (SEM), guided the study through a thematic approach to analysis. Results indicate that HIVST has been well accepted since its introduction
due to factors such as privacy, autonomy, and user empowerment. The initial hesitance by HCWs during the introduction of HIVST revolved around potential job
losses and work overload, but this is slowly evolving into a recognition of their pivotal role in this context. The recommendations stemming from this study show the importance of enhancing policies that increase accessibility of the kits and affordability. These insights are critical in shaping policy decisions and program interventions targeting gender disparities, mitigating
adverse events, and ensuring equitable access.M.A. (Social and Behavioral Studies (HIV/AIDS))College of Human Science