https://ressat.org/index.php/ressat/issue/feed Research in Social Sciences and Technology 2022-04-19T14:14:33+00:00 Bulent Tarman btarman@gmail.com Open Journal Systems <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process. The journal is published twice a year in online version.</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> https://ressat.org/index.php/ressat/article/view/608 Time Divested or Time Invested? Freshmen’s Perspectives and Reflective Experiences on Interactive School Learning 2022-03-11T12:26:13+00:00 Simon Adjei Tachie simon.tachie@gmail.com Israel Kariyana kariyanaisrael@yahoo.com <p>This study sought to research first-year South African university students’ attitudes towards interactive school learning and then to determine their perspectives and reflective experiences regarding interactive learning. Data was gathered during the first week of their first university lectures. The sample was 129 freshmen. The study adopted a mixed-method approach that utilized a sequential explanatory research design. Data was gathered through questionnaires and interviews. Quantitative data was coded and analysed through descriptive statistics using SPSS version 23, while qualitative data was thematically analysed through content analysis. Permission to conduct the study was granted by the lecturers and the participants. It emerged from the study that, though participants were positive about the provision of interactive school learning, their school experiences told different stories about such activities. Participants valued interactive school learning as it improves learners’ socialization experiences, communication skills, and thinking skills. Interactive school learning also promotes teamwork and personal engagement, which are necessary to improve the quality of education. The study concluded that, while interactive school learning added value to education, most schools did not offer such opportunities to enhance learning experiences. The study recommends that schools offer school-based opportunities and teaching practices that accommodate learners’ varied learning styles across all subjects.</p> 2022-03-07T10:10:56+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/611 Exploring Perceived Human Resources Factors Influencing the Performance of Grade 12 Accounting Learners in North West Secondary Schools in South Africa 2022-03-11T12:26:12+00:00 Lilian Ifunanya Nwosu 23012064@nwu.ac.za Martha Matashu Martha.Matashu@nwu.ac.za <p>This study explored the perceived human resources factors influencing the performance of accounting&nbsp; &nbsp;learners in North West secondary schools in South Africa. Despite the significant role that secondary school accounting education is perceived to play in shaping the development of accounting&nbsp; &nbsp;professionals, few studies have focused on investigating the effect of human resources on accounting learners’ performance in secondary school. The study sought to understand the human resource factors influencing the performance of accounting&nbsp; &nbsp;learners in North West secondary schools in South Africa. The study’s findings may assist the school management to improve human resource utilisation towards the achievement of a better accounting learners’ performance. To address the gap in the literature, a mixed method sequential explanatory study was conducted in North West districts with 183 School Management Teams and 61 educators. The sequential explanatory study aimed to explore the perceived human resources factors influencing the performance of Grade 12 Accounting&nbsp; &nbsp;learners in secondary schools in the North West Province, South Africa. The findings from the quantitative phase showed that human resource factors such as pedagogical subject content knowledge and skills held by the educator are perceived to influence learner performance. In the second phase, the qualitative approach validated and explained the various human resource factors that influence accounting learners’ performance in North West secondary schools in South Africa. School management should ensure that they employ adequate accounting&nbsp; &nbsp;learners to teach accounting&nbsp; &nbsp;in schools. This is so because accounting&nbsp; &nbsp;requires a pedagogical content knowledge and skills in teaching and learning. In conclusion, it is recommended that schools interested in improving learner performance should identify and address context-specific perceived human resources factors that influence learner performance within their schools.This study explored the perceived human resources factors influencing the performance of accounting&nbsp; &nbsp;learners in North West secondary schools in South Africa. Despite the significant role that secondary school accounting education is perceived to play in shaping the development of accounting&nbsp; &nbsp;professionals, few studies have focused on investigating the effect of human resources on accounting learners’ performance in secondary school. The study sought to understand the human resource factors influencing the performance of accounting&nbsp; &nbsp;learners in North West secondary schools in South Africa. The study’s findings may assist the school management to improve human resource utilisation towards the achievement of a better accounting learners’ performance. To address the gap in the literature, a mixed method sequential explanatory study was conducted in North West districts with 183 School Management Teams and 61 educators. The sequential explanatory study aimed to explore the perceived human resources factors influencing the performance of Grade 12 Accounting&nbsp; &nbsp;learners in secondary schools in the North West Province, South Africa. The findings from the quantitative phase showed that human resource factors such as pedagogical subject content knowledge and skills held by the educator are perceived to influence learner performance. In the second phase, the qualitative approach validated and explained the various human resource factors that influence accounting learners’ performance in North West secondary schools in South Africa. School management should ensure that they employ adequate accounting&nbsp; &nbsp;learners to teach accounting&nbsp; &nbsp;in schools. This is so because accounting&nbsp; &nbsp;requires a pedagogical content knowledge and skills in teaching and learning. In conclusion, it is recommended that schools interested in improving learner performance should identify and address context-specific perceived human resources factors that influence learner performance within their schools.</p> 2022-03-07T18:25:32+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/626 Do Personality Traits Matter in Preferences of Translation Strategies? 2022-03-11T12:26:12+00:00 Haldun Vural haldun.vural@kapadokya.edu.tr <p>Translation is closely related to languages, linguistics, pragmatics, sociolinguistics, culture etc. and because of these relations, there are also a lot of theories which give importance either to source language or target language. Linguistic and other features of the source and target texts have been examined for years. But translator is an important element with an important role in translation process as well, and the influence of translators’ personality traits on their translation has been emphasized. Therefore, the aim of the current study is to investigate whether there are relations between translators’ personality characters and their translation strategy preferences. The BFI Test (Big Five-Factor Inventory) is administered to 28 English Translation and Interpreting students at Cappadocia University to determine the personality traits of the participants. Then they are asked to choose one of the suggested translations in accordance with the translation model. The data are analyzed through SPSS (v. 22). The findings indicate that there are significant relationships between personality traits of participants and their use of translation strategies. According to results, agreeableness personality trait has a significant relationship with borrowing strategy, openness and neuroticism have significant relationships with modulation strategy, and conscientiousness has a significant relationship with adaptation strategy. Only extraversion does not correlate significantly with any of the strategies.</p> 2022-03-07T18:39:47+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/594 Learning Mathematics through WhatsApp Groups in University Preparatory Program during the COVID-19 Pandemic 2022-03-11T12:26:12+00:00 Daniel Ofori-Kusi oforidan@yahoo.com Simon Adjei Tachie simon.tachie@gmail.com <p>This study examined the impact of learning through social media (WhatsApp learning groups) on university students' mathematics achievements in the first-year university preparatory program when they engaged in some form of social media learning interaction compared with students who did the same module with a traditional face-to-face interaction learning approach. The study was undertaken using a quantitative research method. It employed a randomised Post-Test-Only with a Non-equivalent Groups design to investigate the only statistically significant difference between university students who studied through the traditional face-to-face lecturing approach and students who utilised a blended approach to learning mathematics. The study population comprised first-year university students enrolled for the university extended programme offered by all universities in South Africa. The sample consisted of 192 experimental groups and 341 control group students conveniently sampled from a university in South Africa. The main instruments used in this study were two standardised semester exams. These tests were checked and moderated by senior mathematics lecturers to ensure they conformed with the module content and satisfied all assessment policies of the university. The Cronbach alpha coefficient was used to measure the consistencies in these two-semester exams. The study's main finding showed no statistically significant difference in results between students who studied Mathematics through a face-to-face lecturing approach and students who studied mathematics through a blended learning approach. The study concludes that the latter performed slightly better than students in the former, confirming that a WhatsApp learning group can be a viable alternative to the teaching and learning at the university when face-to-face learning is not possible, as for an example in the Covid-19 era. The study recommends that more profound research be conducted to identify and analyse positive indicators when learning is done through social media interaction.</p> 2022-03-07T18:53:35+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/604 Innovation and Technology: A Panacea to Teaching and Learning Challenges during the Covid-19 Lockdown in South Africa 2022-04-19T14:14:33+00:00 Kemi O. Adu kadu@ufh.ac.za Kazeem Ajasa Badaru badruajasa97@gmail.com Ntombozuko Duku NDuku@ufh.ac.za Emmanuel O. Adu eadu@ufh.ac.za <p>Innovation and technology brought by the 4th Industrial Revolution (4IR) have become an urgent reality to all teachers because of the need for a virtual classroom. In South Africa, over 13 million students in almost 25,000 schools have been affected by the COVID-19 lockdown. Most school teachers were not trained for online teaching, which was the only safe method of teaching during the lockdown period. This study, therefore, investigated how innovation and technology were utilised to mitigate the virtual classroom problems during the COVID-19 lockdown. This study employed a qualitative research approach using interviews to collect data based on the phenomenological research design. The sample for this study consisted of 12 lecturers purposively drawn from one university in the Eastern Cape Province of South Africa. Thematic content analysis was performed on the data. The findings revealed that a majority of the participants have poor pedagogical skills especially those related to using technologies such as Blackboard, Microsoft Teams, and V-Drive on computers for online teaching engagements during the COVID-19 lockdown; strategies utilised by the participants for their teaching activities during the lockdown included Microsoft Teams, WhatsApp voice notes, email attachments for sending bulky teaching materials to students, and other Computer-instructional resources. Thus, this study recommends an urgent need for capacity development workshops to equip lecturers with computer and ICT skills, knowledge, and strategies for online teaching delivery and increased provision of adequate learning and teaching facilities in all public educational institutions, including those in the rural areas.</p> 2022-04-19T13:05:20+00:00 ##submission.copyrightStatement##