Research in Social Sciences and Technology

Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC)

Peter Ndiangui — 2025-05-04

This study investigates the integration of online learning into Kenya's Competency-Based Curriculum (CBC), with the aim of improving educational access and equity. Although several educational reforms have been introduced in Kenya, challenges persist in fully implementing the CBC, including limited resources, technological gaps, and insufficient teacher training. The COVID-19 pandemic expedited the adoption of online learning, highlighting significant disparities in digital resource access between urban and rural areas. To evaluate the impact of online learning on student competencies, this research adopts a comparative approach, contrasting groups utilizing online tools with those relying on traditional teaching methods. The study employs cognitive diagnostic assessments to pinpoint specific areas of strength and weakness in students' knowledge and skills. In addition, concept mapping is utilized to visually organize and structure information, enhancing student understanding and retention. Findings from the study suggest that online learning can effectively increase student engagement, improve competency development, and provide more personalized learning experiences. To optimize the integration of online learning into the CBC framework, the study recommends key actions, including the enhancement of ICT infrastructure in rural schools to bridge the digital divide, the overhaul of teacher training programs to equip educators with digital pedagogical skills, and the implementation of inclusive policies ensuring equitable access to online resources for all students. Furthermore, the study encourages public-private partnerships to create tailored digital solutions addressing specific challenges in Kenya’s education system. These efforts could significantly enhance the CBC’s effectiveness, fostering more competent and skilled learners across the country.

Exploring Female Psychology Students’ Volunteering Experiences at the Inside-Out Outside-In South African Corrections Interest Group

Mbongiseni Mdakane — 2025-05-04

In the context of higher education, as propounded by the Community Engagement and Outreach Policy (Unisa, 2013), the University of South Africa (Unisa) academics are encouraged to involve students in In-Service Learning programmes, including those who may wish to volunteer their time to gain soft skills, experiential learning, and work-related skills. This study explored the volunteerism experiences of female Psychology students as part of Unisa’s “Inside-Out Outside-In” Corrections Interest Group. An exploratory, qualitative approach grounded in a phenomenological research design was incorporated into the study, and the standard ingroup identity model was used as the study’s theoretical framework. Ten study participants were recruited purposefully, and the data were collected using semi-structured interviews and analysed thematically. The results revealed that the terrain of volunteering is abundant with learning opportunities and that the volunteering experiences are unique, vary widely across individuals, and hold different meanings to different people. The results showed that volunteering among students requires resilience as its challenges can easily lead to burnout and despondency, owing to the fluctuating emotional situations they confront in carceral communities. It was also found that upon joining the Inside-out Outside-in South African Corrections Interest Group, the students did not come ‘empty-handed’ but brought misguided perceptions about the Criminal Justice System (CJS). However, through their participation over time, they gradually developed a rational understanding of the CJS. Conclusively, this study demonstrated that volunteering manifests many benefits, including debunking personal myths about carceral communities, deriving satisfaction and a sense of purpose, and building the capacity for active citizenship.

Student Teachers experiences of an Online Team-Based Learning Strategy Applied in an ODeL Course

Micheal M van Wyk — 2025-05-04

The purpose of the online course, Teaching Methodology Economics in the Further Education and Training Phase, is to expose student teachers to the online team-based learning (TBL) strategy as a collaborative teaching and learning approach that allows them to follow an organised procedure. To increase student engagement, accountability and collaboration in the course, an open distance e-learning (ODeL) environment can benefit from the active, structured small group learning that team-based learning offers. An ODeL course at a College of Education employed TBL as an example of a flipped instructional design. The experiences of the Teaching Methodology Economics student teachers participating in an online TBL strategy served as the basis for the single case study reported, which employed a exploratory qualitative approach. The study purposively selected only five participants (n = 5) for the interviews. Transcripts were produced by the computerised NVivo 14 software and thematic analysis was generated themes reflecting the participating student teachers’ experiences of the TBL strategy. The findings revealed that participants developed professional attributes, were motivated to reflect on their strengths and weaknesses as members of teams, and experienced the value of working and collaborating in groups. Further research on the use of evidence-based practice will ensure better outcomes for TBL in flipped learning contexts.

Advancing Social Science Teaching Through GIS-Based Mapping and Forecasting of LULC Changes of Recreational Parks in Durban Metropolis

Tolulope Ayodeji Olatoye — 2025-05-11

This study examines the spatio-temporal and projected dynamics of land use and land cover (LULC) changes in Durban Metropolis, South Africa. The research problem focuses on the growing tension between urban sprawl and the ecological sustainability of recreational parks in Durban Metropolis. As rapid urban expansion continues to encroach upon the recreational green spaces, it exacerbates degradation, threatening biodiversity and undermining ecosystem resilience. This study's significance extends to Higher Educational Institutions (HEIs) by demonstrating how GIS technology can be integrated into research, teaching, and learning to enhance environmental literacy and promote sustainable development principles. This research also contributes to bridging the gap between environmental research and pedagogy, empowering educators and students to engage actively in ecosystem conservation. The study adopts the Place-Based Education (PBE) Frameworks, providing a foundation for understanding the interconnectedness between societies and ecosystems, thereby aligning well with the study’s emphasis on advancing environmental education. A quantitative research approach was employed, combining GIS-based spatial analysis of satellite imagery with quantitative data. Base maps from 2004, 2014, 2024 and projections for 2034 for 9 major parks were analyzed to project trends in vegetation loss and urban LULC for the study area in 2034, highlighting areas of significant ecological concern. Findings emphasize continued pressure on green spaces, underscoring the urgent need for conservation strategies. The study recommends integrating GIS-based tools in teaching sustainable urban development, fostering critical thinking, and promoting place-based learning to equip students with skills for analyzing and addressing real-world environmental challenges.

Work-Integrated Learning in a Changing Educational Context

Vimolan Mudaly — 2025-05-12

Teaching, while acknowledged to be a noble career, can be a very difficult path. Preservice teacher educators are tasked with the immense duty of transforming preservice teachers into pedagogues that could and should make a difference to the lives of those they interact with. As teacher educators, we must strive to create continuing support and shared accountability, so that preservice teachers will be empowered as effective educators to extend themselves to ensure that the learners at schools attain their highest goals. This research looked at the way Work Integrated Learning (WIL) aides in this process. After the necessary ethical issues were addressed and permission obtained to conduct the study, final-year undergrad students, inservice teachers, and staff were encouraged to participate in this interpretative study. They were required to respond to an online questionnaire and a sample of participants was interviewed. The results are not unexpected and reinforce the idea that WIL learning has to adapt to the evolving technological culture that pervades all of society.

Food Insecurity Versus Learners’ Performance in the Classroom: A Case of South African Rural School

Michael Mbongiseni Buthelezi — 2025-05-12

Food insecurity is one of the less researched problems that poses a challenge to schools in South Africa. This qualitative study seeks to holistically explore this problem as it adopts Maslow’s hierarchy of needs and Vygotsky’s sociocultural theory as the lenses of exploration. In addition to socio-cultural beliefs on food and academic achievement, Maslow and Vygotsky offer a framework for physiological and cultural theories of how food impacts human brain function and capability. Therefore, this study's primary goal is to investigate the connection between food insecurity and academic achievement in rural South African schools, such as Tshehlo Secondary School in the Capricorn region of the province of Limpopo. Methodologically, this study purposively sampled grade 10,11, and 12 learners from Tshehlo secondary school for focus group discussions, observations, semi-structured interviews, and surveys from top to low achievers. The data collected were thematically analysed as they show that there is a link between food insecurity and learners’ performance in classrooms. Data was analysed to compare the experiences of top and low-performing learners with food insecurity and how it affects their performance in the classroom. Objectives of this study are; (a) to explore the effects of food insecurity on learners’ concentration and attention in the classroom, (b) to explore the impact of food insecurity on learners’ academic achievements, (c) to explore the relationship between food insecurity and learners’ performance in the classroom, (d) to explore any comparative difference between learners from food secure background and those who come from food insecure homes in terms of academic success. Recommendations thereof significantly include (a) devising ways to ensure food security programs in schools, (b) counselling and motivation in schools, and (c) DBE policy development and enforcement which involves even NGO’s with regards to learners’ nutrition. Conclusion entails that food security is more important for high quality achievements in schools as it directly impacts learners’ attitudes towards learning. Furthermore, it is challenging to evaluate the long-term educational effects of food poverty because a large number of the research are cross-sectional rather than longitudinal in character.