Research in Social Sciences and Technology <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> Research in Social Sciences and Technology- OpenED Network en-US Research in Social Sciences and Technology 2468-6891 <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="" target="_blank" rel="noopener"></a>).&nbsp;&nbsp;</p> Citizenship Education in Early Republican Era in Turkey <p>In Turkey, the Republican Era, which started in 1923, is a period in which state institutions were rapidly restructured and these institutions were reconstituted within the framework of the ideology of the newly established state. Education has taken its share in this reconstruction process as well. One of the important regulations in the field of education was the 1924 curriculum. The 1924 curriculum was quite important in terms of reflecting the Republic’s perspective on education and the importance it attaches to education. Through this curriculum, it was aimed to raise patriotic individuals who are loyal to the philosophy and values of the Republic, have national consciousness, and understand the new state, institutions and organizations. The aim of the research is to examine the first citizenship education course of the Republic of Turkey, <em>Musâhabât-ı Ahlâkiyye &amp; Malumât-ı Vataniye</em> [<em>Conversations on Morality and Civics</em>], which was included in the 1924 educational program. In the study, this curriculum was analyzed by employing the historical research method.</p> <p><strong><em>Keywords</em></strong>: History of education, citizenship education, 1924 curriculum, republican era, historical research</p> Mehmet Melik Kaya ##submission.copyrightStatement## 2022-06-20 2022-06-20 7 2 1 26 10.46303/ressat.2022.7 Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era <p>This study aimed to assess the contributory roles of parental involvement (PI), parental acceptance/rejection (PAR), academic self-efficacy (ASE), computer user self-efficacy (CUSE) vis-à-vis gender and the onset of deafness on the academic resilience (AR) of deaf learners who participated in e-learning during the pandemic. The Bioecological Systems Theory provided a framework for the study. Data was collected using a structured questionnaire from 292 (Male: n = 164; Female: n = 128; Mage = 16.5) deaf learners from 3 provinces in South Africa. Data generated was analysed with IBM SPSS 22 and IBM AMOS 26.0 packages. All the fit measures of the SEM fell within the acceptable range (χ2 = 69.15, df = 28, χ2/df = 2.46, IFI = 0.91, CFI = 0.94, GFI = 0.93, NFI = 0.96, and RMSEA = 0.062). According to the findings, PAR, ASE and CUSE had a directly significant relationship on the AR of deaf learners who participated in e-learning during the lockdowns. An indirect significant relationship was observed between the latent variables and academic resilience when observed through the onset of deafness. Based on the findings, appropriate recommendations were made.</p> Olufemi Timothy Adigun Ntokozo Dennis Ndwandwe ##submission.copyrightStatement## 2022-06-20 2022-06-20 7 2 27 48 10.46303/ressat.2022.8 The Health Students’ Perception of Online Education amid the Pandemic <p>The recent Covid-19 pandemic has changed the lifestyles throughout the World. This study aims to investigate the health students’ perception of online education. The field of health requires practical education. Indeed, online education has a different concept. Thus, the health students’ perceptions draw attention especially during the hard time of pandemic. This quantitative study was conducted with 581 students studying a field of health in Turkey. The data from an online survey was analyzed with Kruskal Wallis and Mann-Whitney U tests. The results show that health students’ perception on online education was found to be medium. Even though some are favor of online education with some points, some see this type of learning platform not suitable for their fields. There was no significant difference between the perception of female and male students. The students’ perception differences were found statistically significant by departments, classes, watching lessons live, having technology difficulties and using different device to access to online education. These findings confirmed that the sudden shift to online education made a different experience for health students. The research concludes with suggestions to design online education for any unexpected pandemic.</p> Ahmet Baytak ##submission.copyrightStatement## 2022-06-26 2022-06-26 7 2 49 65 10.46303/ressat.2022.9 Platformisation of Education: An Analysis of South African Universities’ Learning Management Systems <p>Several studies have focused attention on the crisis of the COVID-19 pandemic and the impact on the traditional face-to-face teaching and learning activities across the globe. There is, however, little research regarding the platformisation of education with the aid of the learning management systems (LMSs) in the contexts of South African universities. With a thematic content analysis of the extant literature and a systematic review of universities’ websites, this study explored and unearthed various LMS platforms which public universities in South Africa adopted and utilized before the outbreak of the COVID-19 pandemic and during the lockdown period. The findings revealed that the majority (46%) of South Africa’s public universities used the Blackboard LMS while another 34 percent of the 26 universities used the Moodle LMS. The rest of the public universities in South Africa used one of the following LMS platforms: the Vula, Efundi, ClickUp, RUConnected, Sakai, SunLearn, Canvas, and D2LBrightspace. Furthermore, the study found that a few South African universities had moved from one LMS platform to another, especially during the period of lockdown precipitated by the pandemic; beginning from the year 2020. The LMS platforms serve the pedagogical needs of the universities in terms of facilitation of online interaction between instructors and students, dissemination of course materials, announcements, submissions, assessments, and grading of student assignments electronically. It is recommended that future studies should investigate the challenging factors responsible for the switch from one LMS platform to another across the public universities in South Africa.</p> Kazeem Ajasa Badaru Emmanuel O. Adu ##submission.copyrightStatement## 2022-06-26 2022-06-26 7 2 66 86 10.46303/ressat.2022.10 Blended Learning Challenges During COVID-19: A Case of Cost Accounting 2 Students at a Selected South African Higher Education Institution <p>Every sector in the twenty-first century makes use of technology for its activities, especially during the COVID-19 pandemic and higher education institutions are not exceptional. However, the cohorts enrolled in the selected higher education institution are from technologically challenged backgrounds. This suggests that in their previous schooling, technology was unemployed as a learning aid. As this may present some challenges for such students, this study aims to investigate challenges experienced by Cost Accounting 2 students who are from a technologically disadvantaged &nbsp;background. To accomplish that, a quantitative approach was used since it permits surveys to be delivered to the entire impacted population while also reducing sampling error. Because of the Coronavirus, online questionnaires were sent to 400 students, but only 119 (n=119) responded. Blended learning was found to be an effective technique for learning Cost Accounting 2 since the university provided sufficient information on how to use the system. However, there was a lot of discussion about internet access, learning materials access, and library resource access. Based on the findings, blended learning is excellent for studying Cost Accounting 2 as long as the learning management system is customised such that students can navigate it effortlessly. Management must work with internet service providers to try stabilise internet connectivity in the students’ neighbourhoods. The additional study can be done using a variety of research methods and target other groups of students.</p> Onke Gqokonqana Odunayo Magret Olarewaju Melanie Bernice Cloete ##submission.copyrightStatement## 2022-06-26 2022-06-26 7 2 87 107 10.46303/ressat.2022.11 Exploring Teachers’ Lived Experiences on the Integration of Values Education in South African High Schools <p>Values education has become a necessary tool in response to the rise in moral deterioration in an average South African society today. The school is viewed as one of the key players in nurturing children into adulthood. The teaching of values that can give the growing generation, necessary moral development is one of the responsibilities of the schools. Hence, this study aims at exploring teachers’ experiences on how they integrate values education into South African learners in various high schools. This qualitative study engaged five schools in its case study, where five teachers from each of the schools were purposively selected for semi-structured focus group interviews, to share their experiences on the integration of moral values in schools. Moral development theory was used to underpin the study. Findings from the inductive thematic analysis from the participants from both rural and urban schools indicated a misunderstanding of the concept of values education by some teachers, which affects its effective integration. The study established that role modelling of learners by teachers and parents are inevitable to save the society from moral decadence, while some participants indicted overpopulation, single parenthood, social media as some of the challenges to the integration of value education in schools. The study, therefore, recommends capacitation of teachers through various professional development programmes, to integrate values education and adequate parental support as some of the strategies to promote effective integration of values education in schools.</p> Joseph Lamlani Khathi Oluwatoyin Ayodele Ajani Samantha Govender ##submission.copyrightStatement## 2022-07-08 2022-07-08 7 2 108 128 10.46303/ressat.2022.12 The American Effect on Physical Education and Sports in Turkey during the Early Republican Period <p>The establishment of the new Turkish state was accompanied by a new governmental system, modernization efforts, and reforms in all fields of life. Education, acknowledged as a phenomenon that prepares new generations for the future, became one of the main concerns among the republican reform programs. The lack of specialists to implement new educational programs required inviting professionals of the relevant fields from abroad, and the first to arrive was the American educational scientist John Dewey, only 9 months after the establishment of the republic. Thus, Turkish-American relations, which had begun with commercial and missionary activities during the Ottoman period, entered a new era. Dewey, who emphasized both mental and physical aspects of education as a whole, fostered the emergence of many new services in physical education and sports thanks to his reports. In addition to Dewey’s work, other American reports presented information and suggestions for physical education. The Young Men’s Christian Association (YMCA), which played an essential role in the spread of recreational sports activities, launched many new sports branches and endeavors. This study addresses the effects of those reports and American experts’ suggestions, observations, and approaches for physical education and sports in Turkey.</p> Sevda Korkmaz ##submission.copyrightStatement## 2022-08-30 2022-08-30 7 2 129 145 10.46303/ressat.2022.13