Research in Social Sciences and Technology

Profiling Accounting Teachers’ Readiness for Online Learning During the Covid-19 Pandemic in the Eastern Cape in South Africa: Who Was Ready?

Melikhaya Skhepehe — Mon, 30 Sep 2024 17:27:35 +0300

Regardless of the preparation of teachers, the COVID-19 pandemic and the ensuing social distancing measures forced educational institutions worldwide to convert quickly to online teaching and learning. COVID-19 has disrupted educational processes globally. The relevance of researching COVID-19's effects on the educational system has increased to discover a logical solution to this problem. This study assumes that a unit-level analysis can provide some insight, despite the pandemic's extensive consequences. Thus, during the Covid-19 outbreak in the Eastern Cape of South Africa, this study examined the preparation of accounting teachers for online learning. In a case study research design, a qualitative approach, a ten accounting teachers’ sample that was appropriate and intentional, was used. According to the survey, accounting learners are not aware of the potential applications of online learning in the classroom. The fact that schools do not promote online learning was another conclusion. The experts advise school administrators to schedule regular lectures online so that learners can learn. Redesigning classrooms is necessary to facilitate online learning.

Teachers’ Capabilities in Implementing Inclusive Education: A South African Perspective

Matsolo Mokhampanyane — Mon, 30 Sep 2024 17:32:06 +0300

In this empirical paper, we discuss teachers’ capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training.

Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation

Peter Ndiangui, Onder Koklu — Mon, 30 Sep 2024 17:37:52 +0300

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers’ beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers’ belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers’ personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers’ common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.

A Quest to Nurture Creativity in Technology Classrooms: Are Physical Factors a Spanner in the Works?

Maokanyane Patricia Magolego, Isaaac Thokozani Mtshali, Ramaligela Sylvia Manto — Mon, 30 Sep 2024 18:14:26 +0300

Nurturing creativity in Technology classrooms will, potentially, prepare learners for adaptability to the sweeping transformations that the new industrial revolutions portend and equip them to maximise the opportunities inherent in these revolutions. This study examined the effects of physical factors on the development of creativity in Grade 9 Technology classrooms. A qualitative research design was employed to purposively sample three Grade 9 Technology teachers to participate in this study. Open-ended questionnaires and non-participant observations were used as the methods of data collection for the study and the data were analysed thematically. The research findings show that creative pedagogy and the resultant development of creativity in the classroom, to a significant extent, are influenced by physical factors – class size and availability of Technology equipment. The study contributes to the body of knowledge by outlining how unfavourable physical conditions hinder the development of creativity skills in Technology classrooms, which is a core objective of the Curriculum Assessment Policy Statement (CAPS) guiding Technology education in South Africa. The study outlines the importance of a conducive learning environment to the quest to enhance learners’ creativity. Furthermore, the study recommends solutions to the paucity of resources for the enhancement of creativity in the Technology classrooms.

The Role of the Writing Centre in Enhancing Student Employability a Case Study of a University in South Africa

Yamkela Ntando, Maxhobandile Ndamase, Stenford Matenda — Mon, 30 Sep 2024 18:24:22 +0300

In the quest of bridging the high graduate unemployment gap of South African graduates, universities introduced initiatives which sought to assist graduates gain the necessary working experience. South African graduates struggle to find sufficient employment due to lack of work experience. The peer-to-peer coaching led by senior students, who are postgraduate students, leads to the enhancement of graduate employability. Therefore, this paper sought to investigate the contribution of the writing centre in increasing the chances of employment for its consultants. In light of this, literature was consulted to reveal the role of the writing centre in promoting student employment. Unstructured interviews were conducted on fifteen (15) participants, who were identified through convenient sampling technique. Thematic analysis was adopted to analyse the collected data. The paper found that the programme equips students to be familiar with the working environment. The study further revealed that the writing centre office is under-capacitated financially. The study thus proposed that the programme must be financially supported by the university, Department of Higher Education and Training (DHET) and other external stakeholders to continue capacitating the development of students. The study, therefore, concluded that the writing centre office effectively promotes student employability and increases the working experience of writing centre consultants.

Gender Stereotyping and Social Norms: Exploring Theoretical Perspectives and Educational Implications

Matthew Damilola Omojemite, Elphina Nomabandla Cishe, Mpongwana Zibongiwe — Thu, 03 Oct 2024 06:58:41 +0300

This review is a theoretical paper which examined gender stereotyping and social norms. The review was supported by feminist theory, critical theory and social psychology theory. The review utilizes a comprehensive strategy to investigate the theoretical lenses and consequences of gender stereotyping and social norms. The approach comprised of a few key stages. A survey incorporating gender stereotyping, social norms, feminist theory, critical theory and social psychology to assemble an all encompassing comprehension of the review was done. The review of gender stereotyping and social norms through critical assessment of key idea and viewpoints from feminist theory, critical theory and social psychology. The structure for revealing perplexing social peculiarities is given by the integration of feminist theory, critical theory and social psychology theory. This enlightened the basic component of inequality and injustice by considering the joint impact of gender, power and social setting. The review revealed the pervasive nature of gender stereotyping and social norms, their effect on causing inequality and injustice and the significance of promoting gender equality and social equity. In this way, the significance of interdisciplinary collaborative effort and combined actions in addressing the issue of gender stereotyping and social norms within educational setting and more extensive cultural setting. It emphasized the need for holistic approaches that will consider the broad intersection of power, ideology, and social issue in order to create gender equality and social justice both in the social and educational domain.

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Ntshimane Elphas Mohale — Thu, 03 Oct 2024 07:04:30 +0300

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Conceptualization of student support by university support staff in an open distance e-learning environment

Enid Manyaku Pitsoane — Thu, 03 Oct 2024 07:08:57 +0300

Student support is seen as a necessity to better students’ progress. For students to succeed when studying at a distance, they need a great deal of support to adjust to the institution of higher learning. Independence theory was used as a lens to understand the role of student support staff in providing services to students. A qualitative case study was employed with a purposive sample of sixteen support staff to explore the role of regional academic coordinators, counsellors, centre managers and librarians, referred to as support staff, in supporting students in an open distance e-learning institution and also to determine their understanding of student support. The results reveal that most of the support staff members were aware of their role in contributing to student success in the institution. They indicated that there is a gap between academics and professional staff where a referral system is lacking to fully support and trace students needing support. Support staff seemed to lack marketing skills to inform and attract students to utilize the services. The results further reveal a lack of technological skills among some of the support staff to facilitate online services for students. The study recommends collaboration among all role players in the institution in order to give holistic support to students and to be trained in technological skills to assist students online.

The Dynamics of Slido to Promote Learning in Rural University Classrooms

Oyinlola Omolara Adebola — Thu, 03 Oct 2024 07:18:06 +0300

Slido is an interactive online platform facilitating active learning in rural university settings. Rural universities often need more resources, including access to technology and opportunities for diverse pedagogical approaches. Traditional lecture-based teaching predominates due to these constraints, which can hinder student engagement and learning outcomes. Slido offers a solution by leveraging technology to enhance interaction, collaboration, and participation within the classroom environment. This study, therefore, adopted the Slido application to promote active learning in one of the rural university classrooms within South African higher education. Active learning methodologies have gained widespread recognition for their effectiveness in engaging students, fostering more profound understanding, and promoting critical thinking skills. However, implementing such strategies, especially in rural university classrooms, can pose unique challenges. Through features such as live polls, quizzes, and audience Q&A sessions, Slido enables instructors to create dynamic learning experiences that encourage active participation from students. In rural contexts where class sizes may be smaller and student diversity limited, Slido provides an avenue for inclusive participation and allows even the most reserved students to contribute anonymously. Hence, the qualitative study adopted a transformative paradigm as a lens and approached it through active learning designed by Action Research. Furthermore, the study was a two-year project involving third-year business studies students and their transition to, and completion of, their fourth year of study. Seven students were selected as the participants, and data was generated through a Focus Group discussion and analyzed using Thematic Analysis. The study revealed that Slido promotes activeness among students in the module selected in the rural university. In conclusion, Slido offers a promising solution for promoting active learning in rural university classrooms. The study recommends that lecturers should be empowered in terms of resources and training to infuse technology into teaching.

Unlocking Potential: The Transformative Role of Gaming in Rural Higher Learning Institutions of South Africa - A Systematic Exploration

Ifeanyi Mbukanma, Madira Manganyi, Bhekithemba Vellem, Neliswa Gqoli — Thu, 03 Oct 2024 07:23:10 +0300

The aim of this study resonated with the pursuit of achieving enhanced engagement in teaching and learning that informs critical thinking, and knowledge retention among students. Despite the growing trend of technological integration in teaching and learning, however, there exists a lack of empirical evidence and comprehensive studies that investigate the effectiveness of gaming in promoting educational objectives within rural institution of higher learning in South Africa. To investigate this gap, a systematic review method was employed, which provides a comprehensive and logical analysis of existing literature on the significance of gaming in teaching and learning within rural institutions of higher education. Inclusion and exclusion criteria were used in the study to enhance the rigor and transparency of the research process, by providing a solid foundation for synthesizing and interpreting existing literature relevant to the study. The systematic review findings revealed that the significance of gamification in teaching and learning in rural higher education lies in its ability to overcome accessibility challenges, provide personalized learning experiences, address motivation and retention issues, and enhance digital literacy. It was recommended that by incorporating gamified approaches, rural higher educational institutions can create a more inclusive, engaging, and effective learning environment for students within the rural institutions of higher learning in South Africa.

A Review of Official Documents and Literature on the Forgotten Victims of Parental Incarceration in South Africa

Afika Fikiswa Magadla-Mateyise, Enoch Zenzile — Thu, 03 Oct 2024 07:30:46 +0300

This article is a literature synthesis of the living conditions of black children after their parent's imprisonment. In Africa, the prison population currently stands at 1,194,497, while in South Africa, 147,922 people were being held in correctional facilities as of January 2021. Parental incarceration has affected all children, regardless of race, age, or cultural background. An increasing amount of research indicates that children with incarcerated parents are prone to internalized behaviors such as depression, anxiety, and withdrawal, as well as externalized behaviors including criminality and substance use. They may also experience cognitive delays, academic struggles, and insecure attachments in their relationships with both their imprisoned parents and primary caregivers. The term "caregiver" denotes the individual who assumes the role of the child's main caregiver while the parents are incarcerated. It is important to note that the literature focusing on child-headed households in South African informal settlements and townships may be limited. This paper is a narrative synthesis of the literature review and uses secondary sources.

Prospects and Challenges to ICT Adoption in Teaching and Learning at Rural South African Universities: A Systematic Review

Vikela Liso Sithole, Ifeanyi Mbukanma — Thu, 03 Oct 2024 07:43:28 +0300

This study aimed to systematically review the prospects and challenges associated with adopting Information and Communication Technology (ICT) in teaching and learning at rural universities in South Africa. To achieve this aim, a systematic review methodology was employed. The systematic review findings revealed a multifaceted landscape wherein opportunities for enhancing education through ICT exist alongside significant challenges. Prospects include the potential for technology to bridge educational gaps, increase accessibility, and provide innovative learning experiences. However, challenges such as inadequate infrastructure, limited connectivity, and varying levels of digital literacy pose significant impediments. The study emphasizes the need for targeted interventions to address these challenges, including infrastructure development, capacity building, and localized content creation. Additionally, recommendations for flexible learning models and collaborative partnerships are outlined to facilitate effective ICT adoption in the unique context of rural South African universities. Continuous research and evaluation are advocated to inform future strategies and ensure sustainable improvements in rural education through ICT integration.

Is It Germane to Sustain Higher Education Research in The Post-Covid-19 Era?

Oluwayemi IbukunOluwa Odularu — Thu, 03 Oct 2024 08:05:47 +0300

The COVID-19 pandemic has severely impacted developing countries, causing educational and economic crises globally. This study explores the necessity of maintaining research in Higher Education (HE) amidst the pandemic's disruptions. It questions whether Higher Education Institutions (HEIs) can sustain research post-COVID-19 while balancing essential functions to avoid risks. Despite extensive studies on HEIs' research sustainability post-pandemic, there is a notable gap in understanding the precise strategies needed to balance essential functions, address risks, and foster resilience amid uncertainties. To bridge this gap, the study highlights the importance of reassessing research priorities and methods in the changing HE landscape. A systematic literature review was conducted, gathering relevant literature from various databases. The study employed an exclusion and inclusion design for research selection. It points out that maintaining HE research post-pandemic has not been sufficiently investigated, leaving a critical gap in understanding research practices. The conceptual model, serving as the study's theoretical foundation, offers an organized means of evaluating the need for HE research considering the pandemic's global economic impacts. This study underscores the importance of multi-stage educational research in the post-COVID-19 era, given the interconnectedness of HEIs. It advocates for a flexible and dynamic research environment and suggests comprehensive approaches to anticipate and meet emerging trends in higher education. The study emphasizes that future research should focus on mitigating post-pandemic challenges and preparing for shifts in HE, promoting resilience and creativity in the field.