Theses and Dissertations (Science, Mathematics and Technology Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32289

Browse

Now showing 1 - 20 of 281

Euclidean geometry learning opportunity in Further Education and Training mathematics textbooks
(University of Pretoria, 2024-12-18) Ogbonnaya, Ugorji ; teetine2002@gmail.com; Zhou, Tinevimbo
ABSTRACT Euclidean geometry has been highlighted as a topic in mathematics that presents challenges to many secondary school students. Since teachers and students rely on textbooks for teaching and learning, the students' challenges could be linked to poor opportunities to learn Euclidean geometry in the textbooks. This study investigated the opportunities to learn Euclidean geometry in secondary school mathematics textbooks. In particular, the study examined the extent to which the content of Euclidean geometry addresses the Curriculum and Assessment Policy Statements content for Grades 10-12. It also investigated the Euclidean geometry learning opportunities included in tasks regarding the nature of tasks and levels of geometric thinking. In addition, the study examined the nature of tasks and the levels of geometric thinking of the tasks in the textbooks. Lastly, it examined the Euclidean geometry learning opportunities in the textbook tasks regarding the forms of representation, contextual features and forms of answers. The study employed a qualitative case study research approach where textbook content analysis technique was used to collect data from three purposefully selected textbook series. All the Euclidean geometry tasks in the three textbook series were analysed using a 6D analytical framework. The dimensions of the textbook tasks analysis were content coverage, type of required mathematical activity, geometric thinking levels involved, forms of representation, contextual features, and the answer forms. The findings of the study indicated that the textbooks do not provide sufficient Euclidean geometry learning opportunities. The content coverage in the textbooks did not align with the prescribed curriculum document, as they did not completely address Euclidean geometry as prescribed in the curriculum. The analysis also revealed that the tasks do not have diverse types, the types of tasks in textbooks are dominated by one mathematical activity (calculation and operation), one geometric thinking level (informal deduction), one representation form (combined form), one context type (non-application) and one answer form (closed answer). Tasks focusing on representation and modelling, interpretation, visual, analytical and rigour, visual form, pure mathematical form, application tasks and open-ended type tasks were found to be rare. The findings have important implications for textbook writers to use the different types of textbook tasks to provide students with better Euclidean geometry learning opportunities. Teachers may need to supplement the textbook with additional resources that offer opportunities for students to engage with Euclidean geometry concepts. Keywords: Answer forms, content coverage, contextual forms, Euclidean geometry, geometric thinking levels, mathematics textbooks, nature of tasks, Opportunity to Learn, representation form, Tasks
Mathematics teachers’ reflective practices within the Lesson Study context
(University of Pretoria, 2024-11) Sekao, David; Ogbonnaya, Ugorji ; Dumisani.Maphanga@gauteng.gov.za; Maphanga, Dumisani Simon
The ability of teachers to reflect upon teaching and learning processes has become the key factor for professional development (PD) in recent times. In my qualitative case study research, situated within the interpretivist paradigm, I explored Mathematics. Teachers’ Reflective Practices within the Lesson Study (LS) setting. Six teachers who constituted an LS team were purposively and conveniently selected based on their experience using LS in their school and being willing and accessible to participate in my study, respectively. My study was guided by two theoretical lenses: Social Constructivist Theory (SCT) and Gibbs’ Reflective Cycle. Data were collected through lesson observation, document analysis and semi-structured interviews to answer the primary research question: How do mathematics teachers acquire learning through post-lesson reflection in LS? The following main findings were revealed: (a) teachers follow a structural format of doing reflections; (b) teachers reflect on pedagogical and content knowledge as part of their learning experiences; (c) teachers conduct post lesson reflection based on the observation tool to gauge the achievement of the lesson objectives; (d) teachers benefit in doing post-lesson reflection regarding how learners respond to different teaching methods which leads to their understanding of the mathematics concepts and lesson improvement; and (e) although teachers demonstrated a fair understanding of conducting reflection, there were hindrances regarding the quality of their reflections which lacked mathematical rigour. I propose a modified LS model with an easy-to-follow reflective cycle to enhance structured and focused reflection.
Teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study
(University of Pretoria, 2024-11) Sekao, David; Ogbonnaya, Ugorji; Leshota, M.; lancymakandidze@gmail.com; Makandidze, Lancelot Sibanengi
This interpretive qualitative case study aimed to explore teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study. Six participating teachers’ development of mathematical knowledge for teaching trigonometric functions to Grade 11 learners was explored during their collaborative lesson planning, lesson presentation and observation, and post-lesson reflection stages of the South African Lesson Study model. The Mathematical Knowledge for Teaching Framework was used as the lens for the study. Data were collected using observations, document analysis and semi-structured interviews. The study revealed that teachers developed their mathematical knowledge: (1) through collaborative lesson planning discussions (that incorporated all the six knowledge domains) of trigonometric functions content, teaching strategies (or instructional approaches) and learner learning (or thinking), (2) during lesson presentation and observation (that incorporated three knowledge domains) by observing the layout and sequencing of trigonometric functions content and ideas, and the handling of learners’ responses/thinking (oral and written ), (3) through post-lesson reflection conversations (that incorporated all the six knowledge domains) critiquing the achievement of objectives, refining and re-aligning previous and future lessons. The other finding was that teachers reported gaining content and pedagogic skills in trigonometric functions through participating in Lesson Study. Teachers also viewed Lesson Study as an intervention to address poor performance in trigonometric functions. From these findings of my study, I recommend that Lesson Study be adopted as a teacher development model in South Africa’s mathematics education and be used as an intervention to address learners’ problems with trigonometric functions and other problematic topics.
Life Sciences teachers' use of discursive moves to establish dialogic discourse when teaching about the cell cycle
(University of Pretoria, 2024-11) Khoza, Hlologelo C. ; De Villiers, J.J.R. (Rian); u22881230@tuks.co.za; Zondo, Lungile Goodness
There is an agreement among science education scholars in South Africa and the world that establishing a dialogic discourse depends on how teachers ask questions and respond to learners’ contributions. The purpose of this study was to investigate how Life Sciences teachers use discursive moves to establish a dialogic discourse when teaching the topic of the cell cycle in Grade 10 and the factors that influence the Life Sciences teachers’ use of these discursive moves. Socio-cultural theory was used as the main theoretical framework and several constructs like teacher discursive moves from Tytler and Aranda’s (2015) and Mortimer and Scott’s (2003) frameworks of communicative approaches as a conceptual framework. Using a multiple qualitative case study, data was collected through classroom observations (video data) and video-stimulated recall interviews (VSRIs). The video data was analysed both inductively and deductively using an established framework, and data from the VSRIs was analysed thematically. Findings indicate a specific progression of discursive moves to establish a dialogic discourse. Interestingly, the findings differed in the length of dialogic interactive patterns when close-ended and open-ended questions were used to initiate a discussion. Factors that contribute to the use of discursive moves when teaching the topic of the cell cycle are presented and discussed. This study outlines some recommendations for in-service Life Sciences teachers’ professional development and how initial teacher education programmes need to prepare Life Sciences teachers to understand the intricacies of establishing a dialogic discourse in Life Sciences classrooms.
Whole Brain® thinking action-research in a coding and robotics curriculum for Grade 4
(University of Pretoria, 2024-08) Mihai, Maryke Anneke ; Du Toit, Pieter Hertzog; soenebotha@gmail.com; Botha, Soene
This study addresses the challenges faced by a private school in implementing the Department of Basic Education's (DBE) coding and robotics curriculum for Grade 4 learners. The standard curriculum was found to be inadequate in meeting the specific needs of the school's educational environment and diverse learner profiles. To bridge this gap, the research aimed to design, implement, and continually refine a Whole Brain® coding and robotics curriculum tailored to these specific needs. The research question guiding this study was: How can action research principles be utilised to monitor and iteratively improve the design of a Whole Brain® coding and robotics curriculum for Grade 4 learners? This investigation employed a qualitative, action research methodology, combining iterative design, real-time classroom implementation, and reflective analysis. The Whole Brain® model, which integrates cognitive diversity by addressing different thinking preferences, served as the theoretical framework for the curriculum development. This framework was implemented through targeted instructional strategies and activities designed to engage all learners, regardless of their cognitive preferences. The study's findings revealed significant improvements in learner engagement, mastery of coding concepts, and the development of 21st century skills such as critical thinking, communication, problem-solving, and collaboration. Data were collected through classroom observations, learner assessments, and reflective journals, which were analysed to refine the curriculum continuously. The iterative process allowed for adjustments based on real-time feedback, ensuring that the curriculum remained relevant and effective. The integration of Whole Brain® principles not only enhanced inclusivity by catering to diverse cognitive styles but also fostered a balanced learning environment that promoted both creativity and analytical thinking. This research contributes a novel approach to curriculum development in technology education, demonstrating that action research, combined with a cognitive diversity framework, can effectively bridge the gap between theoretical research and practical teaching. The implications of this study extend beyond the local context, offering a scalable model for other educational settings facing similar challenges.
A resilience perspective of teaching and learning in South African higher education institutions during crises
(University of Pretoria, 2024-10-10) Graham, Marien Alet; Roux, Karen; jenette.duplooy@gmail.com; Webb, Jenette
Resilience is recognised as a multifaceted process that draws on multiple contextual and personal resources that interact in a complex manner over time. Amid times of crises such as COVID-19, load-shedding, and protest movements, students face manifold challenges, including social isolation, depression, low self-esteem, academic stress, and technological problems. This study aimed to create a reliable and valid Academic Resilience Scale (ARS) to investigate how South African education students from public Higher Education Institutions (HEIs) experience academic resilience during crises. A socio-ecological resilience theory (SERT)-model embedded within the Context-Input-Process-Output (CIPO)-model was created to gain a holistic overview of how students experience academic resilience during crises. A sequential exploratory mixed-methods design was used to create a qualitative foundation to inform the subsequent quantitative phase. All undergraduate education students enrolled from 2020 to 2023 in participating HEIs were eligible to participate in this study. Derived themes from focus group interviews (12 students from three HEIs), identified using qualitative content analysis, were utilised for the development of the quantitative ARS (n = 30 pilot study; n = 343 main study). Six themes emerged: (i) student-lecturer relationship, (ii) academic and administrative stress, (iii) Higher education support, engagement and communication, (iv) persistence, (v) social support structure, (vi) technological issues. Content validity of the ARS was established by an expert panel, the underlying construct structure was confirmed using confirmatory factor analysis, with reliability and validity being established using Cronbach’s alpha and construct validity. The ARS identified HE support, engagement and communication as the most important construct contributing to academic resilience during times of crises, followed closely by persistence and student-lecturer relationships. Recommendations include ensuring that all South African HEIs have mental health and academic support programmes, opportunities for engagement and interactive feedback mechanisms, and centralised communication platforms for transparent and timely updates, as these would ensure that students are better equipped to handle crises and maintain academic resilience. This study provides invaluable insights into the factors that contribute to academic success and resilience among undergraduate students, thereby allowing HEIs to refine their support systems and strategies to ultimately foster a more resilient study body.
Integrating intelligent tutoring systems for differentiated learning in inclusive classrooms
(University of Pretoria, 2024-10) Joubert, Jody; Callaghan, Ronel; u17015783@tuks.co.za; Kruger, Andrea
This study falls within the field of computer-integrated education (CIE), specifically investigating the integration of Intelligent Tutoring Systems (ITSs) for differentiated learning in inclusive classrooms. An independent school in South Africa has recently implemented an ITS to support Grade 7 Mathematics in their inclusive classroom setting. This innovative technology holds the potential for enhancing differentiated learning, which aims to personalise education and cater to the diverse needs of all learners. While ITSs have established their effectiveness in providing adaptable an individualised instruction, the specific features that best support diverse learners within the South African educational landscape and policy framework require further exploration. Differentiated learning in inclusive classrooms aims to personalise education and cater to diverse learner needs. ITSs offer adaptive, individualised instruction, yet their integration within these settings remains under-researched, particularly in South African contexts. This study addresses this gap by investigating the potential of ITSs for differentiated learning in inclusive Grade 7 Mathematics classrooms in an independent school in South Africa. While ITSs hold promise for differentiated learning, their integration in inclusive environments presents unique challenges. Limited research explores the specific features of ITSs that effectively support diverse learners within the South African educational landscape and policy framework. This study aims to fill this gap by examining how ITSs can be tailored to address the individual needs of learners in inclusive classrooms. Employing a case study approach, this study delves into the implementation of an ITS for Grade 7 Mathematics in an inclusive school. Data collection involves teacher interviews, and technological analysis, and policy analysis to gain insights into best practices, challenges, and the role of the ITS in differentiated learning. This research aims to identify features of the ITS that effectively support differentiated learning in this context. It will explore how the ITS can be adapted to meet the unique needs of learners with diverse learning styles and abilities, while also considering the specific policy and curriculum requirements within South Africa. Ultimately, the study will offer practical recommendations for integrating ITSs into inclusive classrooms to enhance the quality and inclusivity of education for all learners.
Investigating the link between teachers’ use of representations and learners’ conceptual understanding of electrical circuits
(University of Pretoria, 2024-10) Coetzee, Corene; robyndharrison92@gmail.com; Harrison, Robyn Diane
This study explores the link between teachers’ incorporation of representations into their conceptual teaching strategies and learners’ conceptual understanding of electric circuits. The aim of the research was to thoroughly investigate the link by determining whether learners used and applied the representations taught by teachers while thinking and reasoning about electric circuits. Three in-service teachers, two from Australia and one from South Africa, as well as the learners in their respective classes at the time of the research, agreed to participate in the study. Data was collected by conducting semi-structured interviews with teachers, examining their lesson planning documents, and administering a diagnostic test, which the researcher created specifically for this study. The goal of conducting interviews and examining lessons was to evaluate how well teachers used representations. The purpose of administering the diagnostic test was to evaluate learners’ knowledge. This study has shown that the use of different representations in electric circuits influences learners’ knowledge and understanding. Verily, the inadvertent misapplication of such representations can have a significant negative influence on their understanding and reasoning about electric circuits, leading to misconceptions. Furthermore, the study emphasised that learners frequently struggle to effectively distinguish between various concepts, especially those of current and voltage, during the learning process. This highlights the importance of teachers’ ongoing reflection and improvement in how they use and present representations during their teaching. The findings of this study could inform both preservice teacher education and in-service professional development, encouraging educators to carefully consider the strengths and weaknesses of the representations. Additionally, this study contributes to the existing body of knowledge on the influence of teachers’ pedagogical content knowledge on learner outcomes and supports the concept-specific nature of pedagogical content knowledge.
Exploring pre-service mathematics teachers' knowledge of learner thinking within the lesson study context
(University of Pretoria, 2024-07) Sekao, David; Mokotjo, Lindiwe; vachakawanei@gmail.com; Chakawanei, Victor
One of the outcomes that newly qualified teachers seek to achieve is to know their learners and how they learn and think. Knowledge of student thinking (KoST) gives teachers the ability to assess how well learners understand mathematical concepts and read trends in misconceptions, and therefore, develop insightful strategies to address the misconceptions accordingly. In the current interpretivist qualitative case study, I used Lesson Study, which is an approach that foregrounds collaboration among a group of teachers, to explore mathematics preservice teachers’ KoST during their work integrated learning. I explored the KoST phenomenon during specific Lesson Study stages, namely the lesson planning stage, the lesson presentation stage, and the post-lesson reflection stage. I answered the following research question: How do mathematics preservice teachers integrate KoST into teaching and learning within the Lesson Study cycle? A purposively drawn sample involved a team of four preservice teachers from one independent initial teacher education institution in South Africa. Data were collected through document analysis, participant and non-participant observation, and unstructured interviews. Data analysis was done deductively and inductively. The findings revealed that preservice teachers to a certain degree consider the elements of KoST during the lesson planning, lesson presentation, and post-lesson reflection stages. However, they prioritised and implemented these elements to a greater extent during the actual lesson presentation and observation of the Lesson Study cycle. In other words, preservice teachers place more emphasis on incorporating learner thinking during the active teaching process than during the planning and reflection stages.
Senior phase technology teachers' experiences of the utilisation of smartboards in Ekurhuleni District rural schools
(University of Pretoria, 2024-09) Mihai, Maryke Anneke; rochleybosman@gmail.com; Bosman, Rochley
This study aimed at exploring Senior Phase Technology teachers’ experiences on the utilisation of smartboards in Ekurhuleni District rural schools. More specifically, the study sought to identify whether the utilisation of smartboards in South Africa catapults the teaching and learning in the classroom and, thus, contributes to improve the quality of the education provided. The study utilised a qualitative approach, conducting semi-structured interviews and drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. Purposive sampling and convenience sampling were employed to select the research site and the participants through which data were collected. Manual thematic analysis was used to analyse the data, and this generated insights into teachers’ experiences with the utilisation of smartboards, including the integration of this technology in the classroom. The study found that not all Senior Phase Technology teachers effectively use smartboards in Technology classrooms. The data analysis based on the UTAUT model indicated that while most teachers are positive about smartboard use in the Technology classroom, effective utilisation depends on having functional smartboards, uninterrupted power supply, stable internet access, and ongoing training. The study adhered to ethical considerations by ensuring informed consent, voluntary participation, confidentiality, and anonymity.
Mathematics teachers' professional noticing as an immanent feature of Lesson Study
(University of Pretoria, 2024-09-27) Sekao, David; u18229256@tuks.co.za; Moremi, Koketso Clinton
Teachers’ professional noticing is an essential pedagogical skill for the effective teaching and learning of mathematics. Professional noticing is an inherent attribute of Lesson Study (LS). Therefore, LS is the perfect context to explore how mathematics teachers used professional noticing when offering lessons within the LS setting; thereby making instant instructional decisions while the lesson unfolds. My qualitative case study research is situated within the interpretivist paradigm, wherein two LS groups were studied to gain insights into how mathematics teachers’ professional noticing informs their instructional decisions. I used two theoretical lenses, namely, Situated Learning Theory (Lave & Wenger, 1991), to provide a theoretical basis for LS and FOCUS Framework for Productive Noticing (FFPN) (Choy, 2015) to provide a theoretical basis for professional noticing. The two LS groups were purposively selected because of their familiarity with and implementation of LS. Data were collected through observation, document analysis and unstructured interviews to answer the primary research question: How do mathematics teachers use professional noticing to facilitate lessons within LS? The findings of this research have practical implications for mathematics teaching. The study revealed that while teachers noticed learners struggling with specific mathematics ideas, their noticing was only superficial. This led to instructional decisions that were not optimal for enhancing or developing learners’ mathematical thinking. The dominant instructional decision was to, in the same way, re-explain a mathematics idea in the same way when learners were struggling with it. The study also revealed that teachers could reflect on practice cosmetically and suggest alternatives for the future. The recommendations from this research can guide teachers to use purposeful activities when teaching in the LS context to enable them to notice specific issues regarding learners’ mathematical thinking and then make suitable instructional decisions. It also suggests that teachers consult curriculum policy when engaging in post-lesson reflections to enrich their reflection-on-practice.
Grade 6 mathematics teachers’ use of inquiry-based learning as a pedagogical tool
(University of Pretoria, 2024-10) Sekao, David; u17126844@tuks.co.za; Cunningham, Nicole
In this study, I explored the incorporation and utilisation of Inquiry-Based Learning (IBL) by Grade 6 mathematics teachers, focusing on their instructional practices when teaching the area concept. Guided by the 5E Instructional Model (Bybee, 1997), I explored teachers’ instructional activities that promote competence, autonomy, and relatedness. Three conveniently selected schools participated in my study to answer the main question: How do Grade 6 mathematics teachers use IBL as a pedagogical tool to teach the concept of area? Situated within the interpretivist paradigm, this qualitative case study employed multiple data collection methods, including document analysis, observation and semi-structured interviews. Through these multiple data collection methods, I gained insights into the teachers' instructional practices and the challenges they face when using IBL in mathematics. The findings revealed significant challenges in implementing IBL despite its prominence as a recommended pedagogical approach in the South African mathematics curriculum. The findings revealed that teachers struggled with the practical application of IBL, particularly in fostering deep conceptual understanding and learner autonomy in teaching the concept of area. This study highlights the crucial role IBL plays in promoting critical thinking, problem-solving, and active learner participation, which are key to successful mathematics education. However, the findings emphasise that without proper teacher training and resources, the potential of IBL remains underutilised. The study underscores the need for comprehensive teacher support and professional development to bridge the gap between curriculum expectations and classroom practices, ensuring IBL is more effectively integrated into lessons to promote meaningful and engaged learning.
Teaching vertical projectile motion : the role of teaching experience in Pedagogical Content Knowledge development
(University of Pretoria, 2024-08-01) Coetzee, Corene; Mazibe, Ernest Nkosingiphile; ddutoit14@yahoo.com; Du Toit, Daniël Rudolf
This study investigated the PCK of novice teachers before and after their first teaching experience, teaching the topic of vertical projectile motion. The primary objective was to examine the impact of teaching experience on the development of PCK in novice teachers when addressing vertical projectile motion for the first time. The study assessed pPCK in three phases: (i) before teaching, (ii) during teaching, and (iii) after teaching. The analysis compared pPCK before and after teaching to assess potential improvements associated with teaching experience. Three novice Physical Sciences teachers were purposefully and conveniently selected as participants for teaching the topic for the first time. The data collection methods included Content Representations (CoRes) and interviews to capture pPCK, while enacted PCK (ePCK) was observed during lessons and supplemented by video-stimulated recall (VSR) interviews. The research framework drew from the Refined Consensus Model (RCM), specifically focusing on pPCK and ePCK. A rubric for analysing pre- and post-CoRes data were employed, as well as analysed data from the interviews. A second rubric was used to analyse the data from lesson observations, field notes, and recordings. Specifically, the study emphasised three components of topic-specific PCK: a) Knowledge and skills related to curricular salience, b) Knowledge and skills related to conceptual teaching strategies, and c) Knowledge and skills related to learners' understanding of science, asserting that these components inherently encompassed the others within the teaching strategy. The results indicated that first-time teaching experience contributed to the development of teachers’ PCK in most PCK components. Importantly, no instances were found where teachers' pPCK declined after teaching the topic for the first time. Results also indicated variations in teachers' competencies across components of PCK, reflected in both captured and revealed pPCK.
Identifying and understanding enabling conditions for supporting reading literacy development for primary schools in Zimbabwe
(University of Pretoria, 2018) Howie, Sarah J.; archedusec@gmail.com; Gowo, Gladys Claris
This thesis documents an investigation seeking to identify enabling classroom conditions that promote the development of reading literacy competencies among lower grade learners in some selected high-performing schools in Zimbabwe. National and regional surveys have revealed that most lower grade learners in public schools proceed to higher levels of academic schooling unable to read. The study employed a multiple case study within an interpretivist paradigm. Data were gathered through document analyses, interviews, participant observations, and focus group discussions with 23 participants, four of which were school principals, 18 teachers and one Education Officer. The Exemplary Model of Early Reading Growth and Shulman’s Pedagogical Content Knowledge model informed the conceptual framework for this study. The findings indicated the impact of the guided reading approach, the effect of societal value systems and the contribution of organised pedagogical approaches on reading literacy development. Whilst the Ministry of Primary and Secondary Education (MoPSE) determines curricula content materials for all schools in the country, most high performing schools design school-based reading syllabi that involve parental participation. Furthermore, school governing bodies of most high performing schools in Zimbabwe ensure that each class has a well-resourced library and lower grade learners in high performing schools have a daily session of mandatory exposure to printed media. Teachers facilitate and tend to learners with exceptional reading challenges. Such reading literacy development programmes constitute reading as part of the school culture of high performing schools in Zimbabwe. The analysis of the teaching of reading literacy in high-performing schools identified four critical enabling factors namely: the need to develop reading as part of school culture, the need to involve parents in assisting their learners with homework activities in reading, teacher competencies (including the ability to interpret syllabi appropriately) and the provision of adequate reading resources. Furthermore, the study culminated in the design of a Multifaceted Reading Literacy Development Model including eight important factors for reading literacy development namely: interpretation and implementation of curriculum; professional development of teachers; curriculum materials and other resources; school-level reading policies; mentoring and monitoring; parental involvement; teaching approaches, strategies and methods; and professional competencies and attributes. The significance of the findings provides hope for those in educationally deprived environments in that, regardless of where the school is located, lower grade learners have the potential to acquire competent reading skills provided the above-mentioned conditions exist. As resource availability alone is inadequate, teachers need to upgrade their pedagogical skills continuously and schools need to exchange experiences and knowledge to suit local/contextual realities.
The domains related to student success in an academic development programme
(University of Pretoria, 2024-02-23) Eloff, Irma F.; Van Staden, Surette; gideon.brits@up.ac.za; Brits, Gideon P
This study focuses on student success in an Academic Development Programme at a large, research-intensive higher education institution in South Africa. The researcher as a lecturer in a post-Apartheid South Africa, investigated variables within the demographic, institutional, economic, cognitive, personal needs, and psychological domains of student success. The aim of the study was to determine which domains could be related to student success in the Academic Development Programme as presented at the Mamelodi Campus of the University of Pretoria. A mixed-methods research design was adopted. The data were collected from students who joined the Extended Curriculum Programme during an 11-year period (2010-2020). The research was conducted within three distinctive phases. The first phase was a quantitative, secondary analysis of existing university data (n=5 560), followed by a second quantitative phase consisting of the administration of a questionnaire (n=161). The second phase was followed by a qualitative, third phase of data collection by means of conducting interviews (n=15). Data was analysed by means of descriptive statistics and theory-driven, inductive coding. The investigation revealed that, as a collective programme, the Extended Curriculum Programme alleviates the differences in demography and economic status to such an extent that students from quintile 1 and 2 schools situated in deprived areas were equally successful as students from quintile 5 schools situated in privileged suburbs. The study also revealed that each domain plays an important and significant role in student success. However, the psychological domain and the personal needs domain seem to be the two most notable and eminent domains in relation to student success. The study therefore suggests that institutions of higher education place specific emphasis on students’ mental and personal well-being in Academic Development Programmes.
Elements of blended continuous professional development short course design for educators
(University of Pretoria, 2024-03-27) Joubert, Jody; Callaghan, Ronel; u20795760@tuks.co.za; Mouton, Martin
Instructional Design (ID) is the science of course design. Learning programmes can be enhanced by Computer Integration through blended learning. ID can be guided by design models such as the ADDIE Model. Pairing traditional design models with modern blended learning can provide a powerful platform for accessible and flexible learning, learner tracking, and individual feedback. This study addresses problems pertaining to continuous professional development (CPD) programme design for educators. Educators need CPD to satisfy the needs of an evolving education landscape. CPD programmes can be delivered through blended short learning programmes. To train teachers efficiently we need to understand not only the design process, but also the design elements and considerations that can make it more efficient and tailored to the needs of the participants. This study addresses the research question: What elements should be included during blended CPD short course design for educators? The researcher applied a qualitative research methodology and a design-based research approach. This research shows the elements of, and considerations for, three research contexts, namely, educators, CPD and short courses, as well as two research focus areas, namely, course design and blended learning. The researcher presents 39 considerations and 48 elements that can be implemented on top of ID models such as the ADDIE Model. These elements were unearthed by combining data gathered through a systematic literature review, expert interviews, and educators as participants in a newly designed course. This research can assist designers to design short, blended, CPD learning programmes for educators.
Teaching Life Sciences on online platforms : a phenomenographic study
(University of Pretoria, 2024-03-28) Abrie, A.L. (Mia); alviraprakash@gmail.com; Prakash, Alvira
This study explored Life Sciences pre-service teachers’ experiences of learning Life Sciences on an online platform at university, and how they thought Life Sciences should be taught on online platforms in schools, using a phenomenographic approach. This topic is relevant because Life Sciences lecturers and teachers had to adapt their teaching strategies and representations to suit online platforms during the COVID-19 pandemic and subsequent university and school closures. Using semi-structured focus group interviews, 14 Life Sciences pre-service teachers were asked to describe the teaching strategies and representations used by their Life Sciences and Life Sciences methodology lecturers on online platforms. They were further asked to describe what teaching strategies and representations they thought Life Sciences teachers should use when teaching on online platforms in schools. The qualitative results described that the Life Sciences pre-service teachers perceived that their Life Sciences and Life Sciences methodology lecturers used teaching strategies such as synchronous teaching, asynchronous teaching and the flipped classroom approach. Representations used were visualisations such as PowerPoints, pictures and reading material, as well as digital educational technology such as online simulations and applications, e-books, YouTube videos and demonstration videos. Based on their experiences of learning Life Sciences on an online platform at university, the Life Sciences pre-service teachers suggested that the following teaching strategies should be used to teach Life Sciences on online platforms in schools: interactive and engaging synchronous teaching strategies, the flipped classroom approach and hybrid teaching. The Life Sciences pre-service teachers suggested that the following representations should be used to teach Life Sciences on online platforms in schools: visualisations such as PowerPoints and pictures, and digital educational technology such as experimentation software in the form of online simulations and applications. It was concluded that the Life Sciences pre-service teachers in this study perceived their Life Sciences and Life Sciences methodology lecturers as having developed Technology, Pedagogical and Content Knowledge (TPACK) when lecturing on online platforms. The Life Sciences pre-service teachers’ TPACK was well established as they were able to perceive and understand how online platforms can be used to replicate and replace classroom-based practices, but they were not able to suggest ways in which teaching could be transformed online in a way that would not be possible in a face-to-face classroom. Key terms: Synchronous teaching, Asynchronous teaching, Flipped classroom, Hybrid teaching, Online digital educational technology
Grade 11 learners’ proficiencies in solving Euclidean geometry problems
(University of Pretoria, 2023-12-20) Ogbonnaya, Ugorji; Akuma, Fru Vitalis; rogermayani@yahoo.fr; Mayani, Roger Mubango
Acquiring conceptual understanding, procedural knowledge, and adaptive reasoning is imperative for developing problem-solving proficiencies in learners. However, while there are a few studies on mathematical proficiencies in South Africa, there is a lack of research on learners’ proficiencies in Euclidean geometry (EG) that combine conceptual understanding, procedural knowledge, and adaptive reasoning in the same study. The purpose of the current study was to explore the problem-solving proficiencies of learners in EG in terms of conceptual understanding, procedural knowledge and adaptive reasoning. The current study was underpinned by a five-strand mathematical proficiency framework consisting of conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. Based on an interpretivist philosophical stance, the study used a qualitative approach. Specifically, using convenience sampling strategy, a sample of 200 learners was selected from 10 schools in the Vhembe East District in Limpopo, South Africa. A Euclidean geometry proficiency test (EGPT) was used as a starting point towards the acquisition of qualitative data for this project. The current study used the Oregon Mathematics Problem Solving Rubric and the Rubric of Mathematical Adaptive Reasoning as its framework for analysing the learners’ solutions to the problems in the EGPT. The findings show that on questions of predominantly conceptual knowledge, 87% of the participants were ranked novice problem solvers; on questions of predominantly procedural knowledge, 85% of the participants were classified as novice problem solvers. In addition, 89% of the participants were ranked poor in adaptive reasoning. Future research in South Africa should examine the mathematics proficiencies of learners in various districts throughout several provinces to uncover the general trend in the mathematical proficiency of learners.
A strategy development framework for educational technology
(University of Pretoria, 2024-03) Callaghan, Ronel; Cronje, Johannes Christoffel; jorietha.hugo@gmail.com; Hugo, Jorietha
Emerging technologies are transforming educational practices, but their successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles, but adoption and performance lag over time. A strategic framework is required for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. This research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how these elements influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi technique in two research phases. During the first phase of research, Delphi panel members were interviewed to understand current challenges and practices in terms of learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. This study contributes a strategy development framework for educational technology, which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Other key outcomes of the study include a hypothetical strategy map for learning with technology that can be applied in a dynamic context, and the identification of current focus areas for operational excellence in learning with technology.
Implementing total quality management at a public service institution : the role of organisational culture
(University of Pretoria, 2024-02) Combrinck, Celeste; tamara.ntombela@gmail.com; Ntombela, Nosiphiwo Tamara
There is ample research on organisational culture and Total Quality Management (TQM) in various industries, but more studies need to be done in the South African educational context. The current study investigated the role of organisational culture in effectively implementing TQM within the education, training and development context. The competing values framework (CVF) was used to investigate the clan, adhocracy and hierarchical cultures as components of TQM adoption. A qualitative case study approach was utilised as the method. Purposive sampling was used to select participants, managers aged 38 - 65 from five business units from the institution. The current study collected data from semi-structured interviews and analysed it using a content analysis strategy. The adhocracy culture was less evident within the selected public service institution due to low staff morale caused by the COVID-19 lockdown and other underlying issues. The hierarchy culture, a more controlling form of TQM and negatively associated with it, was evident. Participants desired a more flexible culture with less rigidity and resistance to change. Participants articulated the need for solid foundations and getting the basics right to improve the organisation’s culture and quality management efforts. The current study found that encouraging a collaborative culture is essential and that promoting cross-functional cooperation would improve TQM.

Browse

Recent Submissions