• Integrating classroom technology : South African mathematics teachers 

  Graham, Marien Alet; Stols, Gerrit Hendrikus; Kapp, Ruan (Routledge, 2021)

  Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating ...
• Primary school pre-service teachers’ solutions to pattern problem-solving tasks based on three components of creativity 

  Ubah, Ifunanya J.A.; Ogbonnaya, Ugorji Iheanachor (Education Association of South Africa, 2021-11)

  Education stakeholders and researchers in South Africa have emphasised the need to enhance teachers’ creativity through problem-solving tasks. Teachers’ creativity entails using new ideas of creative devices to solve ...
• The integration of technology in supporting progressed learners in English first additional language comprehension 

  Kolobe, Lineo; Mihai, Maryke Anneke (University of the Free State, 2021-06)

  This study aims at finding the impact of information and communication technology (ICT) as an intervention tool for progressed learners in teaching and learning of English first additional language (FAL) comprehension ...
• Perceptions of isiZulu-speaking pre-service teachers’ classroom English proficiency 

  Kellerman, Jessica; Evans, Rinelle; Graham, Marien Alet (Education Association of South Africa, 2021-10)

  Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using ...
• Using Linkography to investigate students’ thinking and information use during a STEM task 

  Blom, Nicolaas Willem; Bogaers, Alfred (Springer, 2020-03)

  One of the characteristics of the twenty-first century is the increase in the information sources available to designers to make their design decisions. However, current verbal protocol analysis methods and theoretical ...
• A two-eyed seeing context-based approach for incorporating indigenous knowledge into school science teaching 

  Onwu, Gilbert O.M.; Mufundirwa, Charles (Routledge, 2020)

  This paper is about using a ‘Two-Eyed Seeing’ approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners ...
• GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations 

  Mosese, Nthabiseng; Ogbonnaya, Ugorji Iheanachor (Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, 2021)

  Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on ...
• Language and identity : multilingual immigrant learners in South Africa 

  Vandeyar, Saloshna; Catalano, Theresa (Routledge, 2020)

  Increased multilingualism and mobility have witnessed an increased focus on multilingual immigrant learners. This study aims to help educators understand experiences of immigrant students in South Africa that relate to ...
• Feeding and developmental outcomes of infants in a South African community 

  Eales, Bronwyn; Kruger, Esedra; Graham, Marien Alet; Van der Linde, Jeannie (Cambridge University Press, 2020-01)

  BACKGROUND: Prevalent environmental risk factors place infants in lower-middle-income countries (LMICs) at an increased risk for feeding and developmental difficulties. AIM: This study aimed to determine the relationship ...
• Tegnologiegebruik deur onderwysers vir leerders met leerhindernisse 

  Engelbrecht, Herman; Mihai, Maryke Anneke (LitNet, 2020)

  Die navorsers wou bepaal hoe onderwysers tegnologie tydens die onderrig en leer van leerders met spesifieke leerhindernisse gebruik. Ons wou verder bepaal watter soort tegnologie gebruik word en wat die grootste uitdagings ...
• The influence of an inquiry-based approach on grade four learners' understanding of the particulate nature of matter in the gaseous phase : a case study 

  Mamombe, Charles; Mathabathe, Kgadi Clarrie; Gaigher, Estelle (Modestum Publishing, 2020)

  A qualitative pre-/post-test case study was conducted to explore the influence of inquiry-based education in eliciting learners’ understanding of the particulate nature of matter in the gaseous phase. Two grade four ...
• Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms 

  Combrinck, Celeste; Du Preez, Hannelie (NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group), 2021)

  We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven official languages, ...
• First year university students' conceptual understanding of electric circuits 

  Coetzee, Moreen (University of Pretoria, 2021-05-01)

  This dissertation reports on the secondary analysis of data obtained in 2013 about first-year university student’s conceptual understanding of concepts related to simple DC-circuits. The aim was to investigate the nature ...
• The use of interactive whiteboards in urban Gauteng classrooms 

  Mihai, Maryke Anneke (University of the Free State, Faculty of Education, 2020-12-04)

  There are teachers that have technology in their classrooms that is underutilised or not used at all because of factors like technical problems, lack of training or support or teachers’ negative attitudes. This study ...
• An analysis of TIMSS 2015 science reading demands 

  Van Staden, Surette; Graham, Marien Alet; Harvey, J.C. (University of the Free State, Faculty of Education, 2020-12-04)

  This study investigated the reading demands of restricted-use items1 administered to South African Grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by ...
• The efficacy of geogebra-assisted instruction on students’ drawing and interpretations of linear functions 

  Ogbonnaya, Ugorji Iheanachor; Mushipe, Melody (Society for Research and Knowledge Management, 2020-09)

  The purpose of this study was to explore the effectiveness of GeoGebra assisted instruction on students’ achievement in drawing graphs of linear functions and interpretation of the representations of linear functions. ...
• Teacher practice and integration of ICT: why are or aren''t South African teachers using ICTs in their classrooms 

  Graham, Marien Alet; Stols, Gerrit Hendrikus; Kapp, Ruan (Eskisehir Osmangazi University, Faculty of Education, 2020-04)

  The question, “how does the UTAUT variables (Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions) influence mathematics teachers’ acceptance of ICT integration?” was investigated, using ...
• Grade 12 students’ proficiency in solving probability problems involving contingency tables and tree diagrams 

  Awuah, Francis K.; Ogbonnaya, Ugorji Iheanachor (Eskisehir Osmangazi University, Faculty of Education, 2020-04)

  Knowledge of probability is perceived as valuable in the 21st century. This knowledge enables people to understand and make informed decisions relating to uncertain events that occur in real life. Hence, many educational ...
• Move to online learning during COVID-19 lockdown : pre-service teachers' experiences in Ghana 

  Ogbonnaya, Ugorji Iheanachor; Awoniyi, Florence C.; Matabane, Mogalatjane E. (Society for Research and Knowledge Management, 2020-10)

  The coronavirus pandemic (COVID-19) has brought another dimension to teaching and learning across the levels of education. The lockdown imposed in many countries to curtail the pandemic forced many institutions of ...
• Promoting conceptual understanding of mathematics in senior phase using meaning equivalence reusable learning objects (MERLO) 

  Adesanya, Lydia Omwunmi (University of Pretoria, 2021)

  South African mathematical teachers are being introduced to the pedagogical tool, Meaning Equivalence Reusable Learning Objects (MERLO) as formative assessment (FA) practised in the senior phase (Grade 8 and 9), to promote ...

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