• The integration of ICT by Mathematics teachers in the classroom 

  Kapp, Ruan (University of Pretoria, 2017)

  This study investigated the factors that influence South African mathematics teachers’ integrating of ICTs into their classroom practices. Guided by three research questions namely: What ICTs are being implemented in ...
• The influence of virtual reality as an educational tool on teachers' pedagogy 

  Walstra, Karen Ann (University of Pretoria, 2023)

  This study explores how does the use of Virtual Reality (VR) simulation as a technology tool influence teachers’ pedagogy. VR is a relatively new technology in the primary school classroom environment. This study explored ...
• An analysis of grade 11 learners’ errors in trigonometric function graphs 

  Adebayo, Ronke (University of Pretoria, 2023)

  This research study explored the types of errors that Grade 11 learners make in trigonometric function graphs and the possible causes of these errors. The investigation was done in the quest for answers to these two research ...
• Student success in fully online programmes : examining retention rates and the contextual issues 

  Tive, Donald (University of Pretoria, 2022)

  The rapid developments in Information and Communication Technology (ICT) and the ubiquity of the technology give rise to new opportunities to expand access to higher education through online distance learning. However, ...
• Grade 10 learners’ problem-solving skills and strategies in algebraic word problems 

  Iilonga, Hesekiel Kaukolwa (University of Pretoria, 2023)

  This study investigated Grade 10 learners’ problem-solving skills and strategies in algebraic word problems. A convenient sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia ...
• Teacher educators' infused approach to advance digital competencies at a Faculty of Education 

  De Vries, Ilse (University of Pretoria, 2023)

  This research explored the experiences of five teacher educators at a Faculty of Education in South Africa in an initiative to advance digital competencies through an infused approach. The initiative focused on the digital ...
• Supporting Grade R teachers to integrate coding and robotics with mathematical concepts 

  Willemse, Kayla (University of Pretoria, 2023)

  The increasing dependence on technology has influenced the field of education, and there is a growing interest in introducing coding and robotics to young learners in South African schools. In order to understand how ...
• The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools 

  Dibane, Zanele (University of Pretoria, 2023)

  The development of mathematics teacher identity in ten purposefully selected Grade 6 non-specialist primary school mathematics teachers was explored with reference to their subject matter knowledge and didactical expertise. ...
• Exploring teachers’ interpretation of the curriculum on Faraday's law in relation to their PCK 

  Mitchell, Jared (University of Pretoria, 2021)

  The aim of this study was to understand how teachers’ Pedagogical Content Knowledge (PCK) recorded through non-observational means is related to their interpretation of the South African curriculum in Faraday’s law. ...
• 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 ...
• 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 ...
• The use of technology to minimise learning barriers for learners with cerebral palsy 

  Botha, Soene (University of Pretoria, 2021-03)

  Learners with Cerebral palsy (CP) experience many barriers to learning in classrooms. Due to these barriers, learners are often deprived of quality education. These barriers may be minimised with the use of Assistive ...
• Natural Sciences teachers’ experiences of the use of blended teaching in Smart Schools 

  Malherbe, Charnel (University of Pretoria, 2021)

  In a Smart School, the teacher is a co-participant in the learning process. Researchers have identified the importance of the social presence of teachers using blended teaching platforms. They emphasise that social presence ...
• Examining the equivalence of the PIRLS 2016 released texts in South Africa across three languages 

  Roux, Karen (University of Pretoria, 2020)

  The Progress in International Reading Literacy Study (PIRLS) is a large-scale reading comprehension assessment, which assesses Grade 4 learners’ reading literacy achievement. The findings from the last cycle of PIRLS 2016 ...
• Value and practice differences in Assessment for Learning in Nigerian primary schools 

  Onuora-Oguno, Blessing Oghenebrume (University of Pretoria, 2020)

  The study investigated teachers’ formative assessment practice and the value they attach to formative assessment in primary schools in the Lagos and Kwara States of Nigeria. A total of 120 respondents were selected using ...
• The role of classroom formative assessment practice in Geography 

  Nkuna, Victor Rhulani (University of Pretoria, 2020)

  This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the ...
• The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance 

  Mazibe, Ernest Nkosingiphile (University of Pretoria, 2020)

  This study investigated the relationship between teachers' pedagogical content knowledge (PCK) about electrostatics and learners' performance in the topic. Two in-service and two pre-service physical science teachers, ...
• Technology teachers’ disposition towards critical thinking in terms of their habits of mind 

  Badenhorst, Douw Hendrik (University of Pretoria, 2019)

  The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education ...
• Fostering critical thinking dispositions in the Technology classroom 

  Janse van Rensburg, Joalise (University of Pretoria, 2020)

  The purpose of this study was to investigate and describe how technology teachers foster a positive disposition towards Critical Thinking (CT) in their learners. One of the general aims listed in the South African National ...
• The implementation of open learning in the South African TVET college sector 

  Franken, Engela Johanna (University of Pretoria, 2020)

  This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy ...

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