Thabiso Jonah Motsoeneng, Wellington Manzi, B. Moreeng
The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom. Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.
{"title":"An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting","authors":"Thabiso Jonah Motsoeneng, Wellington Manzi, B. Moreeng","doi":"10.38159/ehass.20234125","DOIUrl":"https://doi.org/10.38159/ehass.20234125","url":null,"abstract":"The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom. Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hatred and prejudice can significantly harm vulnerable learners who often face socio-economic and cultural challenges in rural learning environments. This needs to be addressed using collaboration efforts to promote education, empathy and inclusive values as well as by challenging and eliminating the underlying hatred and prejudices that fuel it. Thus, this paper explored John Dewey’s educational philosophy, Scholarship of Teaching and Learning (SoTL) and its potential to reduce hatred and prejudice in education through transformative learning ecologies. The study utilised secondary data from various digital resources to understand the issue of hatred and prejudice in rural learning ecologies. The study adopted the hermeneutic interpretative technique to understand the data, noting assumptions, codes, patterns, and themes. The findings indicate that incorporating Dewey’s vision into SoTL can foster inclusive learning environments, particularly for rural students, promoting tolerance and acceptance. This approach encourages students to challenge discrimination, understand diverse perspectives and contribute to a more inclusive society, thereby fostering a more caring and respectful environment. Investments in infrastructure, professional development, curriculum updates, partnerships and community involvement are essential to fostering empathy, critical thinking, and the rejection of hatred and prejudice. The paper concluded that building bridges of understanding, fostering dialogue, and promoting respect and acceptance are crucial in countering hate and creating a more compassionate and inclusive society. This research recommended that educators should continuously improve their teaching strategies through research, collaboration and sharing best practices, and should respect vulnerable rural learners by creating a safe learning environment. An empirical study needs to be conducted to understand and minimise the impact of hatred and prejudice. Keywords: Empathy, Hatred and Prejudice, Scholarship of Teaching and Learning, Inclusive Education, Rural Learning Ecologies
{"title":"Promoting Empathy and Inclusiveness of Vulnerable Learners in Rural Learning Ecologies","authors":"Nowell Chidakwa, Alice Keru, F. Khanare","doi":"10.38159/ehass.20234129","DOIUrl":"https://doi.org/10.38159/ehass.20234129","url":null,"abstract":"Hatred and prejudice can significantly harm vulnerable learners who often face socio-economic and cultural challenges in rural learning environments. This needs to be addressed using collaboration efforts to promote education, empathy and inclusive values as well as by challenging and eliminating the underlying hatred and prejudices that fuel it. Thus, this paper explored John Dewey’s educational philosophy, Scholarship of Teaching and Learning (SoTL) and its potential to reduce hatred and prejudice in education through transformative learning ecologies. The study utilised secondary data from various digital resources to understand the issue of hatred and prejudice in rural learning ecologies. The study adopted the hermeneutic interpretative technique to understand the data, noting assumptions, codes, patterns, and themes. The findings indicate that incorporating Dewey’s vision into SoTL can foster inclusive learning environments, particularly for rural students, promoting tolerance and acceptance. This approach encourages students to challenge discrimination, understand diverse perspectives and contribute to a more inclusive society, thereby fostering a more caring and respectful environment. Investments in infrastructure, professional development, curriculum updates, partnerships and community involvement are essential to fostering empathy, critical thinking, and the rejection of hatred and prejudice. The paper concluded that building bridges of understanding, fostering dialogue, and promoting respect and acceptance are crucial in countering hate and creating a more compassionate and inclusive society. This research recommended that educators should continuously improve their teaching strategies through research, collaboration and sharing best practices, and should respect vulnerable rural learners by creating a safe learning environment. An empirical study needs to be conducted to understand and minimise the impact of hatred and prejudice. Keywords: Empathy, Hatred and Prejudice, Scholarship of Teaching and Learning, Inclusive Education, Rural Learning Ecologies","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing use of virtual learning environments (VLEs) in recent years has transformed teaching and learning methods. Universities now combine VLEs with traditional classrooms to accommodate hybrid teaching and learning approaches. However, student engagement with VLEs varies, and universities lack the tools to effectively determine and analyse VLE engagement. Consequently, data-driven decision-making regarding VLE usage remains a challenge for universities. This study thus proposed a user-friendly web-based application, using a R shiny framework, to determine and understand student engagement levels in VLEs. In this study, two clustering methods, K-means and Gaussian Mixture Model (GMM) were compared, to identify the most effective method for the proposed application. The results indicated that GMM outperforms K-means by generating more accurate and comprehensive groupings of student engagement levels. One key advantage of the GMM method is its ability to capture uncertainty and provide probabilities of student membership in each level of engagement, which enhances its usefulness for decision-making. Furthermore, the GMM method achieves these outcomes efficiently, saving valuable learning time. This research holds significant implications for education by providing valuable guidance for the development of Educational Data Mining (EDM) applications. Universities can leverage these applications to gain deep insights into VLE usage and enhance their understanding of student engagement. By adopting this web-based application, educators and administrators can make informed decisions and tailor interventions to optimize student learning experiences within VLEs. Keywords: Virtual Learning Environments, Student Engagement, Clustering.
{"title":"Web-based Clustering Application for Determining and Understanding Student Engagement Levels in Virtual Learning Environments","authors":"E. Nimy, Moeketsi Mosia","doi":"10.38159/ehass.20234122","DOIUrl":"https://doi.org/10.38159/ehass.20234122","url":null,"abstract":"The increasing use of virtual learning environments (VLEs) in recent years has transformed teaching and learning methods. Universities now combine VLEs with traditional classrooms to accommodate hybrid teaching and learning approaches. However, student engagement with VLEs varies, and universities lack the tools to effectively determine and analyse VLE engagement. Consequently, data-driven decision-making regarding VLE usage remains a challenge for universities. This study thus proposed a user-friendly web-based application, using a R shiny framework, to determine and understand student engagement levels in VLEs. In this study, two clustering methods, K-means and Gaussian Mixture Model (GMM) were compared, to identify the most effective method for the proposed application. The results indicated that GMM outperforms K-means by generating more accurate and comprehensive groupings of student engagement levels. One key advantage of the GMM method is its ability to capture uncertainty and provide probabilities of student membership in each level of engagement, which enhances its usefulness for decision-making. Furthermore, the GMM method achieves these outcomes efficiently, saving valuable learning time. This research holds significant implications for education by providing valuable guidance for the development of Educational Data Mining (EDM) applications. Universities can leverage these applications to gain deep insights into VLE usage and enhance their understanding of student engagement. By adopting this web-based application, educators and administrators can make informed decisions and tailor interventions to optimize student learning experiences within VLEs. Keywords: Virtual Learning Environments, Student Engagement, Clustering.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the world has become more digitalized, technology and digital platforms have revolutionized the way mathematics is taught and learned. It is, however, possible to further transform the way mathematics teaching and learning is conducted by using technology and digital platforms. Schools need to use digital platforms for teaching and learning mathematics to improve performance mathematics since the subject is considered difficult. Data-driven mathematics teaching and learning using technology and digital platforms have been discussed in this article. According to the authors, improved mathematics performance can be achieved by implementing strategies addressing digital platforms, data-driven pedagogy, teacher professional development and student engagement. As a means of achieving meaningful mathematics teaching and learning in South African schools, the authors believe technology and digital platforms can play a significant role. In this theoretical paper, the authors examined a constructivist approach to learning, which holds that learning involves interaction with the environment to construct knowledge. Also incorporated into the framework is the Technology Acceptance Model (TAM), which emphasizes that perceived efficacy, user-friendliness, and social influences impact the adoption and use of technology. As a result of the technology acceptance model, South African schools will be able to overcome challenges like infrastructure limitations and inadequate teacher training to advance the digitalization of information in mathematics education. Keywords: Technology, Digital Platforms, Data-Driven, Pedagogy, Student-engagement
{"title":"Assessing Technology and Digital Platforms for Data-Driven Mathematics teaching and learning in South African Schools","authors":"Nozuko Nqabeni, P. Nqabeni","doi":"10.38159/ehass.20234128","DOIUrl":"https://doi.org/10.38159/ehass.20234128","url":null,"abstract":"As the world has become more digitalized, technology and digital platforms have revolutionized the way mathematics is taught and learned. It is, however, possible to further transform the way mathematics teaching and learning is conducted by using technology and digital platforms. Schools need to use digital platforms for teaching and learning mathematics to improve performance mathematics since the subject is considered difficult. Data-driven mathematics teaching and learning using technology and digital platforms have been discussed in this article. According to the authors, improved mathematics performance can be achieved by implementing strategies addressing digital platforms, data-driven pedagogy, teacher professional development and student engagement. As a means of achieving meaningful mathematics teaching and learning in South African schools, the authors believe technology and digital platforms can play a significant role. In this theoretical paper, the authors examined a constructivist approach to learning, which holds that learning involves interaction with the environment to construct knowledge. Also incorporated into the framework is the Technology Acceptance Model (TAM), which emphasizes that perceived efficacy, user-friendliness, and social influences impact the adoption and use of technology. As a result of the technology acceptance model, South African schools will be able to overcome challenges like infrastructure limitations and inadequate teacher training to advance the digitalization of information in mathematics education. Keywords: Technology, Digital Platforms, Data-Driven, Pedagogy, Student-engagement","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.38159/ehass.202341210
P. Chimbunde, B. Moreeng
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in line with the notion that girls’ education has been promoted by policymakers as a kind of an antidote to the manifold socio-economic problems. The researchers gathered and performed close textual readings of official government policy documents and journal articles from 1994 to date. The research found that the history of educational reforms depicts that gender deconstruction is still on the margins as evidenced by the women’s limited access to education and the genderisation of the school, its curriculum and practices among others. The article thus advanced the argument that although remarkable strides have so far been made towards the enactment of policies that enhance the education of the girl child in post-colonial states, much work still needs to be done to create a better world for all regardless of gender. This study offers insights on how to navigate future educational reforms that seek to deconstruct the marginalisation of girls in education and the gendered culture of educational institutions. Keywords: Gender Deconstruction, Inequalities, Marginalisation, Policies, Postcolonial Education
{"title":"Gender Deconstruction on the Margins: A Historical Analysis of South Africa’s Post-Colonial Gender Policies in Education","authors":"P. Chimbunde, B. Moreeng","doi":"10.38159/ehass.202341210","DOIUrl":"https://doi.org/10.38159/ehass.202341210","url":null,"abstract":"Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this paper assessed the extent to which policies and measures framed and circulated by the South African government in the post-independence era have addressed gender imbalances in the education sector in line with the notion that girls’ education has been promoted by policymakers as a kind of an antidote to the manifold socio-economic problems. The researchers gathered and performed close textual readings of official government policy documents and journal articles from 1994 to date. The research found that the history of educational reforms depicts that gender deconstruction is still on the margins as evidenced by the women’s limited access to education and the genderisation of the school, its curriculum and practices among others. The article thus advanced the argument that although remarkable strides have so far been made towards the enactment of policies that enhance the education of the girl child in post-colonial states, much work still needs to be done to create a better world for all regardless of gender. This study offers insights on how to navigate future educational reforms that seek to deconstruct the marginalisation of girls in education and the gendered culture of educational institutions. Keywords: Gender Deconstruction, Inequalities, Marginalisation, Policies, Postcolonial Education","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has created anxiety, depression and loss of existential meaning in local and global communities. It left behind children who bear the pain of losing their parents, siblings, relatives and friends while dealing with their sicknesses, including those that result from psychosocial stress, and/or contending with poverty. The problem is that children did not receive adequate psychosocial interventions that could contain their negative emotional experiences, help them to heal and build resilience that could enable them to deal with future adversities. Post-Traumatic Stress Disorder (PTSD) may manifest later in their lives. This paper investigated the use of storytelling to build learners’ resilience and restore their existential meaning Post-COVID-19 pandemic. This conceptual article has been designed within qualitative research and follows an interpretivist paradigm. Document analysis was employed to collect data. Documents reviewed indicated that there is limited research done on the effects of integrating bibliotherapy in learning processes. The article contends that classroom pedagogies should integrate storytelling to help children build resilience. This paper recommends storytelling as an innovative teaching strategy that could help young children build resilience. Therefore, the relationship between bibliotherapy and resilience has been discussed. The recommended strategy is premised on the understanding that when children are involved in storytelling that aligns with their cultures and experiences, it can foster change in cognitions and mobilise intrinsic and extrinsic assets that enable them to cope with adversities. Keywords: Resilience, Storytelling, Psychosocial, Post-Traumatic Stress Disorder, Bibliotherapy
{"title":"Using Storytelling to Build Resilience Among Learners in the Post-Covid-19 Pandemic Era","authors":"Vusiwana C. Babane","doi":"10.38159/ehass.20234126","DOIUrl":"https://doi.org/10.38159/ehass.20234126","url":null,"abstract":"The COVID-19 pandemic has created anxiety, depression and loss of existential meaning in local and global communities. It left behind children who bear the pain of losing their parents, siblings, relatives and friends while dealing with their sicknesses, including those that result from psychosocial stress, and/or contending with poverty. The problem is that children did not receive adequate psychosocial interventions that could contain their negative emotional experiences, help them to heal and build resilience that could enable them to deal with future adversities. Post-Traumatic Stress Disorder (PTSD) may manifest later in their lives. This paper investigated the use of storytelling to build learners’ resilience and restore their existential meaning Post-COVID-19 pandemic. This conceptual article has been designed within qualitative research and follows an interpretivist paradigm. Document analysis was employed to collect data. Documents reviewed indicated that there is limited research done on the effects of integrating bibliotherapy in learning processes. The article contends that classroom pedagogies should integrate storytelling to help children build resilience. This paper recommends storytelling as an innovative teaching strategy that could help young children build resilience. Therefore, the relationship between bibliotherapy and resilience has been discussed. The recommended strategy is premised on the understanding that when children are involved in storytelling that aligns with their cultures and experiences, it can foster change in cognitions and mobilise intrinsic and extrinsic assets that enable them to cope with adversities. Keywords: Resilience, Storytelling, Psychosocial, Post-Traumatic Stress Disorder, Bibliotherapy","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early childhood education (ECD) provides a foundation for a child’s cognitive and social development. In this context, nurturing scientific skills from an early age is crucial for fostering curiosity, analytical thinking, and problem-solving abilities. This theoretical paper explored the potential of integrating storytelling and inquiry-based approaches as effective pedagogies for developing scientific skills in early childhood classrooms. Storytelling is the use of narratives to convey information, values, and emotions. An inquiry-based approach is the use of questions, investigations, and evidence to explore a topic or problem. Over the years, students have performed poorly in science, igniting the need to reinvent other methods to help improve scientific instruction and learning in early childhood schools. Observing the kind of attitude that most learners have towards this subject, it has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by bricolage, this interpretive theoretical paper sought to respond to two questions. What are the challenges and opportunities of learning science in the ECD phase and how can storytelling and inquiry-based approach mediate the learning of science instruction in the ECD phase? Findings revealed that while storytelling is known to create a fun-relaxing environment for young children when integrated with an inquiry-based approach, it has the advantage of developing scientific concepts and skills in a non-threatening environment. Young children learn best through play, games and stories and it is vital to make any learning experience relevant to their context. This study contributes to the body of knowledge by using bricolage as a theoretical foundation to encourage the use of games as a readily available local resource to enhance early childhood teaching and learning. Keywords: Early Childhood Education, Storytelling, Inquiry-Based Approach, Science Learning and Decoloniality Theory
{"title":"Integrating Storytelling and Inquiry-Based Approach as Pedagogies of Developing Scientific Skills in Early Childhood Classrooms","authors":"Zukiswa Nhase, B. Dube","doi":"10.38159/ehass.20234124","DOIUrl":"https://doi.org/10.38159/ehass.20234124","url":null,"abstract":"Early childhood education (ECD) provides a foundation for a child’s cognitive and social development. In this context, nurturing scientific skills from an early age is crucial for fostering curiosity, analytical thinking, and problem-solving abilities. This theoretical paper explored the potential of integrating storytelling and inquiry-based approaches as effective pedagogies for developing scientific skills in early childhood classrooms. Storytelling is the use of narratives to convey information, values, and emotions. An inquiry-based approach is the use of questions, investigations, and evidence to explore a topic or problem. Over the years, students have performed poorly in science, igniting the need to reinvent other methods to help improve scientific instruction and learning in early childhood schools. Observing the kind of attitude that most learners have towards this subject, it has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by bricolage, this interpretive theoretical paper sought to respond to two questions. What are the challenges and opportunities of learning science in the ECD phase and how can storytelling and inquiry-based approach mediate the learning of science instruction in the ECD phase? Findings revealed that while storytelling is known to create a fun-relaxing environment for young children when integrated with an inquiry-based approach, it has the advantage of developing scientific concepts and skills in a non-threatening environment. Young children learn best through play, games and stories and it is vital to make any learning experience relevant to their context. This study contributes to the body of knowledge by using bricolage as a theoretical foundation to encourage the use of games as a readily available local resource to enhance early childhood teaching and learning. Keywords: Early Childhood Education, Storytelling, Inquiry-Based Approach, Science Learning and Decoloniality Theory","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigated how to design undergraduate assessments that could not be adequately answered by ChatGPT. The paper was embedded in the revised Bloom’s Taxonomy as a theoretical model. ChatGPT has presented significant challenges to lecturers when setting assessments at the tertiary level. There is enormous potential for students to attempt to use ChatGPT to write and pass assessments. Design Based Research formed the basis of this paper’s research design. Qualitative research methods were used to interpret recordings of interaction with ChatGPT during Hermeneutic research cycles. The paper found that it was possible to design an assessment that could not be satisfactorily answered solely by ChatGPT. Interactions with ChatGPT were found to be an essential aspect of the research process. In light of the findings, efforts should be made to revise undergraduate assessments to encourage students to engage with them rather than copy and paste from ChatGPT. The paper recommended ChatGPT as a useful tool or form of interactive Google that can support writing assessment but is unable to replace the student effectively. The paper suggests that students should receive training on the limitations of ChatGPT and how they can use it more effectively in their studies. Keywords: Assessment Design, ChatGPT, Higher Education, Bloom’s Taxonomy
{"title":"Investigating an Assessment Design that Prevents Students from Using ChatGPT as the Sole Basis to Pass Assessment at the Tertiary Level","authors":"Michael Stack","doi":"10.38159/ehass.20234127","DOIUrl":"https://doi.org/10.38159/ehass.20234127","url":null,"abstract":"This paper investigated how to design undergraduate assessments that could not be adequately answered by ChatGPT. The paper was embedded in the revised Bloom’s Taxonomy as a theoretical model. ChatGPT has presented significant challenges to lecturers when setting assessments at the tertiary level. There is enormous potential for students to attempt to use ChatGPT to write and pass assessments. Design Based Research formed the basis of this paper’s research design. Qualitative research methods were used to interpret recordings of interaction with ChatGPT during Hermeneutic research cycles. The paper found that it was possible to design an assessment that could not be satisfactorily answered solely by ChatGPT. Interactions with ChatGPT were found to be an essential aspect of the research process. In light of the findings, efforts should be made to revise undergraduate assessments to encourage students to engage with them rather than copy and paste from ChatGPT. The paper recommended ChatGPT as a useful tool or form of interactive Google that can support writing assessment but is unable to replace the student effectively. The paper suggests that students should receive training on the limitations of ChatGPT and how they can use it more effectively in their studies. Keywords: Assessment Design, ChatGPT, Higher Education, Bloom’s Taxonomy","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Framed within social constructivism theory, this article argued that government, organisations, and stakeholders could foster and promote collaboration, community engagement, cultural recognition and policy advocacy to address the socio-economic challenges faced by Indigenous African musicians. With an increasing number of indigenous African musicians who greatly contribute to the country’s cultural landscape, South Africa is well renowned for its incredibly rich and diversified heritage of music. However, due to modern influences and globalisation, there are growing concerns that indigenous African musicians are facing significant obstacles in the music industry that have implications for preserving and promoting cultural heritage. A sensitive endeavour that calls for careful navigation and adaptation is balancing classical aspects with modern musical genres. It was against this background that this article set out to critically discuss and raise awareness of the challenges experienced by South African Indigenous musicians. A qualitative research method was adopted together with critical discourse analysis as the primary methodology. The findings of this article pointed out that indigenous African musicians face several socio-economic challenges in pursuing their artistic careers. The findings of this article affirmed that there is a need to empower indigenous African musicians through educational programmes and financial support from various stakeholders to preserve South African culture, identity, and indigenous languages in the globalised world. Keywords: Cultural Heritage, Indigenous African Musicians, Indigenous Languages, Socio-economy, Sociomusicology
{"title":"Challenges Experienced by South African Indigenous Musicians: A Critical Discourse Analysis","authors":"S. Yende","doi":"10.38159/ehass.20234118","DOIUrl":"https://doi.org/10.38159/ehass.20234118","url":null,"abstract":"Framed within social constructivism theory, this article argued that government, organisations, and stakeholders could foster and promote collaboration, community engagement, cultural recognition and policy advocacy to address the socio-economic challenges faced by Indigenous African musicians. With an increasing number of indigenous African musicians who greatly contribute to the country’s cultural landscape, South Africa is well renowned for its incredibly rich and diversified heritage of music. However, due to modern influences and globalisation, there are growing concerns that indigenous African musicians are facing significant obstacles in the music industry that have implications for preserving and promoting cultural heritage. A sensitive endeavour that calls for careful navigation and adaptation is balancing classical aspects with modern musical genres. It was against this background that this article set out to critically discuss and raise awareness of the challenges experienced by South African Indigenous musicians. A qualitative research method was adopted together with critical discourse analysis as the primary methodology. The findings of this article pointed out that indigenous African musicians face several socio-economic challenges in pursuing their artistic careers. The findings of this article affirmed that there is a need to empower indigenous African musicians through educational programmes and financial support from various stakeholders to preserve South African culture, identity, and indigenous languages in the globalised world. Keywords: Cultural Heritage, Indigenous African Musicians, Indigenous Languages, Socio-economy, Sociomusicology","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gender-fair language challenges and dismantles prevailing societal gender preconceptions. Cosmetic advertisements have been criticized for unfair language choices that perpetuate gender stereotypes. This study is a morphosyntactic examination of gender-fair language in cosmetic advertisements. The social constructionist theory underpins the study. Thirty (30) product packages and labels for the Ghanaian market were used in this qualitative descriptive survey. Gendered terms were analyzed on the morphological level using Quirk et al.’s (1985) functional principle of word categorization. The data collected revealed that Gender-unfair language is prevalent in cosmetic advertisements. Product names, descriptions and claims often use gendered nouns, pronouns, adjectives, phrases of different types and imperative clauses. This reinforces the idea that certain beauty concerns and products are exclusively tailored to specific genders. Gender-unfair language in cosmetic advertisements results in a limited representation of beauty ideals and practices. The use of inclusive language and representations that challenge gender stereotypes and promote diversity was recommended for cosmetic advertisers. The paper provides insight into academic discourse and practical approaches in gender, communication and marketing studies. Keywords: Advertisements, Cosmetics, Gender-Fair Language, Stereotype, Morphosyntactic
{"title":"A Morpho-Syntactic Analysis of Gender-Fair Language in Advertisements of Cosmetic Products in Ghana","authors":"E. S. Afreh, Obed Atta-Asamoah","doi":"10.38159/ehass.20234117","DOIUrl":"https://doi.org/10.38159/ehass.20234117","url":null,"abstract":"Gender-fair language challenges and dismantles prevailing societal gender preconceptions. Cosmetic advertisements have been criticized for unfair language choices that perpetuate gender stereotypes. This study is a morphosyntactic examination of gender-fair language in cosmetic advertisements. The social constructionist theory underpins the study. Thirty (30) product packages and labels for the Ghanaian market were used in this qualitative descriptive survey. Gendered terms were analyzed on the morphological level using Quirk et al.’s (1985) functional principle of word categorization. The data collected revealed that Gender-unfair language is prevalent in cosmetic advertisements. Product names, descriptions and claims often use gendered nouns, pronouns, adjectives, phrases of different types and imperative clauses. This reinforces the idea that certain beauty concerns and products are exclusively tailored to specific genders. Gender-unfair language in cosmetic advertisements results in a limited representation of beauty ideals and practices. The use of inclusive language and representations that challenge gender stereotypes and promote diversity was recommended for cosmetic advertisers. The paper provides insight into academic discourse and practical approaches in gender, communication and marketing studies. Keywords: Advertisements, Cosmetics, Gender-Fair Language, Stereotype, Morphosyntactic","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：