Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2194
Thuli G. Ntuli, Awelani V. Mudau
The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.
{"title":"Pedagogical issues of Senior Phase teachers when teaching the matter and materials strand of natural sciences","authors":"Thuli G. Ntuli, Awelani V. Mudau","doi":"10.15700/saje.v43n2a2194","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2194","url":null,"abstract":"The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2213
S. Kahts-Kramer, L. Wood
Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.
{"title":"Professional development for physical education teachers: A participatory approach to identifying learning needs","authors":"S. Kahts-Kramer, L. Wood","doi":"10.15700/saje.v43n2a2213","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2213","url":null,"abstract":"Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42656050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2076
Halit Karatay, Kadir Vefa Tezel, Ahmet Demirel
In this qualitative research we employed the case study method to identify the factors that affect Turkish fifth to eight graders’ selection of books to read and the reasons that cause them to stop reading the books they have selected. To identify those factors and reasons, data were collected from a total of 32 participating students who were selected using stratified purposive sampling. A group was formed for each grade. Each grade group included 8 students who borrowed books from public libraries and voluntarily participated in the study. The participants were interviewed using open-ended questions. Interviews revealed that in selecting books to read, the students considered theme, genre, and structural features such as title, cover design, author, publisher, and recommendations made by peers, teachers, and family members as criteria. The students also stated that the events and themes in the books, language features, font size, insufficient time to read, and the library’s requirement to return a book in 15 days were the reasons to give up reading a selected book.
{"title":"Middle schoolers’ book selection and reasons for discontinuing reading","authors":"Halit Karatay, Kadir Vefa Tezel, Ahmet Demirel","doi":"10.15700/saje.v43n2a2076","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2076","url":null,"abstract":"In this qualitative research we employed the case study method to identify the factors that affect Turkish fifth to eight graders’ selection of books to read and the reasons that cause them to stop reading the books they have selected. To identify those factors and reasons, data were collected from a total of 32 participating students who were selected using stratified purposive sampling. A group was formed for each grade. Each grade group included 8 students who borrowed books from public libraries and voluntarily participated in the study. The participants were interviewed using open-ended questions. Interviews revealed that in selecting books to read, the students considered theme, genre, and structural features such as title, cover design, author, publisher, and recommendations made by peers, teachers, and family members as criteria. The students also stated that the events and themes in the books, language features, font size, insufficient time to read, and the library’s requirement to return a book in 15 days were the reasons to give up reading a selected book.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44509114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2166
Lucia Munongi
Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child’s age and maturity. In this study we explored teachers’ understanding and perceptions of the implementation of the child’s right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children’s rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.
{"title":"“What if we give them too much voice?”: Teachers’ perceptions of the child’s right to participation","authors":"Lucia Munongi","doi":"10.15700/saje.v43n2a2166","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2166","url":null,"abstract":"Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child’s age and maturity. In this study we explored teachers’ understanding and perceptions of the implementation of the child’s right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children’s rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41516002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2227
C. Joubert
Life Orientation (LO) teachers should be prepared to employ a pastoral approach – i.e., emotional support to learners – particularly when facilitating the topic “Development of the self in society” as prescribed in the curriculum and assessment policy statement (CAPS). Currently, LO teachers have limited knowledge and strategies to develop a pastoral approach due to limited training and resources. The purpose of this article is to present 10 LO teachers’ perspectives on employing a pastoral approach. Two unstructured focus-group interviews were conducted, and the data were analysed inductively following a qualitative research design. The analysis indicates that LO teachers are constrained by their lack of access to resources, assistance, expertise and competencies to establish a pastoral approach. To address this, it is recommended that a variety of teaching strategies are applied, attachment relationships are developed, proficiencies akin to those of community counsellors are acquired, cooperative partnerships are set up, and contextually appropriate interventions are tailored. Implementing suggestions that emerged from the findings might support LO teachers to employ a pastoral approach. Recommendations from the findings imply possible LO curriculum reformation and training. This might bring about a change in the attitude of school communities towards the compulsory nature of LO as a subject. It might also provide more nurturing and supportive relationships in schools and a more socially just dispensation for all involved.
{"title":"Life orientation teachers’ perspectives on a pastoral approach to the topic: “Development of the self in society”","authors":"C. Joubert","doi":"10.15700/saje.v43n2a2227","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2227","url":null,"abstract":"Life Orientation (LO) teachers should be prepared to employ a pastoral approach – i.e., emotional support to learners – particularly when facilitating the topic “Development of the self in society” as prescribed in the curriculum and assessment policy statement (CAPS). Currently, LO teachers have limited knowledge and strategies to develop a pastoral approach due to limited training and resources. The purpose of this article is to present 10 LO teachers’ perspectives on employing a pastoral approach. Two unstructured focus-group interviews were conducted, and the data were analysed inductively following a qualitative research design. The analysis indicates that LO teachers are constrained by their lack of access to resources, assistance, expertise and competencies to establish a pastoral approach. To address this, it is recommended that a variety of teaching strategies are applied, attachment relationships are developed, proficiencies akin to those of community counsellors are acquired, cooperative partnerships are set up, and contextually appropriate interventions are tailored. Implementing suggestions that emerged from the findings might support LO teachers to employ a pastoral approach. Recommendations from the findings imply possible LO curriculum reformation and training. This might bring about a change in the attitude of school communities towards the compulsory nature of LO as a subject. It might also provide more nurturing and supportive relationships in schools and a more socially just dispensation for all involved.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2155
L. M. Dos Santos
For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students’ achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers’ professional development and teachers’ recruitment, particularly regarding school teachers’ recruitment and foreign teachers’ plans.
{"title":"Satisfaction, professional development, and professionalism of overseas South African teachers: The application of social cognitive career theory","authors":"L. M. Dos Santos","doi":"10.15700/saje.v43n1a2155","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2155","url":null,"abstract":"For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students’ achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers’ professional development and teachers’ recruitment, particularly regarding school teachers’ recruitment and foreign teachers’ plans.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2112
Daniel Jambo Ghirmai, Lei Hongde
The aim of the study reported on here was to explore the effects of principals’ distributed leadership (DL) practices on learners’ learning achievement as mediated by teachers’ commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers’ commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers’ commitment and an indirect effect on learners’ learning achievement. The results also show that teachers’ commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership.
{"title":"Exploring the effects of principals’ distributed leadership practices on learners’ learning achievement as mediated by teachers’ commitment","authors":"Daniel Jambo Ghirmai, Lei Hongde","doi":"10.15700/saje.v43n1a2112","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2112","url":null,"abstract":"The aim of the study reported on here was to explore the effects of principals’ distributed leadership (DL) practices on learners’ learning achievement as mediated by teachers’ commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers’ commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers’ commitment and an indirect effect on learners’ learning achievement. The results also show that teachers’ commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41831813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2031
Aikaterini Draganoudi, G. Kaliampos, Konstantinos Lavidas, K. Ravanis
In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers’ beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.
{"title":"Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences","authors":"Aikaterini Draganoudi, G. Kaliampos, Konstantinos Lavidas, K. Ravanis","doi":"10.15700/saje.v43n1a2031","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2031","url":null,"abstract":"In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers’ beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48487788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2065
A. P. Bal
The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners’ mathematics achievement, but has no effect on their attitudes towards mathematics.
{"title":"Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners","authors":"A. P. Bal","doi":"10.15700/saje.v43n1a2065","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2065","url":null,"abstract":"The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners’ mathematics achievement, but has no effect on their attitudes towards mathematics.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2174
S. Hart
The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.
{"title":"Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review","authors":"S. Hart","doi":"10.15700/saje.v43n1a2174","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2174","url":null,"abstract":"The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47583979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","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：