Pub Date : 2023-02-28DOI: 10.15700/saje.v43n1a2023
B. Ntuli, D. Mncube, G.M. Mkhasibe
Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein’s theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one’s roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.
{"title":"Partnership to promote school governance and academic experience: Integration of remote learning in the context of the COVID-19 pandemic in the uMkhanyakude district","authors":"B. Ntuli, D. Mncube, G.M. Mkhasibe","doi":"10.15700/saje.v43n1a2023","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2023","url":null,"abstract":"Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein’s theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one’s roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46833790","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.v43n1a2108
Puleng A. Masedi, R. G. Pila-Nemutandani, Patricia S. Kolobe, Wandile F. Tsabedze
Globally, mainstream teachers have been experiencing intense challenges of behavioural difficulties by learners in schools. For decades, scholars have intensified the relational impact of behaviour with regard to academic progression. However, there is limited knowledge on the experiences and coping strategies of teachers regarding these challenges. Using an exploratory research approach in the study reported on here, we focused on the lived experiences (psychological well-being and coping strategies) of teachers of adolescents with behavioural difficulties. A phenomenological research design and qualitative approach to enquiry were used to conduct the study. Purposive and stratified sampling techniques were used to select 8 participants (3 female and 5 male teachers) for the study. Qualitative data were analysed thematically, and 2 major themes emerged: poor psychological well-being and inadequate coping strategies of teachers. Depressive symptoms reported by participants included the following: anhedonia, burnout, reduced job performance, and demotivation. These challenges primarily lead to negative mood regulation and maladaptive coping, such as displacement – a defence mechanism. Behavioural difficulties experienced by adolescents have a profound impact of intense stress and negative emotions, leading to poor psychological well-being of teachers. Thus, there is a need for the Department of Education to create structures, guidelines and support systems for schools on behavioural difficulties for the well-being of teachers.
{"title":"Mainstream teachers’ lived experiences of adolescents with behavioural difficulties: An exploratory study","authors":"Puleng A. Masedi, R. G. Pila-Nemutandani, Patricia S. Kolobe, Wandile F. Tsabedze","doi":"10.15700/saje.v43n1a2108","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2108","url":null,"abstract":"Globally, mainstream teachers have been experiencing intense challenges of behavioural difficulties by learners in schools. For decades, scholars have intensified the relational impact of behaviour with regard to academic progression. However, there is limited knowledge on the experiences and coping strategies of teachers regarding these challenges. Using an exploratory research approach in the study reported on here, we focused on the lived experiences (psychological well-being and coping strategies) of teachers of adolescents with behavioural difficulties. A phenomenological research design and qualitative approach to enquiry were used to conduct the study. Purposive and stratified sampling techniques were used to select 8 participants (3 female and 5 male teachers) for the study. Qualitative data were analysed thematically, and 2 major themes emerged: poor psychological well-being and inadequate coping strategies of teachers. Depressive symptoms reported by participants included the following: anhedonia, burnout, reduced job performance, and demotivation. These challenges primarily lead to negative mood regulation and maladaptive coping, such as displacement – a defence mechanism. Behavioural difficulties experienced by adolescents have a profound impact of intense stress and negative emotions, leading to poor psychological well-being of teachers. Thus, there is a need for the Department of Education to create structures, guidelines and support systems for schools on behavioural difficulties for the well-being of teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43695316","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.v43n1a2208
P. Swarts
In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well.
{"title":"Humanising life orientation pedagogy through environmental education","authors":"P. Swarts","doi":"10.15700//saje.v43n1a2208","DOIUrl":"https://doi.org/10.15700//saje.v43n1a2208","url":null,"abstract":"In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47315586","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.v43n1a2160
Lebohang Mahlo, Z. Waghid
Despite significant capability deprivation existing among the teachers in historically disadvantaged schools in the Western Cape province of South Africa, information and communication technologies (ICTs) have had a significant positive effect on teaching and learning. In the case study reported on here we investigated the benefits of using ICTs by public primary school teachers in teaching and learning. Sen’s capability approach was used to frame this study. We employed a qualitative research method in which 8 teachers were involved in lesson observations and semi-structured interviews. The findings reveal that, to some extent, through the teachers’ use of ICTs (commodities) in smart classrooms, the influence of personal conversion factors (ICT skills obtained through a community of practice and university training), had created the capabilities for teachers to use ICTs for curriculum delivery, although to a limited extent. Through this process, teachers benefited with specific vital achievements. From the study we recommend that holistic and annual professional development training programmes should be made mandatory for both novice and seasoned teachers.
{"title":"Exploring information and communication technology integration among teachers in township public primary schools","authors":"Lebohang Mahlo, Z. Waghid","doi":"10.15700/saje.v43n1a2160","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2160","url":null,"abstract":"Despite significant capability deprivation existing among the teachers in historically disadvantaged schools in the Western Cape province of South Africa, information and communication technologies (ICTs) have had a significant positive effect on teaching and learning. In the case study reported on here we investigated the benefits of using ICTs by public primary school teachers in teaching and learning. Sen’s capability approach was used to frame this study. We employed a qualitative research method in which 8 teachers were involved in lesson observations and semi-structured interviews. The findings reveal that, to some extent, through the teachers’ use of ICTs (commodities) in smart classrooms, the influence of personal conversion factors (ICT skills obtained through a community of practice and university training), had created the capabilities for teachers to use ICTs for curriculum delivery, although to a limited extent. Through this process, teachers benefited with specific vital achievements. From the study we recommend that holistic and annual professional development training programmes should be made mandatory for both novice and seasoned teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42515168","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.v43n1a2153
Paul Goldschagg, Tanya L. Bekker, K. Cockcroft
Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected from the Strengths and Difficulties Questionnaire, we present a quantitative evaluation of the perceptions of background noise on learning of a purposive sample of 154 Grade 10 to 12 female learners attending 2 all-girls schools, who were either learning through English as their second, or as their first language. The responses of first language and second language learners were compared using Mann-Whitney U tests with Hodges-Lehman estimates. Second language learners reported greater interference and annoyance from noise, compared to their first language peers. This may be due to the additional cognitive demands required when processing complex information in a second language. Given the high proportion of learners who are learning through a language that is not their mother tongue, we highlight the importance of a good acoustic environment to counteract the negative effects of the increased cognitive demand when processing information in a second language. Educators should consider ways to mitigate interference from noise and to improve the saliency of the acoustic signal in their classrooms.
{"title":"Perceived effects of background noise on the learning experiences of English first- and second-language female learners","authors":"Paul Goldschagg, Tanya L. Bekker, K. Cockcroft","doi":"10.15700/saje.v43n1a2153","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2153","url":null,"abstract":"Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected from the Strengths and Difficulties Questionnaire, we present a quantitative evaluation of the perceptions of background noise on learning of a purposive sample of 154 Grade 10 to 12 female learners attending 2 all-girls schools, who were either learning through English as their second, or as their first language. The responses of first language and second language learners were compared using Mann-Whitney U tests with Hodges-Lehman estimates. Second language learners reported greater interference and annoyance from noise, compared to their first language peers. This may be due to the additional cognitive demands required when processing complex information in a second language. Given the high proportion of learners who are learning through a language that is not their mother tongue, we highlight the importance of a good acoustic environment to counteract the negative effects of the increased cognitive demand when processing information in a second language. Educators should consider ways to mitigate interference from noise and to improve the saliency of the acoustic signal in their classrooms.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478663","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.v43n1a2136
R. M. Mphahlele, B. Pillay, A. Meyer
With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age impacted these ADHD comorbidities. ADHD is a neurodevelopmental disorder that presents before the age of 12 years according to which an individual displays a recurrent pattern of extreme inattentiveness, overactivity, and impulsiveness that inhibits performance, and is not age-appropriate. ODD is defined as a psychological syndrome characterised by disruptive behaviour, a pattern of anger and irritability, confrontational, and spiteful behaviour. CD is a psychological and behavioural syndrome characterised by difficulties with following rules, recurrent patterns of hostility, destruction, and dishonesty. Anger is a frequent reaction (contrasted to ordinary irritable mood), intense and long-lasting defensive or retaliatory response to perceived provocation or threat, which interferes with normal functioning. Both teacher and parent ratings on the Disruptive Behavior Disorders Scale, and self-report on the Anger Inventory of the Beck Youth Inventories were employed in this investigation. The sample (n = 216) consisted of 216 school children aged 6 to 15 years that were divided into an ADHD group and a matched control group without ADHD (50 boys and 58 girls in each group). The results indicate that children with ADHD displayed notably elevated symptoms of ODD, CD and anger. The externalising disorders are more pronounced in boys with ADHD than in girls. Age had no effect on the results. We recommend that externalising comorbidities should be the target of early interventions. Our findings contribute to the debate about how best to conceptualise ADHD regarding related behavioural and emotional disturbances, and the treatment thereof. Since these symptoms occur during childhood and progress to adolescence, early identification and management may improve the livelihood of those affected.
{"title":"Symptoms of oppositional defiant disorder, conduct disorder and anger in children with ADHD","authors":"R. M. Mphahlele, B. Pillay, A. Meyer","doi":"10.15700/saje.v43n1a2136","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2136","url":null,"abstract":"With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age impacted these ADHD comorbidities. ADHD is a neurodevelopmental disorder that presents before the age of 12 years according to which an individual displays a recurrent pattern of extreme inattentiveness, overactivity, and impulsiveness that inhibits performance, and is not age-appropriate. ODD is defined as a psychological syndrome characterised by disruptive behaviour, a pattern of anger and irritability, confrontational, and spiteful behaviour. CD is a psychological and behavioural syndrome characterised by difficulties with following rules, recurrent patterns of hostility, destruction, and dishonesty. Anger is a frequent reaction (contrasted to ordinary irritable mood), intense and long-lasting defensive or retaliatory response to perceived provocation or threat, which interferes with normal functioning. Both teacher and parent ratings on the Disruptive Behavior Disorders Scale, and self-report on the Anger Inventory of the Beck Youth Inventories were employed in this investigation. The sample (n = 216) consisted of 216 school children aged 6 to 15 years that were divided into an ADHD group and a matched control group without ADHD (50 boys and 58 girls in each group). The results indicate that children with ADHD displayed notably elevated symptoms of ODD, CD and anger. The externalising disorders are more pronounced in boys with ADHD than in girls. Age had no effect on the results. We recommend that externalising comorbidities should be the target of early interventions. Our findings contribute to the debate about how best to conceptualise ADHD regarding related behavioural and emotional disturbances, and the treatment thereof. Since these symptoms occur during childhood and progress to adolescence, early identification and management may improve the livelihood of those affected.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812133","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.v43n1a2124
Magda Kloppers, E. Potgieter
Lecturers often claim that time constraints cause tension regarding feedback on students’ assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take up to 6 years to complete a 3-year qualification. Situations like these may be avoided if lecturers provide informative feedback fostering self-directed learning, overall enhancing student achievement. In the quantitative, non-experimental descriptive research study reported on here, a set of questions was used to determine the following: (i) feedback procedures; (ii) feedback inspiration; and (iii) reflection on feedback. The data were collected from undergraduate and postgraduate students at a South African university. The 3 categories above revealed 3 tiers that form part of a metacognitive methodology which indicates that feedback procedures do play a role in student achievement. This study contributes to the body of knowledge on assessment and feedback as well as the implications for feedback on current practices of university lecturers and students’ future learning endeavours.
{"title":"Your feedback procedure, my inspiration: Enhancing student achievement through assessment","authors":"Magda Kloppers, E. Potgieter","doi":"10.15700/saje.v43n1a2124","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2124","url":null,"abstract":"Lecturers often claim that time constraints cause tension regarding feedback on students’ assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take up to 6 years to complete a 3-year qualification. Situations like these may be avoided if lecturers provide informative feedback fostering self-directed learning, overall enhancing student achievement. In the quantitative, non-experimental descriptive research study reported on here, a set of questions was used to determine the following: (i) feedback procedures; (ii) feedback inspiration; and (iii) reflection on feedback. The data were collected from undergraduate and postgraduate students at a South African university. The 3 categories above revealed 3 tiers that form part of a metacognitive methodology which indicates that feedback procedures do play a role in student achievement. This study contributes to the body of knowledge on assessment and feedback as well as the implications for feedback on current practices of university lecturers and students’ future learning endeavours.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075780","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}
With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.
{"title":"Effect of inclusive practices on attitudes: A meta-analysis study","authors":"Nazlı Sıla Yerliyurt Günay, Şenel Elaldı, Mehtap Çifçi","doi":"10.15700/saje.v43n1a2212","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2212","url":null,"abstract":"With the study reported on here we aimed to synthesise recent quantitative research to specify the effect of inclusive practices on attitudes via meta-analysis. Since attitudes have an integral role in the performance of inclusion programmes, within the scope of the study, the cumulative findings of experimental studies conducted on attitudes towards inclusive practices were reinterpreted. To this end, studies with a pretest-posttest control group carried out in 2000 and 2021 were scanned from databases according to the inclusion criteria. After the search process, 23 studies that met the inclusion criteria were selected from 54 studies. The overall sample size of the studies included 2,016 participants. The mean effect size calculations, heterogeneity test, moderator analyses and publication bias analyses were conducted through a comprehensive meta-analysis programme (CMA 3.0). The findings that were discussed in accordance with the random effects model (REM) suggest that inclusive practices have a positive effect on attitudes and this effect is at a large level (g = 1.328) with respect to Cohen’s classification. This result indicates that inclusive practices have been strongly influenced by positive attitudes to yield favourable results. According to the moderator analyses, the highest effect sizes were found in the teachers’ group (g = 1,880) according to group level and in primary education (g = 1,374) according to school grades. The attitudes towards inclusion have been strongly influenced by teachers’ beliefs about the power of their teaching. More empirical studies on inclusive practices are recommended.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460729","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 : 2022-12-31DOI: 10.15700/saje.v42ns1a1982
Lebala Kolobe, Paul Hobden
Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners’ success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.
{"title":"Influence of National Senior Certificate Examinations on classroom practice: Experienced teachers’ pedagogical choices in teaching chemical equilibrium","authors":"Lebala Kolobe, Paul Hobden","doi":"10.15700/saje.v42ns1a1982","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a1982","url":null,"abstract":"Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners’ success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48674679","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 : 2022-12-31DOI: 10.15700/saje.v42ns1a2057
J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González
The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.
{"title":"Comparative analysis between a STEM-based learning process and traditional teaching","authors":"J. López-Belmonte, A. Segura-Robles, Antonio-José Moreno-Guerrero, M. Parra-González","doi":"10.15700/saje.v42ns1a2057","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2057","url":null,"abstract":"The use of technology in education has modified teaching and learning processes. New concepts such as science, technology, engineering and mathematics (STEM) are changing traditional learning. The purpose of STEM education is to prepare students for university engineering courses and higher technical education. The main aim of the study reported on here was to understand the influence of a STEM-based teaching process in different socio-educational dimensions. This was done by comparing the results achieved with a traditional expository teaching process with different groups of students. A quasi-experimental design was applied. A sample of 231 Spanish students from the first year of secondary education (ESO) was chosen. The results show that the STEM approach was significant in all the dimensions of study and, according to teachers, was more influential for student motivation and grades. The results also show that the STEM teaching approach was significant in all the dimensions of study. These dimensions are motivation; teacher-student, student-content and student-student interactions; autonomy; collaboration; depth of content; resolution of problems; class time, student ratings; and teacher ratings. According to teachers, the strongest influence was on the students’ motivation and qualifications.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49275968","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}
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