Pub Date : 2024-01-20DOI: 10.38159/ehass.202341220
M. Tshelane
Curriculum reform has revolved from production-based to knowledge-based. This trajectory compelled reformists to be deliberate in generating knowledge toward globalized curriculum practices that value humanity for good. This empirical paper reflected on the lived experiences of postgraduate students in a higher learning institution in their becoming. Postgraduate students are expected to complete their studies by working in a space buffeted by silo-thinking, academic jealousy, and volatile relations. This study attempted to answer the following question. What curriculum practices and innovations can make the world a better place for all? Africana Critical Theory was used to make sense of the lived experiences of a postgraduate student. Eight postgraduate students registered for masters and doctoral studies, and five supervisory teams, operating through multiple artificial intelligence in the form of the Yammer tool ranging from smartphones, laptops were engaged numerous times to enable sharing, expressing, and showing casing their new emergent identity in a virtual participatory action research approach, online discussion. Webinars were the primary source for generating data. The generated data was recorded and automatically generated into text through Fireflies’ software. Critical Discourse Analysis was used to arrive at the following findings: Curriculum practices unraveled the hidden curriculum that humans in our current state, that cybernetics exists around us, and in simpler forms than futuristic visions. Cyberspace has created profound variations in human consciousness and social identity. These findings imply that second-life realities are beneficial in a postgraduate context. Keywords: Curriculum Practices, Yammers Tool, Consciousness, Postgraduate
{"title":"Assessing the Scholarship of Curriculum Practices and the Lived Experiences of Postgraduate Students in a Higher Learning Space","authors":"M. Tshelane","doi":"10.38159/ehass.202341220","DOIUrl":"https://doi.org/10.38159/ehass.202341220","url":null,"abstract":"Curriculum reform has revolved from production-based to knowledge-based. This trajectory compelled reformists to be deliberate in generating knowledge toward globalized curriculum practices that value humanity for good. This empirical paper reflected on the lived experiences of postgraduate students in a higher learning institution in their becoming. Postgraduate students are expected to complete their studies by working in a space buffeted by silo-thinking, academic jealousy, and volatile relations. This study attempted to answer the following question. What curriculum practices and innovations can make the world a better place for all? Africana Critical Theory was used to make sense of the lived experiences of a postgraduate student. Eight postgraduate students registered for masters and doctoral studies, and five supervisory teams, operating through multiple artificial intelligence in the form of the Yammer tool ranging from smartphones, laptops were engaged numerous times to enable sharing, expressing, and showing casing their new emergent identity in a virtual participatory action research approach, online discussion. Webinars were the primary source for generating data. The generated data was recorded and automatically generated into text through Fireflies’ software. Critical Discourse Analysis was used to arrive at the following findings: Curriculum practices unraveled the hidden curriculum that humans in our current state, that cybernetics exists around us, and in simpler forms than futuristic visions. Cyberspace has created profound variations in human consciousness and social identity. These findings imply that second-life realities are beneficial in a postgraduate context.\u0000\u0000Keywords: Curriculum Practices, Yammers Tool, Consciousness, Postgraduate","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140501948","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 : 2024-01-15DOI: 10.38159/ehass.202341321
Vuyokazi Momoti
The purpose of this study is to assess the feasibility of adopting effective e-learning with Microsoft Teams in a South African university. The study sample was purposefully chosen to include 30 registered Natural Sciences students. The study used questionnaires to collect data from 30 undergraduate students enrolled in Natural Science courses at the university using a quantitative research approach. Descriptive statistics such as mean and standard deviation were used to analyse the data. The IBM SPSS Statistics was the program utilized for data analysis. According to the study’s findings, the majority of students prefer to learn in person due to challenges such as load shedding and a reluctance to connect on the Teams platform. The TPACK Theoretical Framework, which states that comprehension of technology applications is vital in terms of pedagogy and content, lends credence to the study’s assumption. This study aims to provide a thorough analysis of the advantages of e-learning as well as student opinions on the new learning platform. Keywords: Electronic learning, Covid-19 pandemic, IBM SPSS Statistics, Microsoft Teams
本研究的目的是评估在南非一所大学中使用微软 Teams 进行有效电子学习的可行性。研究样本特意选择了 30 名注册自然科学专业的学生。研究采用问卷调查的方式，以定量研究的方法从该大学自然科学专业的 30 名本科生中收集数据。数据分析采用了均值和标准差等描述性统计方法。数据分析使用了 IBM SPSS 统计软件程序。根据研究结果，大多数学生更喜欢面对面学习，原因是存在诸如断电和不愿意在 Teams 平台上进行连接等挑战。TPACK 理论框架指出，对技术应用的理解对教学法和内容至关重要，这为本研究的假设提供了依据。本研究旨在全面分析电子学习的优势以及学生对新学习平台的看法：电子学习、Covid-19 大流行、IBM SPSS 统计、Microsoft Teams
{"title":"Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams – Post the Covid-19 Pandemic, at a South African University","authors":"Vuyokazi Momoti","doi":"10.38159/ehass.202341321","DOIUrl":"https://doi.org/10.38159/ehass.202341321","url":null,"abstract":"The purpose of this study is to assess the feasibility of adopting effective e-learning with Microsoft Teams in a South African university. The study sample was purposefully chosen to include 30 registered Natural Sciences students. The study used questionnaires to collect data from 30 undergraduate students enrolled in Natural Science courses at the university using a quantitative research approach. Descriptive statistics such as mean and standard deviation were used to analyse the data. The IBM SPSS Statistics was the program utilized for data analysis. According to the study’s findings, the majority of students prefer to learn in person due to challenges such as load shedding and a reluctance to connect on the Teams platform. The TPACK Theoretical Framework, which states that comprehension of technology applications is vital in terms of pedagogy and content, lends credence to the study’s assumption. This study aims to provide a thorough analysis of the advantages of e-learning as well as student opinions on the new learning platform.\u0000\u0000Keywords: Electronic learning, Covid-19 pandemic, IBM SPSS Statistics, Microsoft Teams","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"33 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530001","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 : 2024-01-15DOI: 10.38159/ehass.202341218
P. Sepeng, M. M. Moleko
The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Management Systems (LMS). The objective of this study was to examine the complex correlation between instructional practises and data analytics. This study provided evidence of the potential of data-driven methodologies to significantly enhance customised learning and inform timely pedagogical decisions. Nevertheless, the efficacy of these interventions is contingent upon comprehensive training, endorsement from relevant parties, and ongoing enhancement. This study contributes to the current scholarly discourse on the correlation between data analytics and teaching. The argument posits the importance of a strategic integration that considers both technological and human-centric considerations. Keywords: Data-driven Pedagogy, Data Literacy, Learning Management Systems
{"title":"Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education","authors":"P. Sepeng, M. M. Moleko","doi":"10.38159/ehass.202341218","DOIUrl":"https://doi.org/10.38159/ehass.202341218","url":null,"abstract":"The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Management Systems (LMS). The objective of this study was to examine the complex correlation between instructional practises and data analytics. This study provided evidence of the potential of data-driven methodologies to significantly enhance customised learning and inform timely pedagogical decisions. Nevertheless, the efficacy of these interventions is contingent upon comprehensive training, endorsement from relevant parties, and ongoing enhancement. This study contributes to the current scholarly discourse on the correlation between data analytics and teaching. The argument posits the importance of a strategic integration that considers both technological and human-centric considerations.\u0000\u0000Keywords: Data-driven Pedagogy, Data Literacy, Learning Management Systems","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529930","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 : 2024-01-15DOI: 10.38159/ehass.202341323
Sabelo Peter Raymond, Siyanda Rondile, Zizipho Tshijila, N. Mzileni, Peter Raymond
In an era where student success extends beyond academic knowledge, educational institutions have recognized the importance of equipping students with a broader set of competencies. Thus, the paper examined the implementation and impact of a peer-assisted learning and tutorship program aimed at fostering student success competencies. The study focused on an educational institution where the program is implemented as a central intervention to support students in developing essential skills and competencies necessary for academic achievement and lifelong learning. Generally, peer-assisted learning and tutorship programs have emerged as valuable intervention strategies to support student success. Thus, a qualitative approach was adopted, using focus group interviews to collect data among peer-assisted learning leaders and tutors who were involved in the peer-assisted learning and tutor development programme at the University where the study took place. The analysis of the collected data revealed significant findings regarding the peer-assisted learning and tutorship program which signifies the program as an enabler for student success competencies. The results demonstrated improvements in several areas, including academic competence, communication and collaboration, student agency, adaptability, and a sense of belonging within the learning community among the participants. The paper concluded with implications for educational institutions, suggesting that peer-assisted learning and tutorship programs be integrated as a central component of the curriculum to nurture student success competencies. Thus, by prioritizing the development of student success competencies through such programs, educational institutions can better prepare students for future academic, personal, and professional pursuits. Keywords: Peer-Assisted Learning, Tutors, Academic Student Support, Collaborative Learning, Student Success
{"title":"Exploring Competency Development Among Peer Assisted Learning (PAL) Leaders and Tutors: A Comprehensive Investigation of Program Involvement","authors":"Sabelo Peter Raymond, Siyanda Rondile, Zizipho Tshijila, N. Mzileni, Peter Raymond","doi":"10.38159/ehass.202341323","DOIUrl":"https://doi.org/10.38159/ehass.202341323","url":null,"abstract":"In an era where student success extends beyond academic knowledge, educational institutions have recognized the importance of equipping students with a broader set of competencies. Thus, the paper examined the implementation and impact of a peer-assisted learning and tutorship program aimed at fostering student success competencies. The study focused on an educational institution where the program is implemented as a central intervention to support students in developing essential skills and competencies necessary for academic achievement and lifelong learning. Generally, peer-assisted learning and tutorship programs have emerged as valuable intervention strategies to support student success. Thus, a qualitative approach was adopted, using focus group interviews to collect data among peer-assisted learning leaders and tutors who were involved in the peer-assisted learning and tutor development programme at the University where the study took place. The analysis of the collected data revealed significant findings regarding the peer-assisted learning and tutorship program which signifies the program as an enabler for student success competencies. The results demonstrated improvements in several areas, including academic competence, communication and collaboration, student agency, adaptability, and a sense of belonging within the learning community among the participants. The paper concluded with implications for educational institutions, suggesting that peer-assisted learning and tutorship programs be integrated as a central component of the curriculum to nurture student success competencies. Thus, by prioritizing the development of student success competencies through such programs, educational institutions can better prepare students for future academic, personal, and professional pursuits.\u0000\u0000Keywords: Peer-Assisted Learning, Tutors, Academic Student Support, Collaborative Learning, Student Success","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140508253","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 : 2024-01-10DOI: 10.38159/ehass.202341317
F. Matlakala
Work-related stress exists in various organisations around the globe and academia is no exception. Even though academics have flexible hours, they often find themselves taking work home and trying to finish their outstanding work in the evenings or weekends at the expense of their family time. Thus, this paper was aimed at synthesising the existing literature on work-related stress experienced by male academics in the Southern African Development Community (SADC) region. The objectives of the study were (1) to identify the key sources of work-related stress among male academics within the SADC region; (2) to provide synthesised literature on the impact of work-related stress on the mental health of male academics; and (3) to map the existing literature on coping mechanisms used by male academics to deal with their work-related stress. A scoping review guided by PRISMA-ScR was used to report on the coverage of the literature. To identify the literature, international databases (PubMed, and ScienceDirect), local database (Sabinet African Journals Online) and hand-search through Google Scholar were used. The collected data was analysed thematically using the thematic analysis by Braun and Clarke. From the databases, it emerged that there is a paucity of studies addressing academic stress with a focus on male academics within the SADC region. The limited data revealed that stress predominantly arises from role ambiguity and gender factors. Whilst, grappling with work-related stress, some academics tend to attribute blame to themselves and turn to substances or drugs to cope with their stress. From the findings, it could be deduced that academics are not immune to work-related stress regardless of their flexible working hours. The study recommends awareness campaigns on mental health issues and stress management in academia. Keywords: Academia, Male Academics, Scoping Review, Work-Related Stress, SADC
{"title":"Work-Related Stress Experienced by Male Academics in the SADC Region: A Scoping Review","authors":"F. Matlakala","doi":"10.38159/ehass.202341317","DOIUrl":"https://doi.org/10.38159/ehass.202341317","url":null,"abstract":"Work-related stress exists in various organisations around the globe and academia is no exception. Even though academics have flexible hours, they often find themselves taking work home and trying to finish their outstanding work in the evenings or weekends at the expense of their family time. Thus, this paper was aimed at synthesising the existing literature on work-related stress experienced by male academics in the Southern African Development Community (SADC) region. The objectives of the study were (1) to identify the key sources of work-related stress among male academics within the SADC region; (2) to provide synthesised literature on the impact of work-related stress on the mental health of male academics; and (3) to map the existing literature on coping mechanisms used by male academics to deal with their work-related stress. A scoping review guided by PRISMA-ScR was used to report on the coverage of the literature. To identify the literature, international databases (PubMed, and ScienceDirect), local database (Sabinet African Journals Online) and hand-search through Google Scholar were used. The collected data was analysed thematically using the thematic analysis by Braun and Clarke. From the databases, it emerged that there is a paucity of studies addressing academic stress with a focus on male academics within the SADC region. The limited data revealed that stress predominantly arises from role ambiguity and gender factors. Whilst, grappling with work-related stress, some academics tend to attribute blame to themselves and turn to substances or drugs to cope with their stress. From the findings, it could be deduced that academics are not immune to work-related stress regardless of their flexible working hours. The study recommends awareness campaigns on mental health issues and stress management in academia.\u0000\u0000Keywords: Academia, Male Academics, Scoping Review, Work-Related Stress, SADC","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439074","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 : 2024-01-10DOI: 10.38159/ehass.202341315
H. Molise, M. Kola, Mohammed Xolile Ntshangase
This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented. Keywords: Healthy School Relations, Quality Teaching, Continuing Professional Development, Relational Leadership
{"title":"Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District","authors":"H. Molise, M. Kola, Mohammed Xolile Ntshangase","doi":"10.38159/ehass.202341315","DOIUrl":"https://doi.org/10.38159/ehass.202341315","url":null,"abstract":"This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented.\u0000\u0000Keywords: Healthy School Relations, Quality Teaching, Continuing Professional Development, Relational Leadership","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"7 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440143","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 : 2024-01-10DOI: 10.38159/ehass.202341318
Mapule Yvonne Segooa, H. Molise
The purpose of this study was to explore the strategies that teachers use to assess Grade R learners to determine their readiness to transition to Grade One. Assessment involves the process of recording learners’ knowledge, attitudes, beliefs, and skills using measurable conditions. Readiness assessment in Grade R is a fundamental aspect of teaching and learning. It incorporates planning, implementing, interpreting, and reporting to parents and other stakeholders. The study encompassed four Grade R teachers teaching Grade R in two schools in Limpopo Province. Data was generated through face-to-face interviews for the purpose of gathering in-depth understanding. Data was analysed through the thematic analysis method. The study revealed that teachers use the common tools to develop readiness in Grade R. Teachers continuously use formal, and informal assessments and observation to assess the learners’ readiness. They assess a certain group each day doing various activities in different learning areas. Formal and informal assessments are a prerequisite in CAPS (Curriculum Assessment Standard Policy Statements). These strategies will ensure learners’ readiness progress and learning process when entering Grade One. Keywords: Formal and Informal Assessment, Beliefs, Curriculum Assessment Policy Statement, Readiness Assessment, Observation
本研究的目的是探讨教师在评估 R 年级学生时所采用的策略，以确定他们是否做好了升入一年级的准备。评估是指利用可测量的条件记录学习者的知识、态度、信念和技能的过程。R 年级的准备情况评估是教学的一个基本方面。它包括计划、实施、解释以及向家长和其他利益相关者报告。这项研究涵盖了在林波波省两所学校教授 R 年级的四名 R 年级教师。通过面对面访谈收集数据，以便深入了解情况。研究采用专题分析法对数据进行了分析。研究表明，教师使用常用工具来培养 R 年级学生的准备程度。教师不断使用正式、非正式评估和观察来评估学生的准备程度。他们每天对某一小组在不同学习领域开展的各种活动进行评估。正式和非正式评估是 CAPS（课程评估标准政策声明）的先决条件。这些策略将确保学习者在进入一年级时的准备进度和学习过程：正式和非正式评估、信念、课程评估政策声明、准备评估、观察
{"title":"An Exploration of Teachers’ Strategies Used in Assessing Grade R Learners’ Readiness to Transition to Grade One","authors":"Mapule Yvonne Segooa, H. Molise","doi":"10.38159/ehass.202341318","DOIUrl":"https://doi.org/10.38159/ehass.202341318","url":null,"abstract":"The purpose of this study was to explore the strategies that teachers use to assess Grade R learners to determine their readiness to transition to Grade One. Assessment involves the process of recording learners’ knowledge, attitudes, beliefs, and skills using measurable conditions. Readiness assessment in Grade R is a fundamental aspect of teaching and learning. It incorporates planning, implementing, interpreting, and reporting to parents and other stakeholders. The study encompassed four Grade R teachers teaching Grade R in two schools in Limpopo Province. Data was generated through face-to-face interviews for the purpose of gathering in-depth understanding. Data was analysed through the thematic analysis method. The study revealed that teachers use the common tools to develop readiness in Grade R. Teachers continuously use formal, and informal assessments and observation to assess the learners’ readiness. They assess a certain group each day doing various activities in different learning areas. Formal and informal assessments are a prerequisite in CAPS (Curriculum Assessment Standard Policy Statements). These strategies will ensure learners’ readiness progress and learning process when entering Grade One.\u0000\u0000Keywords: Formal and Informal Assessment, Beliefs, Curriculum Assessment Policy Statement, Readiness Assessment, Observation","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"80 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440585","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 : 2024-01-10DOI: 10.38159/ehass.202341316
Samson Matope, Patrick Senye-Awudi
This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA. Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group
本研究旨在探讨使用策略指导法（SIA）教授南非儿童阅读理解的有效性。研究发现，大多数语言教师，尤其是将英语作为第一或第二语言教授的教师，缺乏向学生有效传授阅读理解所需的技能。八年级学生使用 SIA 学习阅读理解，SIA 主要来自课程和评估政策声明（CAPS）材料。对照组有 60 名学生，实验组有 60 名学生（从南非阿马托勒东区的三所学校中抽样），用于确定 SIA 与教师在教授阅读理解时使用的传统教学方法相比的有效性。结果表明，SIA 提高了学生的阅读理解能力。研究建议学校，尤其是农村地区的学校，应提供更多的阅读资源和活动，延长阅读理解教学的课时，高等院校应培训教师使用 SIA：策略指导法（SIA）、阅读理解、课程与评估政策声明（CAPS）、对照组、实验组
{"title":"Using the Strategy Instructions Approach (SIA) in Teaching Reading Comprehension: A Case Study Schools in the Amathole East District South in Africa","authors":"Samson Matope, Patrick Senye-Awudi","doi":"10.38159/ehass.202341316","DOIUrl":"https://doi.org/10.38159/ehass.202341316","url":null,"abstract":"This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA.\u0000\u0000Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"59 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440984","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 : 2024-01-10DOI: 10.38159/ehass.202341217
Katlego Mabulana, K. R. Mukuna
Given the existing teaching and learning challenges in South Africa’s Basic Education system, selective learning will likely encounter implementation challenges as a method of enhancing effective learning interest in schools. Teachers have identified ineffectiveness and negative attitudes as some of the curriculum’s implementation challenges in the past and present. Against this background, this study explored the challenges that Grade 10 teachers encounter when implementing selective learning in schools. A qualitative research methodology was adopted for the study through the grounded theory approach. It utilized grounded theory as a research design and interpretive paradigm to guide the researcher. Data was collected using semistructured interviews as a data collection instrument. The sample consisted of eight teachers as participants from rural and urban high schools in the Mangaung District in Free State Province in South Africa. The study adopted purposive sampling techniques to select participants. Participants were qualified and experienced teachers with teaching qualifications and more than two years of teaching experience. The data was analysed using thematic analysis as a method of analysis. The thematic results revealed that teachers experience various challenges in implementing selective learning to enhance effective learning interest among Grade 10 learners. These include lack of adaptation, confusion, lack of teachers’ training, and shortage of resources. This study concludes that selective learning could be a helpful tool for enhancing compelling learning interest in South African schools regardless of the implementation challenges. Keywords: Selective learning, Learning Interest, Grade 10 Teachers, Shortage of Resources, Grade 10 Learners
{"title":"Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa","authors":"Katlego Mabulana, K. R. Mukuna","doi":"10.38159/ehass.202341217","DOIUrl":"https://doi.org/10.38159/ehass.202341217","url":null,"abstract":"Given the existing teaching and learning challenges in South Africa’s Basic Education system, selective learning will likely encounter implementation challenges as a method of enhancing effective learning interest in schools. Teachers have identified ineffectiveness and negative attitudes as some of the curriculum’s implementation challenges in the past and present. Against this background, this study explored the challenges that Grade 10 teachers encounter when implementing selective learning in schools. A qualitative research methodology was adopted for the study through the grounded theory approach. It utilized grounded theory as a research design and interpretive paradigm to guide the researcher. Data was collected using semistructured interviews as a data collection instrument. The sample consisted of eight teachers as participants from rural and urban high schools in the Mangaung District in Free State Province in South Africa. The study adopted purposive sampling techniques to select participants. Participants were qualified and experienced teachers with teaching qualifications and more than two years of teaching experience. The data was analysed using thematic analysis as a method of analysis. The thematic results revealed that teachers experience various challenges in implementing selective learning to enhance effective learning interest among Grade 10 learners. These include lack of adaptation, confusion, lack of teachers’ training, and shortage of resources. This study concludes that selective learning could be a helpful tool for enhancing compelling learning interest in South African schools regardless of the implementation challenges.\u0000\u0000Keywords: Selective learning, Learning Interest, Grade 10 Teachers, Shortage of Resources, Grade 10 Learners","PeriodicalId":505540,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":"15 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534278","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：