Interdisciplinary Journal of Education Research

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

2023-12-05T06:09:53+02:00

This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.

Darting from pillar to post: Policy inconsistency and stakeholder contestations in curriculum review

2024-02-05T13:56:33+02:00

One of the most contentious issues facing politicians and scholars in the 21st century is the future of the school curriculum in a rapidly changing and highly digitised global village. This study explores stakeholder perspectives on Zimbabwe's school curriculum and their input during its review amidst the challenge of balancing traditional education with emerging technological, economic, and social demands. This reflects a global dilemma where schools strive to adapt to rapid changes without overwhelming the curriculum, highlighting the critical role of policy reform in navigating these pressures. Using capability theory as the theoretical lens and critical discourse analysis as the research design, this qualitative study generated data from 19 primary documents published on Zimbabwe's 2023 curriculum review. Parents, school administrators, teachers, and teacher trade unions complained about curriculum overload, the wrong timing of consultations, poor remuneration for teachers, and the need for a technical and vocational-oriented curriculum. While government policymakers argued that Curriculum Assessment Learning Activities (CALA) promote learners' creativity, research, and problem-solving skills, the user system vehemently opposed the curriculum overload caused by CALA. Each learner was expected to do a CALA project in every subject they were taking. Stakeholder contestations pressured policymakers to dart from pillar to post in search of a curriculum to pacify competing and conflicting interests. Therefore, policy reformers must seriously consider curriculum review input from the users if impending curriculum changes are to be successful following the review process.

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

2024-02-03T12:35:18+02:00

The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

2024-02-10T11:54:31+02:00

This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

Student teachers’ mentorship experiences during teaching practice: A comparison of mentor-student dynamics in rural and urban schools

2024-02-07T10:33:41+02:00

All teacher training institutions in South Africa send their student teachers to schools for teaching practice as part of preparation for the teaching profession. Our concern is that while teaching practice programmes have been established across various universities, limited research explores student teachers' perceptions of teaching practice and mentorship in general, especially in rural and urban schools. In this article, we explored student teachers' comparative experiences and perceptions of working with mentors from both rural and urban schools during teaching practice. Within an interpretive paradigm, this study utilised qualitative approach involving 15 third-year Bachelor of Education students. The data were generated through the use of their reflective journals as well as group debriefing discussions. To analyse the data, we employed Fairclough's Critical Discourse Analysis. The findings reveal that student teachers encountered different mentor teachers in both rural and urban schools, ranging from mentors who were willing to help them learn and develop knowledge about the teaching profession to those who were reluctant to work with them. The student teachers felt unsupported by rural mentors compared to their mentorship experiences with urban mentors, as rural mentors sometimes abandoned classes for them. There is a need for the induction of school-based mentors into university expectations of their roles to ensure that they effectively support student teachers during teaching practice.

Dynamics of teaching practice in South Africa: A nexus between theory and practice

2024-02-17T14:50:25+02:00

Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience.

Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives

2024-02-16T06:11:28+02:00

Education serves as a catalyst for achieving Sustainable Development Goals (SDGs), and it is essential for education to keep pace with societal dynamics. This paper argues for the reconceptualisation of initial teacher education in South Africa to promote an alternative transformative and sustainable pedagogy. Questions arose regarding the compatibility of the current teacher education program in South Africa with the needs of today's learners. Therefore, it is important to assess whether South African higher education institutions provide adequate training for future teachers. The current teacher education programme has remained unchanged for many years, failing to adapt to the evolving educational landscape and instead adhering to traditional methods that were relevant in the past. Incorporating flexible, transformative pedagogies and technologies can enhance student learning and engage learners of the 21st century. Using a typological methodological design, this conceptual explanatory paper identifies six themes: program content, pedagogy, technological advancements, preparing teachers for inclusion, school-based experiences, and addressing anxiety. This paper contributes to existing knowledge by advocating for the reconceptualisation of teacher education programs, aiming to produce graduates who are equipped to address global challenges. Furthermore, it emphasises the need for an alternative transformative sustainable initiative to overhaul teacher education programs to align with modern societies' complexities and dynamics. Therefore, this paper calls for the reformulation of South Africa's initial teacher training to align with SDG 4 (quality education) and Agenda 2023, which underpin Africa's transformational aspirations for a better future for all.

Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols

2024-02-27T10:10:13+02:00

Reports of difficulty in physics has been documented over the years, especially at the senior secondary level. The application of mathematics as a tool for understanding physical phenomena and problem-solving is well-established. The use of symbols and mathematical rigour is essential for effective problem-solving in physics. However, the teaching and learning of physics have encountered barriers, as highlighted in the literature on competencies in this field. This study focuses on exploring the interlink, context, and associated barriers in the teaching and learning of physics by reviewing existing literature on the application of mathematics and mathematical symbols. Through a theory synthesis design, the study examined the current state of literature on mathematical problem-solving in physics, as well as the differences between mathematising and the application of mathematics in physics. The competencies required of teachers and students were also highlighted in order to better equip physical sciences teachers to address the challenges faced by students in learning physics. The literature suggests that a well-sequenced approach to topics by both mathematics and physics teachers can facilitate knowledge transfer among students. Teachers are encouraged to provide step-by-step guidance to address students' mathematical deficiencies, particularly in the physics aspect of the physical sciences curriculum at the further education and training (FET) phase. It is recommended that topics between physics and mathematics be aligned and mathematical concepts be pre-teach to enhance students' contextual knowledge transfer.

Women’s educational leadership experiences: career advancement in the Lubombo region of Eswatini

2024-02-12T11:50:55+02:00

Women's progress in leadership roles within the field of education has made limited headway despite the efforts of government institutions and progressive policies aimed at addressing diversity and equity practices. This study seeks to investigate the experiences of women in leadership within the Department of Education in Lubombo Region of Eswatini. Adopting a qualitative approach, this study employs an interpretive paradigm and a phenomenological design to delve into the lived experiences of female leaders and their interpretation of these experiences. Twelve female principals from 12 high schools were purposefully selected to participate in this study. Semi-structured interviews, conducted with audio recordings, were used to guide the data generation process. The collected data were systematically transcribed, coded, and analysed thematically. Feminist theory serves as the foundation of this study, guiding the retrospective storytelling process aimed at understanding the experiences of women in leadership. Despite the implementation of regulations and other initiatives, gender equality in Eswatini has not progressed significantly. The findings of this study reveal that deeply ingrained traditional beliefs, rooted in the customs and values of local communities, continue to strongly influence promotion decisions within the educational system. The resistance observed reflects a deeply entrenched belief that female principals have limited opportunities for upward mobility in leadership due to the societal stigma or "injustice prejudice" that permeates government institutions. This study recommends that government entities and other stakeholders embark on new leadership training programs that prioritise progressive ethos, values, and culture within the education industry.

The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives

2024-02-25T04:24:12+02:00

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

2024-02-27T16:02:30+02:00

The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.

Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring

2024-03-10T20:52:07+02:00

Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges

2024-02-18T15:58:09+02:00

Although postgraduate supervision relies on effective communication, it has become increasingly challenging due to various factors, including the cultural, ethnic, and educational backgrounds of both the supervisors and supervisees. As a result, institutions of higher learning are struggling to attract and retain these students. In addition, students often feel frustrated by the pressure to balance their academic and social lives during their studies. Therefore, this study explores the impact of effective communication on postgraduate supervision in higher learning institutions in Lesotho and South Africa. The study adopts an interpretive paradigm and uses a qualitative approach rooted in a case study design. Face-to-face interviews were employed as the data collection tool, and latent thematic analysis was used to analyse emergent themes. The findings reveal several factors that hinder effective communication in postgraduate supervision, including cultural dominance, lack of mutual respect, insufficient training, and a lack of professionalism, among others. Based on these findings, the study recommends that experienced supervisors be assigned to students and that there be a focus on two-way communication and training to develop the necessary skills for a respectful supervisor-student relationship.