Interdisciplinary Journal of Education Research

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

Tobia Karaha Kyomuhendo, Wilson Mugizi, Joseph Rwothumio, Mark Micheal Waiswa — Tue, 30 Jan 2024 00:00:00 +0200

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

Godsend Tawanda Chimbi — Wed, 14 Feb 2024 00:00:00 +0200

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

Eric Appiah-Twumasi, Issah Iddrisu , Darko Kenneth Ateko — Thu, 15 Feb 2024 00:00:00 +0200

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

Oyinlola Omolara Adebola — Tue, 20 Feb 2024 00:00:00 +0200

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

Hlamulo Wiseman Mbhiza, Thabisile Nkambule, Alfred Masinire — Sat, 24 Feb 2024 00:00:00 +0200

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

Sindiswa Silindokuhle Zondo, Emmanuel Olusola Adu — Sat, 02 Mar 2024 00:00:00 +0200

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

Sun, 10 Mar 2024 00:00:00 +0200

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

Olalekan Taofeek Badmus, Loyiso C Jita — Sat, 09 Mar 2024 00:00:00 +0200

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

Sat, 16 Mar 2024 00:00:00 +0200

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

Halalisani Mngomezulu, Thulasizwe Fredrick Mkhize, Buhle Stella Nhlumayo — Sat, 16 Mar 2024 00:00:00 +0200

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

Ditiro Leruele, Jabulani Sibanda — Mon, 18 Mar 2024 00:00:00 +0200

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

Nduduzo Brian Gcabashe — Thu, 21 Mar 2024 00:00:00 +0200

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

Tsepiso Claurina Mncina, Hlompho Letsie, Sekoai Elliot Nkhi, Mongali Mofana — Sat, 23 Mar 2024 00:00:00 +0200

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.

No doctoral studies without hurdles: A review on pathways to prevent dropouts

Shadreck Muchaku, Marizvikuru Mwale, Grey Magaiza, Malose Moses Tjale — Sat, 27 Apr 2024 00:00:00 +0200

Traditionally, doctoral studies take at least three to six years of full-time study, depending on the country and institution. However, the number of doctoral students who complete their studies in the prescribed time does not meet the expectations of the scientific community. Many students who enrol in a doctoral programme either drop out or do not complete it within the expected time frame. The literature is replete with evidence of the challenges faced by early career researchers, but there is still little reported on how to bridge the existing and perceived barriers that continue to undermine doctoral study retention. These and other obstacles must be addressed and combated by questioning the root causes of students dropping out of their studies. Thus, this study sought to suggest pathways to overcome these and other obstacles by providing a coherent overview of what we need to do and how. The methodology used included a thorough review of international accredited peer reviewed articles extracted from the SCOPUS multidisciplinary database. A total of 24 articles relevant to the topic were thus selected. The key finding of this initiative is that doctoral students face wide-ranging financial, academic, and social challenges that need to be addressed innovatively to improve the timely realisation of the successful completion of their studies.

Keywords: Completion, challenges, doctoral studies, dropout, retention, success

Scheduling online oral assessments using an iterative algorithm: A profound software for educational continuity

Said Ally — Tue, 14 May 2024 00:00:00 +0200

In response to the socioeconomic effects of the global COVID-19 pandemic, including the disruption of educational continuity, an online oral assessment solution is proposed. While the next pandemic is unpredictable, the need for effective student assessment during lockdown is essential. This paper presents an iterative algorithm for scheduling online oral examinations as a profound software innovation capable of securely assessing students remotely while adhering to COVID-19 safety requirements. The efficacy of the software was tested by university tutors and undergraduate students for 60 days on local and web hosts. The results show that the algorithm offers optimal performance despite extraneous factors such as bandwidth capacity, operating system type, and client-side web browsers. The software manages the systematic random pairing of examiners, sessions, courses, and candidates, as well as the automated generation of question papers with a marking rubric. This invention would largely provide assessment entities with significant pedagogical, financial, and technological benefits while ensuring educational continuity regardless of the pandemic's status.

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

Pfuurai Chimbunde, Asanda Mbanjwa, Boitumelo Benjamin Moreeng — Tue, 14 May 2024 00:00:00 +0200

The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke's six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency.

Evaluation of feedback as an assessment for learning strategy in accounting education

Thabiso Jonah Motsoeneng, Boitumelo Benjamin Moreeng — Sun, 02 Jun 2024 00:00:00 +0200

Feedback is essential for the development and progress of learners in subjects like accounting. Teachers provide the necessary information about completed work and an opportunity for learners to improve. However, the literature indicates that teachers often struggle to provide effective feedback due to a lack of knowledge in feedback practices that facilitate learning. This study utilised critical pedagogy as a theoretical framework to create a meaningful, just, and conducive learning environment that can change and improve the educational conditions of accounting teachers. Furthermore, the study employed a qualitative research approach with Participatory Action Research (PAR) as the research design, allowing participants to take action to create a transformed teaching and learning environment that provides effective feedback. The study included five participants, selected using purposeful sampling, and data was generated from focus group meetings and workshops. Thematic analysis was employed to analyse the qualitative data. The findings indicated that accounting teachers used procedural and evaluative feedback methods to provide feedback, which was found to be ineffective, discouraging, and unclear to learners. However, as PAR was used as a research design, the subsequent findings after the workshop revealed that accounting teachers found descriptive feedback to be an effective method to improve learning. Learners found it to be specific and provide guidance and support.

Impact of cooperative learning on teaching mensuration to senior secondary students

Olajumoke Olayemi Salami, Erica Dorethea Spangenberg — Wed, 05 Jun 2024 00:00:00 +0200

Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.

Motivational factors as determinant of mathematics achievement of students in senior secondary schools

Akorede A Asanre — Sun, 16 Jun 2024 00:00:00 +0200

The issue of student motivation is of utmost importance for achieving academic excellence in secondary schools. This study aimed to investigate the influence of motivational factors on the academic achievement of senior secondary school students in mathematics. The study was guided by five hypotheses and underwent testing at a significance level of 0.05. A descriptive survey design was employed, specifically selecting five senior secondary schools in the study area. A total of 300 students from these schools, located in the Ijebu Ode Local Government Area of Ogun State, Nigeria, were selected. The research utilised questionnaires and a Mathematics Achievement Test (MAT), with reliability coefficients of 0.75 and 0.80, respectively. The findings revealed that intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation had a positive and significant impact on academic achievement. Furthermore, when these factors were considered collectively, they demonstrated a significant influence. The conclusion drawn from this study is that motivational factors greatly affect the academic achievement of senior secondary school students in mathematics in Ijebu Ode, Ogun State, Nigeria. Therefore, it is recommended that schools actively promote these factors during the teaching and learning processes to enhance students' achievement in mathematics.

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

Oluwanife Segun Falebita — Sun, 16 Jun 2024 00:00:00 +0200

Many revelations have been made about the revolution that artificial intelligence (AI) has brought to the education sector, including the opening of opportunities for personalised instruction, boosting the quality of content developed by teachers while preparing for lessons, and improving the quality of classroom evaluations. Despite the many benefits of AI adoption, there have been concerns and apprehensions about its use in the educational sector. A survey was conducted to investigate the relationship between AI anxiety and the adoption of artificial intelligence tools among mathematics preservice teachers who are university undergraduates studying mathematics education in Ekiti State, Nigeria. The study sample consisted of 129 mathematics preservice teachers selected through purposive sampling. The AI anxiety scale and AI adoption scale were used for data collection after being tested for reliability. The data collected through the scales were analysed using descriptive and inferential statistics. The findings of the study revealed that the mathematics preservice teachers had a high level of AI anxiety and adopted AI at a moderate level. The study further showed that there is a significant weak relationship between mathematics preservice teachers' AI-Anxiety and AI adoption. Also, there is no significant gender difference in mathematics preservice teachers' AI anxiety and AI adoption. Based on the findings of the study, it was recommended that teacher education programs include AI and digital literacy in the curriculum to prepare students for the seamless integration of AI. Additionally, targeted interventions should be implemented to reduce the anxiety exhibited by preservice teachers.

Exploring the potentials of ChatGPT for instructional assessment: Lecturers' attitude and perception

Thu, 20 Jun 2024 00:00:00 +0200

Lecturers play a crucial role in the educational process, offering unique insights and perspectives within the classroom. The issue of credibility in educational assessment often rests on the shoulders of lecturers, who are responsible for evaluating students' progress. The present study aimed to investigate lecturers' attitudes and perceptions regarding the potential of ChatGPT for instructional assessment. A correlational research design was adopted, and purposive sampling was used to select 102 lecturers from Nigerian universities who had utilised ChatGPT for instructional assessment. Data was collected through an online structured questionnaire. The normality and homogeneity of variance assumptions were met, as evidenced by kurtosis and skewness values falling within acceptable thresholds. The lecturers employed the instructional assessment questionnaire utilising ChatGPT to gather and analyse the data, employing t-tests and ANOVA. The findings revealed a statistically significant difference between perception (F (3, 98) =7.168, p=0.001 <0.05) and lecturers' years of experience in using ChatGPT for instructional assessment. The study indicated that lecturers held low attitudes and had poor perception levels when it came to exploring the potential of ChatGPT. However, it is recommended that training be provided to enhance lecturers' attitudes and perception levels to fully exploit the potential of ChatGPT for instructional assessment.

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

Sakyiwaa Boateng, Simthembile Maroloma — Thu, 20 Jun 2024 00:00:00 +0200

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Mapping the terrain: A comprehensive review and bibliometric analysis of data literacy in mathematics education (2009-2024)

Nomthandazo Maureen Bhekiswayo, Moeketsi Mosia — Thu, 27 Jun 2024 00:00:00 +0200

Despite receiving increased attention from researchers in mathematics education, there is still no comprehensive understanding of the current level of data literacy in the teaching and learning of mathematics. To address this gap, this study presents a review of 247 papers selected from the Scopus database between 2009 and 2024. The research aims to explore the following: (i) The overall volume, geographic distribution, and development trajectory in the literature on data literacy in mathematics. (ii) The researchers and research collaborations that have had the greatest influence on the literature on data literacy in mathematics. (iii) The sources that have had the greatest influence on the literature on data literacy in mathematics. (iv) The most important topics in the literature on data literacy in mathematics. It was discovered that the number of publications involving data literacy in mathematics increased from 2016 to 2023. Authors from the Netherlands are the most active in the literature on data literacy in mathematics. The Teacher College Record had the highest number of citations. Lastly, the most important topics addressed in the literature on data literacy in mathematics were data use, data literacy, and data-based decision-making. This study has implications not only for mathematics education researchers but also for other stakeholders in the education sector, including school principals, policymakers, and mathematics teachers.