Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
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Selected stakeholders’ views on the use of tablet computers in learning and teaching – a South African case study at a university
- Fernandez, Simon Christopher
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
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