Burgernomics: Raw BMI vs Adjusted BMI. A comparative analysis of appropriate exchange rate valuation measures
- Gumedze, Siyanda Nakiwe Nomfundo
- Authors: Gumedze, Siyanda Nakiwe Nomfundo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462702 , vital:76327
- Description: The Big Mac Index was developed in 1986 by The Economist magazine as a playful take on the Purchasing Power Parity theory. Its purpose is to indicate whether a currency is overpriced or undervalued in relation to the real exchange rate and whether it can be used as a reliable indicator of exchange rate predictions. There are two versions of the Big Mac Index: the raw Big Mac Index and the adjusted Big Mac Index. If appropriate, this index might be developed into an economic theory that can be applied to corporate finance, international trade, and international finance. To determine which Big Mac Index measure is a better indicator of exchange rate valuation, a comparison analysis was conducted. This study set out to determine how well the adjusted Big Mac Index performed as a gauge for exchange rate valuation. The research then compares the two Big Mac Index measures' ability to anticipate future exchange rates in order to determine which is more accurate. Data from the South African Reserve Bank and The Economist databases covering 37 nations from 2000 to 2022 were used for the analysis. Exchange rate misalignment trends were assessed globally, and the results indicated that the adjusted BMI was a more accurate measure of purchasing power. Tests of correlation revealed that there was a positive association between the real exchange rate and the Big Mac Index. Findings from a panel ARDL Model indicated that taking into consideration country-specific GDP variations and group heterogeneity can enhance the real exchange rates' ability to predict the raw BMI. The research also focused on the South African Rand to ascertain whether the Big Mac Index validates the Purchasing Power Parity theoretical framework. Using cointegration tests and graphic analysis, it was possible to find evidence for a cointegrating relationship between the real exchange rate and the Big Mac Index measures during the last 20 years. Additionally, a positive correlation between the modified Big Mac Index and terms of trade was discovered in the results, confirming the hypothesis that the Big Mac Index satisfies current account assumptions. Finally, a VEC model demonstrated that the modified BMI outperforms the raw BMI in terms of forecasting estimates. Overall, the study found that the Big Mac Index is more than a bit of fun as per its origin. The results showed that the adjusted Big Mac Index has practical applications and the potential to be considered as an economic theory. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Gumedze, Siyanda Nakiwe Nomfundo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462702 , vital:76327
- Description: The Big Mac Index was developed in 1986 by The Economist magazine as a playful take on the Purchasing Power Parity theory. Its purpose is to indicate whether a currency is overpriced or undervalued in relation to the real exchange rate and whether it can be used as a reliable indicator of exchange rate predictions. There are two versions of the Big Mac Index: the raw Big Mac Index and the adjusted Big Mac Index. If appropriate, this index might be developed into an economic theory that can be applied to corporate finance, international trade, and international finance. To determine which Big Mac Index measure is a better indicator of exchange rate valuation, a comparison analysis was conducted. This study set out to determine how well the adjusted Big Mac Index performed as a gauge for exchange rate valuation. The research then compares the two Big Mac Index measures' ability to anticipate future exchange rates in order to determine which is more accurate. Data from the South African Reserve Bank and The Economist databases covering 37 nations from 2000 to 2022 were used for the analysis. Exchange rate misalignment trends were assessed globally, and the results indicated that the adjusted BMI was a more accurate measure of purchasing power. Tests of correlation revealed that there was a positive association between the real exchange rate and the Big Mac Index. Findings from a panel ARDL Model indicated that taking into consideration country-specific GDP variations and group heterogeneity can enhance the real exchange rates' ability to predict the raw BMI. The research also focused on the South African Rand to ascertain whether the Big Mac Index validates the Purchasing Power Parity theoretical framework. Using cointegration tests and graphic analysis, it was possible to find evidence for a cointegrating relationship between the real exchange rate and the Big Mac Index measures during the last 20 years. Additionally, a positive correlation between the modified Big Mac Index and terms of trade was discovered in the results, confirming the hypothesis that the Big Mac Index satisfies current account assumptions. Finally, a VEC model demonstrated that the modified BMI outperforms the raw BMI in terms of forecasting estimates. Overall, the study found that the Big Mac Index is more than a bit of fun as per its origin. The results showed that the adjusted Big Mac Index has practical applications and the potential to be considered as an economic theory. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
Developing transformative community-university partnerships: a participatory assessment of Rhodes University community engagement monitoring and evaluation system
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463592 , vital:76423
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463592 , vital:76423
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Developing transformative community-university partnerships: a participatory assessment of Rhodes University community engagement monitoring and evaluation system
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Immobilisation of an Aspergillus niger derived endo-1,4-β-mannanase, Man26A, for the production of prebiotic mannooligosaccharides from soybean meal
- Authors: Anderson, Amy Sage
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463897 , vital:76455
- Description: This study investigated the potential for antibiotic alternatives in the form of prebiotics produced from the enzymatic breakdown of soybean meal (SBM). This study first investigated the immobilisation of an endo-1,4-β-mannanase derived from Aspergillus niger on glutaraldehyde-activated chitosan nanoparticles (CTS) and glutaraldehyde-activated chitosan-coated magnetic Fe3O4 nanoparticles (MAGS-CTS) - which could be effectively used to hydrolyse the galactomannan contained in SBM in a recyclable manner. The mannooligosaccharides (MOS) produced from the enzymatic digestion of SBM were then analysed for their prebiotic and antimicrobial capabilities to determine whether the strategy employed was capable of promoting and inhibiting probiotic and pathogenic growth, respectively. An Aspergillus niger endo-1,4-β-mannanase, Man26A, was confirmed by FTIR (Fourier-transform infrared spectroscopy) and XRD (X-ray powder diffraction) to be immobilised onto CTS and MAGS-CTS by covalent bonding. The immobilisation (%) and activity yields (%) were 81.14% and 35.45%, and 55.75% and 21.17%, respectively. The biochemical properties (pH and temperature optima, and temperature stability) of both the free CTS and MAGS-CTS immobilised Man26A enzymes were evaluated, with the pH optima shifting to a lower pH range after immobilisation (pH 2.0 – 3.0 vs. 5.0), while the temperature optima and stabilities remaining unchanged (at 60°C). CTS and free enzymes exhibited identical thermal stabilities, maintaining 100% activity for the first 6 hours at 55°C, while MAGS-CTS showed an immediate drop in relative activity after the first 30 minutes of incubation. Recyclability analysis revealed that CTS could be effectively reused for six reaction cycles, while the MAGS-CTS immobilised enzyme could only be used once. Both enzymes could be efficiently stored at 4ºC, showing a relative residual activity of 73% after 120 hours of storage. Substrate kinetic analysis showed that the free enzyme had the highest catalytic capabilities in hydrolysing locust bean gum (LBG), with the CTS immobilised enzyme was the most efficient in hydrolysing SBM, the insoluble, complex substrate. Sugar residues produced from the hydrolysis of LBG illustrated the effective breakdown of galactomannan to mannobiose (M2), mannotriose (M3), mannotetrose (M4), and mannohexose (M6). SBM-produced sugars analysed via TLC and HPLC indicated that the MOS residues were most probably glucose, galactose, and galactomannans (GM2 and GM3). The SBM-produced sugars were then evaluated for their prebiotic effect, illustrating their successful utilisation as a carbon source by probiotic bacteria; Streptococcus thermophilus, Bacillus subtilis and Lactobacillus bulgaricus. Evaluation of the antimicrobial activities of the SBM-produced sugars digested by probiotics suggested that their metabolites had the potential to be used as an antibiotic alternative. This study therefore illustrated that an endo-1,4-β-mannanase derived from Aspergillus niger could be immobilised successfully, for use in a recyclable reaction to produce MOS products. This study also described the successful use of SBM-sugars as a prebiotic, indicating a successful alternative to antibiotic growth promoters (AGP) by illustrating their positive effect on inhibiting growth of pathogenic bacterial species. , Thesis (MSc) -- Faculty of Science, Biochemistry, Microbiology & Bioinformatics, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Anderson, Amy Sage
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463897 , vital:76455
- Description: This study investigated the potential for antibiotic alternatives in the form of prebiotics produced from the enzymatic breakdown of soybean meal (SBM). This study first investigated the immobilisation of an endo-1,4-β-mannanase derived from Aspergillus niger on glutaraldehyde-activated chitosan nanoparticles (CTS) and glutaraldehyde-activated chitosan-coated magnetic Fe3O4 nanoparticles (MAGS-CTS) - which could be effectively used to hydrolyse the galactomannan contained in SBM in a recyclable manner. The mannooligosaccharides (MOS) produced from the enzymatic digestion of SBM were then analysed for their prebiotic and antimicrobial capabilities to determine whether the strategy employed was capable of promoting and inhibiting probiotic and pathogenic growth, respectively. An Aspergillus niger endo-1,4-β-mannanase, Man26A, was confirmed by FTIR (Fourier-transform infrared spectroscopy) and XRD (X-ray powder diffraction) to be immobilised onto CTS and MAGS-CTS by covalent bonding. The immobilisation (%) and activity yields (%) were 81.14% and 35.45%, and 55.75% and 21.17%, respectively. The biochemical properties (pH and temperature optima, and temperature stability) of both the free CTS and MAGS-CTS immobilised Man26A enzymes were evaluated, with the pH optima shifting to a lower pH range after immobilisation (pH 2.0 – 3.0 vs. 5.0), while the temperature optima and stabilities remaining unchanged (at 60°C). CTS and free enzymes exhibited identical thermal stabilities, maintaining 100% activity for the first 6 hours at 55°C, while MAGS-CTS showed an immediate drop in relative activity after the first 30 minutes of incubation. Recyclability analysis revealed that CTS could be effectively reused for six reaction cycles, while the MAGS-CTS immobilised enzyme could only be used once. Both enzymes could be efficiently stored at 4ºC, showing a relative residual activity of 73% after 120 hours of storage. Substrate kinetic analysis showed that the free enzyme had the highest catalytic capabilities in hydrolysing locust bean gum (LBG), with the CTS immobilised enzyme was the most efficient in hydrolysing SBM, the insoluble, complex substrate. Sugar residues produced from the hydrolysis of LBG illustrated the effective breakdown of galactomannan to mannobiose (M2), mannotriose (M3), mannotetrose (M4), and mannohexose (M6). SBM-produced sugars analysed via TLC and HPLC indicated that the MOS residues were most probably glucose, galactose, and galactomannans (GM2 and GM3). The SBM-produced sugars were then evaluated for their prebiotic effect, illustrating their successful utilisation as a carbon source by probiotic bacteria; Streptococcus thermophilus, Bacillus subtilis and Lactobacillus bulgaricus. Evaluation of the antimicrobial activities of the SBM-produced sugars digested by probiotics suggested that their metabolites had the potential to be used as an antibiotic alternative. This study therefore illustrated that an endo-1,4-β-mannanase derived from Aspergillus niger could be immobilised successfully, for use in a recyclable reaction to produce MOS products. This study also described the successful use of SBM-sugars as a prebiotic, indicating a successful alternative to antibiotic growth promoters (AGP) by illustrating their positive effect on inhibiting growth of pathogenic bacterial species. , Thesis (MSc) -- Faculty of Science, Biochemistry, Microbiology & Bioinformatics, 2024
- Full Text:
- Date Issued: 2024-10-11
Investigating teachers’ post-pandemic management of mathematics content coverage in Grade 3
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Promoting Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology in Oshakati education circuit
- Authors: Angula, Mechtilde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463669 , vital:76430
- Description: The revised curriculum in Namibia highlights the integration of digital tools to help learners understand mathematics better. For this purpose, teachers need to possess Technological Pedagogical Content Knowledge (TPACK) to utilize technology effectively. However, using technology by itself does not guarantee better learning rather, it requires an understanding of how to integrate technology in teaching mathematics. Therefore, this case study explored Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology. An interpretive paradigm, supported by a pragmatic paradigm, underpins the study, and a qualitative case study approach was employed. The study purposively engaged ten Grade 9 mathematics teachers from four schools in Namibia. Demographic questionnaires, Semi-structured interviews, Reflective journals, notes from discussions, focus group interviews and document analysis were used to gain teachers’ insights on TPACK development. The study was guided by two educational theories: Bernstein's Sociology of Education (1971) and Bloom's Taxonomy of the Cognitive Domain (1956). Also, Mishra and Koehler’s TPACK framework (2009) was used to analyze the data. The findings showed that mathematics teachers had a positive view of technology integration in mathematics lessons and TPACK development through technology-integrated lesson planning, but they lacked the knowledge for planning lessons that integrate technology. Taking part in the intervention improved the selected mathematics teachers' understanding of TPACK, making them more confident about using technology in their teaching. The study also found different strategies to help teachers incorporate technology into their lessons, along with having a strong grasp of the subject and effective teaching methods. Based on these findings, it is suggested that in-service mathematics teachers take part in interventions focused on integrating technology into lesson planning. These interventions should demonstrate how technology can improve mathematics education and how it fits with both content and teaching methods. It is also recommended that these interventions emphasize the importance of Bloom's Taxonomy in using technology for mathematics education. The study concludes by suggesting further research on how planned lessons can be implemented in actual mathematics classrooms. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Angula, Mechtilde
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463669 , vital:76430
- Description: The revised curriculum in Namibia highlights the integration of digital tools to help learners understand mathematics better. For this purpose, teachers need to possess Technological Pedagogical Content Knowledge (TPACK) to utilize technology effectively. However, using technology by itself does not guarantee better learning rather, it requires an understanding of how to integrate technology in teaching mathematics. Therefore, this case study explored Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology. An interpretive paradigm, supported by a pragmatic paradigm, underpins the study, and a qualitative case study approach was employed. The study purposively engaged ten Grade 9 mathematics teachers from four schools in Namibia. Demographic questionnaires, Semi-structured interviews, Reflective journals, notes from discussions, focus group interviews and document analysis were used to gain teachers’ insights on TPACK development. The study was guided by two educational theories: Bernstein's Sociology of Education (1971) and Bloom's Taxonomy of the Cognitive Domain (1956). Also, Mishra and Koehler’s TPACK framework (2009) was used to analyze the data. The findings showed that mathematics teachers had a positive view of technology integration in mathematics lessons and TPACK development through technology-integrated lesson planning, but they lacked the knowledge for planning lessons that integrate technology. Taking part in the intervention improved the selected mathematics teachers' understanding of TPACK, making them more confident about using technology in their teaching. The study also found different strategies to help teachers incorporate technology into their lessons, along with having a strong grasp of the subject and effective teaching methods. Based on these findings, it is suggested that in-service mathematics teachers take part in interventions focused on integrating technology into lesson planning. These interventions should demonstrate how technology can improve mathematics education and how it fits with both content and teaching methods. It is also recommended that these interventions emphasize the importance of Bloom's Taxonomy in using technology for mathematics education. The study concludes by suggesting further research on how planned lessons can be implemented in actual mathematics classrooms. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Screening and characterisation of novel compounds and their derivatives from South African medicinal plants against triple negative breast cancer cells
- Authors: Nyemba, Getrude Rutendo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463952 , vital:76460
- Description: Access restricted. Expected release in 2026. , Thesis (MSc) -- Faculty of Science, Biochemistry, Microbiology & Bioinformatics, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Nyemba, Getrude Rutendo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463952 , vital:76460
- Description: Access restricted. Expected release in 2026. , Thesis (MSc) -- Faculty of Science, Biochemistry, Microbiology & Bioinformatics, 2024
- Full Text:
- Date Issued: 2024-10-11
The ontological reality of spirit and its ways of knowing as a form of embodied intangible cultural heritage: a case of the oGobela teaching approaches and techniques within Ubungoma practice
- Authors: Jacobs, Venetia Rose
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463570 , vital:76421
- Description: This study uses an ethnographic lens to explore the lived experiences, learning processes and experiential knowledge of oGobela (spiritual teachers). The study explores oGobela teaching approaches, techniques, and ways of knowing in Ubungoma1 practice which is known as Ukuthwasa2, which is understood as a modality or expression of Isintu. Furthermore, Isintu is defined as Indigenous knowledge systems and ancestral wisdom traditions which include Indigenous expressions of African peoples’ interactions with the cosmos, nature, earth and knowledge systems. The study reveals how esoteric knowledge (knowledge from ancestors and divinities) is translated into attainable knowledge in the form of healing techniques. This study aims to dismantle a largely European pedagogy when it pertains to the understanding of religious practices. An ethnographic lens layered with a decolonial intent worked together as a counter-hegemonic practice in the recentralisation of marginal voices, in this case, the voices of Izangoma narrating their lived experiences. Izangoma refer to people who have graduated as healers from initiation school. The theoretical framework used to guide the study was the sociocultural theory and decolonial theory. The decolonial theory was useful in my study to re-examine imperial histories through the harmful lens of colonialism. Sociocultural theory is geared towards looking at how learners actually learn as opposed to the way learners are expected to learn. This Vygotskian school of thought believes that human development is not isolated from historical, cultural and social contexts. My methodology made use of the case study, narrative analysis and criticalethnographic approaches involving semi-structured interviews with approximately seven Izangoma. This included radical embodied participation and reflexive journalling. I also drew on emerging studies on Indigenous knowledge systems such as the “anthropology of dreaming” (Tedlock, 1987, p. 1) and the “institution of drumming and dreaming in Ngoma” (Janzen, 1991, p. 291) to reflect on my experience as an initiate (Gogo Ukukhanya KweMhlaba) and my observations of my Gobela and other oGobela learning processes. The study draws a sample pool of both Izangoma and oGobela, to provide a holistic view of the role of oGobela from a teacher and learner perspective. It is important to note that not everyone who is a Sangoma is a Gobela. Becoming a Gobela is an additional calling based on specific instructions from your ancestors. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Jacobs, Venetia Rose
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463570 , vital:76421
- Description: This study uses an ethnographic lens to explore the lived experiences, learning processes and experiential knowledge of oGobela (spiritual teachers). The study explores oGobela teaching approaches, techniques, and ways of knowing in Ubungoma1 practice which is known as Ukuthwasa2, which is understood as a modality or expression of Isintu. Furthermore, Isintu is defined as Indigenous knowledge systems and ancestral wisdom traditions which include Indigenous expressions of African peoples’ interactions with the cosmos, nature, earth and knowledge systems. The study reveals how esoteric knowledge (knowledge from ancestors and divinities) is translated into attainable knowledge in the form of healing techniques. This study aims to dismantle a largely European pedagogy when it pertains to the understanding of religious practices. An ethnographic lens layered with a decolonial intent worked together as a counter-hegemonic practice in the recentralisation of marginal voices, in this case, the voices of Izangoma narrating their lived experiences. Izangoma refer to people who have graduated as healers from initiation school. The theoretical framework used to guide the study was the sociocultural theory and decolonial theory. The decolonial theory was useful in my study to re-examine imperial histories through the harmful lens of colonialism. Sociocultural theory is geared towards looking at how learners actually learn as opposed to the way learners are expected to learn. This Vygotskian school of thought believes that human development is not isolated from historical, cultural and social contexts. My methodology made use of the case study, narrative analysis and criticalethnographic approaches involving semi-structured interviews with approximately seven Izangoma. This included radical embodied participation and reflexive journalling. I also drew on emerging studies on Indigenous knowledge systems such as the “anthropology of dreaming” (Tedlock, 1987, p. 1) and the “institution of drumming and dreaming in Ngoma” (Janzen, 1991, p. 291) to reflect on my experience as an initiate (Gogo Ukukhanya KweMhlaba) and my observations of my Gobela and other oGobela learning processes. The study draws a sample pool of both Izangoma and oGobela, to provide a holistic view of the role of oGobela from a teacher and learner perspective. It is important to note that not everyone who is a Sangoma is a Gobela. Becoming a Gobela is an additional calling based on specific instructions from your ancestors. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
The stock market and the business cycle in South Africa
- Authors: Pokoo, Patience
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462801 , vital:76336
- Description: The relationship between the stock market and economic activity has long been a topic for research. Several studies done in both advanced and emerging economies including South Africa before COVID-19 found stock market prices predict the cycle of real economic activity and some found it to be the reversal. Therefore, this Study seeks to examine this topic and will extend beyond the post-covid period exploring the relationship between the stock market (proxied by the JSE All-Share Index) and the business cycle (represented by the Coincident Business Cycle Indicator of the SARB) in South Africa. The study also investigates if the relationship between the stock market and the business cycle is homogenous across the three selected sectors of the JSE using a combination of the “financial accelerator theory”, the “wealth effect theory”, the “traditional valuation model of stock prices”, the “stock prices as aggregators of expectations”, and the “cost of raising equity capital”. The Econometrics models employed include time-series and panel cointegration techniques, relying on the ARDL estimation model and a Granger-Causality Test. The findings of this study indicate that a long-run relationship exists between the stock market and the business cycle in South Africa. The findings support the notion that the stock market predicts economic activity, and this relationship is assumed to be homogenous across the selected Sectors of the JSE (namely, Resources, Financials, and Industrials). Again, the Granger-Causality Test confirms the relationship between the stock market and the business cycle in South Africa to be unidirectional. It is recommended that since the stock market affects South African economic activity positively in the long run which is consistent with findings of similar studies done on the JSE, the South African Reserve Bank (SARB) must strengthen existing policy to ensure financial system stability and sustainable economic growth in South Africa. Again, the stock market being a leading indicator of the business cycle is something different. As a recommendation, we need to look at ways to use the prediction ability in a business setting. Investors and Portfolio Managers can follow trends of the stock market to forecast the direction of the future economy to make educated decisions to hedge their investments and diversify their portfolios against huge losses in crises such as the Financial Crises and the Global Health Crisis (COVID-19), however, with the caveat that the stock market does not always accurately predict the business cycle. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Pokoo, Patience
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462801 , vital:76336
- Description: The relationship between the stock market and economic activity has long been a topic for research. Several studies done in both advanced and emerging economies including South Africa before COVID-19 found stock market prices predict the cycle of real economic activity and some found it to be the reversal. Therefore, this Study seeks to examine this topic and will extend beyond the post-covid period exploring the relationship between the stock market (proxied by the JSE All-Share Index) and the business cycle (represented by the Coincident Business Cycle Indicator of the SARB) in South Africa. The study also investigates if the relationship between the stock market and the business cycle is homogenous across the three selected sectors of the JSE using a combination of the “financial accelerator theory”, the “wealth effect theory”, the “traditional valuation model of stock prices”, the “stock prices as aggregators of expectations”, and the “cost of raising equity capital”. The Econometrics models employed include time-series and panel cointegration techniques, relying on the ARDL estimation model and a Granger-Causality Test. The findings of this study indicate that a long-run relationship exists between the stock market and the business cycle in South Africa. The findings support the notion that the stock market predicts economic activity, and this relationship is assumed to be homogenous across the selected Sectors of the JSE (namely, Resources, Financials, and Industrials). Again, the Granger-Causality Test confirms the relationship between the stock market and the business cycle in South Africa to be unidirectional. It is recommended that since the stock market affects South African economic activity positively in the long run which is consistent with findings of similar studies done on the JSE, the South African Reserve Bank (SARB) must strengthen existing policy to ensure financial system stability and sustainable economic growth in South Africa. Again, the stock market being a leading indicator of the business cycle is something different. As a recommendation, we need to look at ways to use the prediction ability in a business setting. Investors and Portfolio Managers can follow trends of the stock market to forecast the direction of the future economy to make educated decisions to hedge their investments and diversify their portfolios against huge losses in crises such as the Financial Crises and the Global Health Crisis (COVID-19), however, with the caveat that the stock market does not always accurately predict the business cycle. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-10-11
Understanding heat energy conservation: using traditional brick making in a Grade 7 Natural Sciences class in a rural school
- Authors: Godlo, Lindiwe Priscilla
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463559 , vital:76420
- Description: Learners seemed to experience cognitive dissonance on the topic of the conservation of heat energy. My assumption is that this might be due to cognitive dissonance or conflict that learners seem to experience in science classrooms. This means the way science teachers teach science does not form part of learners’ contexts and hence has no relevance to them. To ameliorate this dilemma, the South African Curriculum and Assessment Policy Statement (CAPS) document requires teachers to integrate indigenous knowledge into science teaching and learning but does not provide explicit methods on how to do it. It is against this backdrop that this study explored how the use of traditional brick making method can support learners to make sense of the topic of conservation of heat energy. Underpinned by the interpretivist and Indigenous research paradigms, a qualitative case study design was employed. Twenty-four Grade 7 Natural Sciences learners, four indigenous knowledge custodians (IKCs) (who were all women), and a critical friend participated in this study. Data sets were generated through several methods: learner group activity; participatory and lesson observations; a sharing circle; and learners’ reflective journals. Vygotsky’s Sociocultural Theory and Ogunniyi’s Contiguity Argumentative Theory were used as theoretical lenses to analyse data. The findings revealed that during the demonstration by the IKCs, learners were able to identify science concepts related to the conservation of heat energy which means they understood the science concept. Learners’ argumentation and sense-making of the aforementioned topic and related concepts greatly improved. Based on the research findings, I thus recommend that teachers should tap into IKCs’ cultural heritage to contextualise and make science relevant and more meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Godlo, Lindiwe Priscilla
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463559 , vital:76420
- Description: Learners seemed to experience cognitive dissonance on the topic of the conservation of heat energy. My assumption is that this might be due to cognitive dissonance or conflict that learners seem to experience in science classrooms. This means the way science teachers teach science does not form part of learners’ contexts and hence has no relevance to them. To ameliorate this dilemma, the South African Curriculum and Assessment Policy Statement (CAPS) document requires teachers to integrate indigenous knowledge into science teaching and learning but does not provide explicit methods on how to do it. It is against this backdrop that this study explored how the use of traditional brick making method can support learners to make sense of the topic of conservation of heat energy. Underpinned by the interpretivist and Indigenous research paradigms, a qualitative case study design was employed. Twenty-four Grade 7 Natural Sciences learners, four indigenous knowledge custodians (IKCs) (who were all women), and a critical friend participated in this study. Data sets were generated through several methods: learner group activity; participatory and lesson observations; a sharing circle; and learners’ reflective journals. Vygotsky’s Sociocultural Theory and Ogunniyi’s Contiguity Argumentative Theory were used as theoretical lenses to analyse data. The findings revealed that during the demonstration by the IKCs, learners were able to identify science concepts related to the conservation of heat energy which means they understood the science concept. Learners’ argumentation and sense-making of the aforementioned topic and related concepts greatly improved. Based on the research findings, I thus recommend that teachers should tap into IKCs’ cultural heritage to contextualise and make science relevant and more meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
An analysis of mathematical connections in the presentations of fraction concepts in Namibian grade 7 mathematics textbooks
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Ecological impacts of photoautotrophic Euendoliths on South African mussel beds
- Dievart, Alexia Madeleine Angèle
- Authors: Dievart, Alexia Madeleine Angèle
- Date: 2024-04-05
- Subjects: Mexilhao mussel , Polychaeta , Epibiosis , Infauna , Infrared thermography , Thermography , Common garden experiment
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435650 , vital:73176 , DOI 10.21504/10962/435650
- Description: Aphytis lingnanensis was reared and tested in South Africa in the early 2000s for augmentation against red scale on citrus and was found to be ineffective. Aphytis melinus is now commercially available and it is important that the efficacy of augmentation thereof on red scale is determined locally. Field trials, fitness assessments and molecular identification on A. melinus from two insectaries were done. Field trials was done in seven, five and six pairs of comparable release and control orchards across the Eastern and Western Cape during the seasons of 2019/2020, 2020/2021 and 2021/2022 respectively. Red scale infestation was monitored and a sample of 20 infested fruit from each orchard was randomly collected every four weeks. Aphytis spp. responsible for parasitism were identified and the percentage parasitism recorded. Results of this study of field trials suggest that the augmentation of A. melinus did not significantly increase the level of parasitism above that of the untreated control. Five repetitions with six replicates of flight and longevity tests were performed with wasps from each insectary. Wasps in the longevity test from two insectaries were kept at 23 °C and 65% RH with honey. Flight tests were performed in tubes of 16 by 30 cm, with a light above a clear, sticky ceiling at 23 °C and 65% RH. On average in five replicates, 65%, 33% and 17% A. melinus wasps were alive on day one, five and 10 respectively. The overall sex ratio was 1.58 for females to males, but 1.05, 2.19 and 2.66 for non-flyers, non-crawlers, crawlers, and flyers respectively. In flight tests for both insectaries combined, only 36.97% of wasps could initiate flight in 24 h while 56.96% remained on the tube floor, and 6.05% attempted to crawl upwards. No significant differences in flight performance were recorded between the two insectaries. Wasps from the local insectary lived significantly longer during the longevity tests but were shorter in transit than wasps from the overseas insectary. COI genes were sequenced and compared against Genbank sequences using BLAST. Molecular identifications did not confirm morphological identifications for all species, indicating unexpected genetic complexity. , Thesis (PhD) -- Faculty of Science, Zoology and Entomology, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Dievart, Alexia Madeleine Angèle
- Date: 2024-04-05
- Subjects: Mexilhao mussel , Polychaeta , Epibiosis , Infauna , Infrared thermography , Thermography , Common garden experiment
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435650 , vital:73176 , DOI 10.21504/10962/435650
- Description: Aphytis lingnanensis was reared and tested in South Africa in the early 2000s for augmentation against red scale on citrus and was found to be ineffective. Aphytis melinus is now commercially available and it is important that the efficacy of augmentation thereof on red scale is determined locally. Field trials, fitness assessments and molecular identification on A. melinus from two insectaries were done. Field trials was done in seven, five and six pairs of comparable release and control orchards across the Eastern and Western Cape during the seasons of 2019/2020, 2020/2021 and 2021/2022 respectively. Red scale infestation was monitored and a sample of 20 infested fruit from each orchard was randomly collected every four weeks. Aphytis spp. responsible for parasitism were identified and the percentage parasitism recorded. Results of this study of field trials suggest that the augmentation of A. melinus did not significantly increase the level of parasitism above that of the untreated control. Five repetitions with six replicates of flight and longevity tests were performed with wasps from each insectary. Wasps in the longevity test from two insectaries were kept at 23 °C and 65% RH with honey. Flight tests were performed in tubes of 16 by 30 cm, with a light above a clear, sticky ceiling at 23 °C and 65% RH. On average in five replicates, 65%, 33% and 17% A. melinus wasps were alive on day one, five and 10 respectively. The overall sex ratio was 1.58 for females to males, but 1.05, 2.19 and 2.66 for non-flyers, non-crawlers, crawlers, and flyers respectively. In flight tests for both insectaries combined, only 36.97% of wasps could initiate flight in 24 h while 56.96% remained on the tube floor, and 6.05% attempted to crawl upwards. No significant differences in flight performance were recorded between the two insectaries. Wasps from the local insectary lived significantly longer during the longevity tests but were shorter in transit than wasps from the overseas insectary. COI genes were sequenced and compared against Genbank sequences using BLAST. Molecular identifications did not confirm morphological identifications for all species, indicating unexpected genetic complexity. , Thesis (PhD) -- Faculty of Science, Zoology and Entomology, 2024
- Full Text:
- Date Issued: 2024-04-05
Genetic connectivity of the slinger Chrysoblephus puniceus among Marine Protected Areas and unprotected areas along the east coast of South Africa
- Ockhuis, Samantha Angelique Natasha
- Authors: Ockhuis, Samantha Angelique Natasha
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435954 , vital:73215 , DOI 10.21504/10962/435954
- Description: Marine Protected Areas (MPAs) are advocated worldwide for the conservation of biodiversity and fisheries management, as well as for adaptation and resilience in the face of climate change. Their effectiveness has been noted through increases in abundances, biomass, sizes and diversity of species, as well as the recovery of overexploited fisheries. For MPAs to realise their full potential, these benefits need to expand beyond their boundaries through larval dispersal and/or adult spillover. Connectivity between MPAs is critical for planning and placement of MPAs, as this promotes the persistence of metapopulations, their recovery from disturbance, as well as productivity in marine ecosystems. The effectiveness of MPAs in conserving biodiversity along the east coast of South Africa has been established; however, limited evidence is available on whether they offer benefits beyond their boundaries, enhancing biodiversity and fisheries in adjacent areas. The slinger Chrysoblephus puniceus, an endemic southern African sparid, is a major component of the commercial linefishery in KwaZulu-Natal (KZN), South Africa and southern Mozambique, and is also caught in the recreational ski-boat fishery in these regions. The spawning of slinger occurs in shoals on offshore reefs from southern Mozambique to the north of KZN, and larvae are likely transported southwards, assisted by the southward-flowing Agulhas Current and promoted by a relatively long larval duration. Slinger are relatively resident, but occasional northward migrations have been observed. These life history characteristics suggested that slinger would be a suitable biological model to test connectivity along the east coast, and particularly connectivity between MPAs. The aim of this study was therefore to investigate connectivity of slinger between MPAs and the surrounding areas along the east coast of South Africa, using restriction-site-associated DNA (RAD) sequencing. This formed part of the larger CAPTOR project investigating east coast MPA connectivity across a range of taxa and habitat types. A temporal comparison of genetic diversity in slinger spanning two sampling events (2012 and 2018) revealed no substantial changes in genetic diversity, as well as a lack of genetic structure along the KZN coast. Similarly, no substantial changes in effective population size (Ne) were found between 2012 and 2018 for microsatellites and Single Nucleotide Polymorphisms (SNPs). However, subtle, albeit non-significant, differences were observed both spatially and over time in the microsatellite data, indicating some instability along the KZN coast. A lack of genetic structure based on RAD sequencing was observed between east coast MPAs and the surrounding areas. This implies high connectivity along the coast - not only are east coast MPAs connected, the surrounding areas are also connected, and there is replenishment between all areas via larval dispersal and/or adult spillover. Analyses of multidirectional gene flow between MPAs, together with known spatial spawning patterns and prior particle dispersal modelling, identified the Richards Bay area as a key source of recruits. However, parentage analysis – a direct method to estimate connectivity – failed to match any parent-offspring pairs in this study; successful parentage assignments are highly dependent on intensive sampling of potential parents and are seldom feasible in marine systems, as most populations have large effective population sizes. Estimates of intergenerational effective population size for slinger in this study are considered large - >2 000 and infinite based on adults and juveniles, respectively. Population genetics revealed close genetic similarities between slinger adult and juvenile slinger sites, emphasizing genetic connectivity and the lack of structure between sites observed before. This was the first study on South African sparids to use RAD sequencing to assess genetic connectivity between MPAs along the east coast of South Africa. Overall, results provide evidence that MPAs along the east coast of South Africa are connected, and can readily replenish or be replenished by other sites along the east coast of South Africa, whether they are within MPAs or not. So too are the areas surrounding MPAs interconnected, and slinger forms a homogenous single population on the east coast of South Africa. This notwithstanding, it is important that east coast MPAs, particularly those that host spawning shoals of slinger, are well managed in order that they continue to provide recruits to sustain the population and support sustainable fisheries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Ockhuis, Samantha Angelique Natasha
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435954 , vital:73215 , DOI 10.21504/10962/435954
- Description: Marine Protected Areas (MPAs) are advocated worldwide for the conservation of biodiversity and fisheries management, as well as for adaptation and resilience in the face of climate change. Their effectiveness has been noted through increases in abundances, biomass, sizes and diversity of species, as well as the recovery of overexploited fisheries. For MPAs to realise their full potential, these benefits need to expand beyond their boundaries through larval dispersal and/or adult spillover. Connectivity between MPAs is critical for planning and placement of MPAs, as this promotes the persistence of metapopulations, their recovery from disturbance, as well as productivity in marine ecosystems. The effectiveness of MPAs in conserving biodiversity along the east coast of South Africa has been established; however, limited evidence is available on whether they offer benefits beyond their boundaries, enhancing biodiversity and fisheries in adjacent areas. The slinger Chrysoblephus puniceus, an endemic southern African sparid, is a major component of the commercial linefishery in KwaZulu-Natal (KZN), South Africa and southern Mozambique, and is also caught in the recreational ski-boat fishery in these regions. The spawning of slinger occurs in shoals on offshore reefs from southern Mozambique to the north of KZN, and larvae are likely transported southwards, assisted by the southward-flowing Agulhas Current and promoted by a relatively long larval duration. Slinger are relatively resident, but occasional northward migrations have been observed. These life history characteristics suggested that slinger would be a suitable biological model to test connectivity along the east coast, and particularly connectivity between MPAs. The aim of this study was therefore to investigate connectivity of slinger between MPAs and the surrounding areas along the east coast of South Africa, using restriction-site-associated DNA (RAD) sequencing. This formed part of the larger CAPTOR project investigating east coast MPA connectivity across a range of taxa and habitat types. A temporal comparison of genetic diversity in slinger spanning two sampling events (2012 and 2018) revealed no substantial changes in genetic diversity, as well as a lack of genetic structure along the KZN coast. Similarly, no substantial changes in effective population size (Ne) were found between 2012 and 2018 for microsatellites and Single Nucleotide Polymorphisms (SNPs). However, subtle, albeit non-significant, differences were observed both spatially and over time in the microsatellite data, indicating some instability along the KZN coast. A lack of genetic structure based on RAD sequencing was observed between east coast MPAs and the surrounding areas. This implies high connectivity along the coast - not only are east coast MPAs connected, the surrounding areas are also connected, and there is replenishment between all areas via larval dispersal and/or adult spillover. Analyses of multidirectional gene flow between MPAs, together with known spatial spawning patterns and prior particle dispersal modelling, identified the Richards Bay area as a key source of recruits. However, parentage analysis – a direct method to estimate connectivity – failed to match any parent-offspring pairs in this study; successful parentage assignments are highly dependent on intensive sampling of potential parents and are seldom feasible in marine systems, as most populations have large effective population sizes. Estimates of intergenerational effective population size for slinger in this study are considered large - >2 000 and infinite based on adults and juveniles, respectively. Population genetics revealed close genetic similarities between slinger adult and juvenile slinger sites, emphasizing genetic connectivity and the lack of structure between sites observed before. This was the first study on South African sparids to use RAD sequencing to assess genetic connectivity between MPAs along the east coast of South Africa. Overall, results provide evidence that MPAs along the east coast of South Africa are connected, and can readily replenish or be replenished by other sites along the east coast of South Africa, whether they are within MPAs or not. So too are the areas surrounding MPAs interconnected, and slinger forms a homogenous single population on the east coast of South Africa. This notwithstanding, it is important that east coast MPAs, particularly those that host spawning shoals of slinger, are well managed in order that they continue to provide recruits to sustain the population and support sustainable fisheries. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
Identification of Mycobacterium tuberculosis DnaK substrates – towards inhibiting DnaK as a novel drug target for the treatment of tuberculosis
- Authors: Tonui, Ronald
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435975 , vital:73217
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Tonui, Ronald
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435975 , vital:73217
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2024
- Full Text:
- Date Issued: 2024-04-05
Ingqiqo yamanina kuxanduva lokusiphula neengcambu ugonyamelo nokuxhatshazwa: Uhlalutyo lweetekisi ZesiXhosa ezicatshulwe kuncwadi olubhalwe ngamanina (1976-2015)
- Authors: Bilatyi, Katy Nomthandazo
- Date: 2024-04-04
- Subjects: Women authors, Black South Africa , Women, Black Abuse of South Africa , Intellectual responsibility , Xhosa literature History and criticism , Women, Black, in literature
- Language: Xhosa
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435582 , vital:73170 , DOI 10.21504/10962/435582
- Description: Uphando luza kuqwalasela ingqiqo yamanina kuxanduva lokusiphula neengcambu ugonyamelo nokuxhatshazwa kwawo ngamadoda. Ingxoxo iza kugxila kubabhali abangamanina beencwadi zesiXhosa ezicatshulweyo kolu phando, nalapho kuqwalaselwa indlela ababazoba ngayo abalinganiswa babo abangamanina. Kule ngxoxo kuqwalaselwa indlela ababhali abangamanina abafana noBelebesi (1976), Dazela (1988), Magadla (1992) Madolo (1998), Mayosi (2003), Magqashela (2006) kunye noBuzani (2015) abathe babazoba ngayo abalinganiswa abangamanina kwiincwadi zesiXhosa ezicatshuliweyo. Oku kukutyhila ubukrelekrele bababhali ekusebenziseni uncwadi ukuzisa izisombululo kwimingeni ajamelene nayo amanina efana nogonyamelo kunye noxhatshwazo. Obu bukrelekrele baba babhali bujongwa ngokweembali ezimbini, imbali yaphambi kozuzo lwenkululeko emva kongenelelo lobuKoloniyali kunye neyasemva kozuzo lwenkululeko yaseMzantsi Afrika. Iincwadi ezikhethiweyo zibhalwe phakathi kweminyaka ye-1976 ukuya kwiminyaka yama-2015. Uphando luya kujonga ukuba lungaba lukhona utshintsho kusini na kwindlela la manina ababazoba ngayo abalinganiswa ngokwezi mbali zahlukileyo kananjalo naxa bezotywa ngababhali abangamadoda. Uphando luya kutyhila kananjalo imixholo nemixholwana abayikhethayo nedlulisa iimvakalelo zabo bengamanina kumbandela wogonyamelo olukhatshwa yipatriyakhi kunye noxhatshazo abalufumana kumadoda. Xa kuphendlwa le mixholo yaba babhali bahlukileyo baneemvelaphi ezahlukileyo ngokwemontlalo bebhala ngokwamaxesha okanye iimbhali ezahlukileyo, kuya kucaca ukuba amava abo ayafana nokuba linina okanye ibhinqa. Loo mava abo anele ukuba bajikeleze kwimixholo ebizwa ngokuba yifeminist themes nakubeni izimbo zabo zokubhala zahlukile nje. Injongo kukubonisa ukuba nangona amanina aphila phantsi kweemeko neemontlalo ezahlukileyo nje, iinzima neentlungu zawo azisombulula ngendlela efanayo ngokusebenzisa usiba. Le ngxoxo ikhatshwa ziithiyori ezifana nefemayinizimu, ngakumbi ifemayinizimu yaseAfrika kunye kunye nangokoMzantsi Afrika iquka iMotherism kunye nenkcubeko ephehlelelwe phantsi kwePatriyakhi. Ezi thiyori ziludondolo lokuphendla nokuhlalutya ezi ncwadi zikhethiweyo zesiXhosa ukuze sicacelwe yeyona ndima idlalwa ngamanina kuluntu nanjengoko sisazi ukuba apha eMzantsi Afrika adlale eyona ndima yokuncedisa ekuziseni utshintsho kwimibandela yengcinezelo nasekuzuzweni kwenkululeko. Yiyo loo nto kufuneka nawo abonakale exhamla ngokulinganayo namadoda kwinkululeko ayisebenzeleyo ngokususa ugonyamelo, uxhatshazo nokubulawa kwawo ngamadoda. , Thesis (PhD) -- Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Bilatyi, Katy Nomthandazo
- Date: 2024-04-04
- Subjects: Women authors, Black South Africa , Women, Black Abuse of South Africa , Intellectual responsibility , Xhosa literature History and criticism , Women, Black, in literature
- Language: Xhosa
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435582 , vital:73170 , DOI 10.21504/10962/435582
- Description: Uphando luza kuqwalasela ingqiqo yamanina kuxanduva lokusiphula neengcambu ugonyamelo nokuxhatshazwa kwawo ngamadoda. Ingxoxo iza kugxila kubabhali abangamanina beencwadi zesiXhosa ezicatshulweyo kolu phando, nalapho kuqwalaselwa indlela ababazoba ngayo abalinganiswa babo abangamanina. Kule ngxoxo kuqwalaselwa indlela ababhali abangamanina abafana noBelebesi (1976), Dazela (1988), Magadla (1992) Madolo (1998), Mayosi (2003), Magqashela (2006) kunye noBuzani (2015) abathe babazoba ngayo abalinganiswa abangamanina kwiincwadi zesiXhosa ezicatshuliweyo. Oku kukutyhila ubukrelekrele bababhali ekusebenziseni uncwadi ukuzisa izisombululo kwimingeni ajamelene nayo amanina efana nogonyamelo kunye noxhatshwazo. Obu bukrelekrele baba babhali bujongwa ngokweembali ezimbini, imbali yaphambi kozuzo lwenkululeko emva kongenelelo lobuKoloniyali kunye neyasemva kozuzo lwenkululeko yaseMzantsi Afrika. Iincwadi ezikhethiweyo zibhalwe phakathi kweminyaka ye-1976 ukuya kwiminyaka yama-2015. Uphando luya kujonga ukuba lungaba lukhona utshintsho kusini na kwindlela la manina ababazoba ngayo abalinganiswa ngokwezi mbali zahlukileyo kananjalo naxa bezotywa ngababhali abangamadoda. Uphando luya kutyhila kananjalo imixholo nemixholwana abayikhethayo nedlulisa iimvakalelo zabo bengamanina kumbandela wogonyamelo olukhatshwa yipatriyakhi kunye noxhatshazo abalufumana kumadoda. Xa kuphendlwa le mixholo yaba babhali bahlukileyo baneemvelaphi ezahlukileyo ngokwemontlalo bebhala ngokwamaxesha okanye iimbhali ezahlukileyo, kuya kucaca ukuba amava abo ayafana nokuba linina okanye ibhinqa. Loo mava abo anele ukuba bajikeleze kwimixholo ebizwa ngokuba yifeminist themes nakubeni izimbo zabo zokubhala zahlukile nje. Injongo kukubonisa ukuba nangona amanina aphila phantsi kweemeko neemontlalo ezahlukileyo nje, iinzima neentlungu zawo azisombulula ngendlela efanayo ngokusebenzisa usiba. Le ngxoxo ikhatshwa ziithiyori ezifana nefemayinizimu, ngakumbi ifemayinizimu yaseAfrika kunye kunye nangokoMzantsi Afrika iquka iMotherism kunye nenkcubeko ephehlelelwe phantsi kwePatriyakhi. Ezi thiyori ziludondolo lokuphendla nokuhlalutya ezi ncwadi zikhethiweyo zesiXhosa ukuze sicacelwe yeyona ndima idlalwa ngamanina kuluntu nanjengoko sisazi ukuba apha eMzantsi Afrika adlale eyona ndima yokuncedisa ekuziseni utshintsho kwimibandela yengcinezelo nasekuzuzweni kwenkululeko. Yiyo loo nto kufuneka nawo abonakale exhamla ngokulinganayo namadoda kwinkululeko ayisebenzeleyo ngokususa ugonyamelo, uxhatshazo nokubulawa kwawo ngamadoda. , Thesis (PhD) -- Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-04
The impact of influencer characteristics on parasocial relationships and purchase intentions
- Ngobeni, Marina Precious Sibongile
- Authors: Ngobeni, Marina Precious Sibongile
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434734 , vital:73100
- Description: Access restricted. Expected release in 2026. , Thesis (MCom) -- Faculty of Commerce, Management, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Ngobeni, Marina Precious Sibongile
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/434734 , vital:73100
- Description: Access restricted. Expected release in 2026. , Thesis (MCom) -- Faculty of Commerce, Management, 2024
- Full Text:
- Date Issued: 2024-04-03
The influence of electronic-consumer experience (e-CX) on consumer post-purchase outcomes of South African e-commerce retail organisations
- Authors: Williams, Alyssa Shawntay
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434828 , vital:73108
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Commerce, Management, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Williams, Alyssa Shawntay
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434828 , vital:73108
- Description: Access restricted. Expected release in 2026. , Thesis (PhD) -- Faculty of Commerce, Management, 2024
- Full Text:
- Date Issued: 2024-04-03
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Shikesho, Hilya Ndahambelela
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Advantages of postgraduate research supervision and publication output at a selected University in Mthatha, Eastern Cape Province
- Authors: Cekiso-Smith, Nontuthuzelo
- Date: 2024-01
- Subjects: Research Supervision
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/11090 , vital:75917
- Description: The objective of the study was to investigate how postgraduate research supervision practices may contribute to the improvement of publication output at the selected university. Drawing from extensive literature, the significance of establishing strong supervisor-supervisee relationships was emphasised as paramount to the success of postgraduate research study. In conjunction with the theoretical framework, the research used a well-structured inductive approach, which took into account the context where the research took place, anchored by a case study as it provides tools for the researcher to study complex phenomena within the context of the study. The sample consisted of 24 participants who were purposefully selected from the selected faculty in the selected university. Data were collected through semi-structured interviews, which were conducted by the researcher in person and detailed procedures, ensuring the credibility and reliability of the study. Strict confidentiality measures were in place, ensuring participants’ anonymity and the safeguarding of their responses, fostering a trustworthy environment for honest revelations. Data were analysed and interpreted with ATLAS.ti software. Data analysis was carried out systematically, identifying themes and subthemes that answered the central research question. This rigorous analysis led to the discovery of several crucial findings. There was a notable call for academic support mechanisms like mentorship, advising and research supervision to bolster postgraduate research outputs, especially in remote universities. Financial constraints and barriers to attending research seminars and conferences emerged as significant hurdles, stressing the need for effective strategies to overcome these challenges. iii In-depth discussions revealed the criticality of fostering healthy supervisor-supervisee relationships from a development’s inception, highlighting the pivotal role of open communication. The study also identified supervisors’ need for institutional support in acquiring the necessary educational capabilities to efficiently mentor postgraduate students. Furthermore, emphasis was placed on the importance of enhancing postgraduate students’ professional writing skills for publication. However, the study did not ignore the challenges faced by research supervisors. Heavy workloads, time constraints and high expectations emerged as considerable stressors. Among the recommendations, the study called for institutional assistance in obtaining the essential educational competencies to effectively guide postgraduate students. Attention to the dire need for improved support systems, research infrastructure, incentives for supervisors and streamlined research procedures. In summation, this research underscores the significance of continuous monitoring, evaluation and engagement strategies to foster an environment conducive to advanced postgraduate research supervision and publication growth Key words: Postgraduate supervision, research publication, postgraduate students, Historically Disadvantaged University. , Thesis (D.Ed) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
- Authors: Cekiso-Smith, Nontuthuzelo
- Date: 2024-01
- Subjects: Research Supervision
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/11090 , vital:75917
- Description: The objective of the study was to investigate how postgraduate research supervision practices may contribute to the improvement of publication output at the selected university. Drawing from extensive literature, the significance of establishing strong supervisor-supervisee relationships was emphasised as paramount to the success of postgraduate research study. In conjunction with the theoretical framework, the research used a well-structured inductive approach, which took into account the context where the research took place, anchored by a case study as it provides tools for the researcher to study complex phenomena within the context of the study. The sample consisted of 24 participants who were purposefully selected from the selected faculty in the selected university. Data were collected through semi-structured interviews, which were conducted by the researcher in person and detailed procedures, ensuring the credibility and reliability of the study. Strict confidentiality measures were in place, ensuring participants’ anonymity and the safeguarding of their responses, fostering a trustworthy environment for honest revelations. Data were analysed and interpreted with ATLAS.ti software. Data analysis was carried out systematically, identifying themes and subthemes that answered the central research question. This rigorous analysis led to the discovery of several crucial findings. There was a notable call for academic support mechanisms like mentorship, advising and research supervision to bolster postgraduate research outputs, especially in remote universities. Financial constraints and barriers to attending research seminars and conferences emerged as significant hurdles, stressing the need for effective strategies to overcome these challenges. iii In-depth discussions revealed the criticality of fostering healthy supervisor-supervisee relationships from a development’s inception, highlighting the pivotal role of open communication. The study also identified supervisors’ need for institutional support in acquiring the necessary educational capabilities to efficiently mentor postgraduate students. Furthermore, emphasis was placed on the importance of enhancing postgraduate students’ professional writing skills for publication. However, the study did not ignore the challenges faced by research supervisors. Heavy workloads, time constraints and high expectations emerged as considerable stressors. Among the recommendations, the study called for institutional assistance in obtaining the essential educational competencies to effectively guide postgraduate students. Attention to the dire need for improved support systems, research infrastructure, incentives for supervisors and streamlined research procedures. In summation, this research underscores the significance of continuous monitoring, evaluation and engagement strategies to foster an environment conducive to advanced postgraduate research supervision and publication growth Key words: Postgraduate supervision, research publication, postgraduate students, Historically Disadvantaged University. , Thesis (D.Ed) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
Exploring the social construction of masculine identity as it relates to rape in the Buffalo City Municipality
- Matshikwe, Noluthando https://orcid.org/0000-0003-0439-0766
- Authors: Matshikwe, Noluthando https://orcid.org/0000-0003-0439-0766
- Date: 2024-01
- Subjects: Masculinity , Gender identity , Sex role
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28595 , vital:74454
- Description: In South Africa, rape is a pandemic that is persistent and pervasive in unprecedented amounts. The construction of masculinity is understood to be a contributing factor to the rape pandemic in the country, as its construction focuses on power, dominance, and control of the less masculine individual. This study explored the social construction of masculine identity related to rape in the Buffalo City Municipality. The study sample consisted of a mixed-gendered focus group interview of eight participants (four males and four females). In addition, the study utilised six individual virtual interviews (three males and three females) who were all students at a local university. When analysing the data received from the participants, the study adopted Willig’s six stages of Foucauldian discourse analysis outlined in her book “Introducing Qualitative Research in Psychology” (2008, p. 118). The Foucauldian discourse analysis utilised in this study allowed for answering research questions through direct analysis of the extracts selected for this study. The results of this study indicated that masculinity is a socially constructed phenomenon synonymous with dominance and power. Hegemonic masculinity was constructed as synonymous with manhood, resulting in an individual being entitled to social privileges. Subordinate subjects were constructed as vulnerable to the expression of these qualities by being dominated, controlled, and raped. This construction of masculinity continues to construct robust and powerless subjects, where the powerless subject is subjected to the hegemonic male power, dominance, and control, creating an imbalance of social power and an unjust social hierarchy of. The construction of masculinity is linked with the rape pandemic faced by the country, as it constructs hegemonic forms of masculinity associated with domination and violation of other members of society, through sexual assault. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2024
- Full Text:
- Date Issued: 2024-01
- Authors: Matshikwe, Noluthando https://orcid.org/0000-0003-0439-0766
- Date: 2024-01
- Subjects: Masculinity , Gender identity , Sex role
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28595 , vital:74454
- Description: In South Africa, rape is a pandemic that is persistent and pervasive in unprecedented amounts. The construction of masculinity is understood to be a contributing factor to the rape pandemic in the country, as its construction focuses on power, dominance, and control of the less masculine individual. This study explored the social construction of masculine identity related to rape in the Buffalo City Municipality. The study sample consisted of a mixed-gendered focus group interview of eight participants (four males and four females). In addition, the study utilised six individual virtual interviews (three males and three females) who were all students at a local university. When analysing the data received from the participants, the study adopted Willig’s six stages of Foucauldian discourse analysis outlined in her book “Introducing Qualitative Research in Psychology” (2008, p. 118). The Foucauldian discourse analysis utilised in this study allowed for answering research questions through direct analysis of the extracts selected for this study. The results of this study indicated that masculinity is a socially constructed phenomenon synonymous with dominance and power. Hegemonic masculinity was constructed as synonymous with manhood, resulting in an individual being entitled to social privileges. Subordinate subjects were constructed as vulnerable to the expression of these qualities by being dominated, controlled, and raped. This construction of masculinity continues to construct robust and powerless subjects, where the powerless subject is subjected to the hegemonic male power, dominance, and control, creating an imbalance of social power and an unjust social hierarchy of. The construction of masculinity is linked with the rape pandemic faced by the country, as it constructs hegemonic forms of masculinity associated with domination and violation of other members of society, through sexual assault. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2024
- Full Text:
- Date Issued: 2024-01