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All Journal Indonesian Journal of Education Research (IJoER) Universal Education Journal of Teaching and Learning
Walter Sengai
National University of Lesotho
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers' Efforts to Overcome Barriers to Integrated Social Studies Learning at Junior High School Novian Kharis; Beatrice A Namatsi; Walter Sengai
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i5.753

Abstract

Purpose of the study: The purpose of this research is to find out what obstacles there are in Integrated Social Studies learning and to find out what efforts have been made by teachers to overcome barriers to learning Integrated Social Sciences. Methodology: The methodology used in this research is a qualitative method. The sampling technique used was purposive sampling, taking Integrated Social Sciences teachers and class 8A students at junior high school as data sources. Data was collected through passive observation by researchers and in-depth interviews. Main Findings: Research findings show that Integrated Social Studies learning at junior high school is considered boring by students because of the load of material presented by teachers and the lack of facilities and infrastructure, especially in terms of electronic media. Novelty/Originality of this study: This research contributes to the understanding of the obstacles and efforts made in Integrated Social Sciences learning. The results of this research can be a reference for related parties, such as schools and teachers, to overcome the problems faced in Integrated Social Sciences learning and improve the quality of learning.
Exploring the Factors Influencing Teachers’ Perceptions of Information and Communication Technology (ICT) Integration in History Teaching and Learning: A Case Study of Lesotho Atang Thulo; Walter Sengai
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.128

Abstract

The integration of information and communication technology (ICT) has the potential to enhance teaching and learning in History by improving learner engagement and access to diverse perspectives. This study explored the factors influencing teachers’ perceptions of ICT integration in History teaching and learning in Lesotho. A qualitative approach was adopted, using a multiple case study design. The sample comprised five History teachers from five secondary schools, purposively selected for their role in teaching History, with schools chosen for their accessibility. Data were collected through semi-structured interviews, conducted both face-to-face and via telephone, and analysed using thematic analysis with the support of ATLAS. ti software. The findings indicate that although teachers generally hold positive perceptions of ICT integration, effective use is constrained by limited ICT skills, inadequate and inaccessible resources, insufficient administrative and technical support, and limited professional development opportunities. The study concludes that ICT integration in History teaching and learning is shaped primarily by institutional and capacity-related factors rather than teachers’ attitudes alone.
Co-Authors Atang Thulo Beatrice A Namatsi Novian Kharis