Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Research in Social Sciences and Technology Jurnal Pendidikan Indonesia Gemilang International Journal of Research in STEM Education
Ramulumo, Moleboheng
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Chemistry Education Environmental Science Mathematics Physics Social Sciences Other

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Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools Ramulumo, Moleboheng; Mohapi, Soane
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.33

Abstract

This study investigated the potential benefits and challenges associated with the implementation of blended learning as a strategy for curriculum recovery and enhancement of student performance in Grade 12 science and mathematics education. Blended learning, which combines traditional face-to-face teaching methods with online learning, was recognized for its capacity to address educational difficulties. The research employed a theoretical framework integrating the Technology Acceptance Model and Sociocultural Constructivism theory to examine the viewpoints of teachers regarding technology adoption and the impact of personal and social interactions on learning outcomes. A qualitative interpretive case study design was employed, and interviews were carried out with four science and mathematics teachers. The findings revealed that teachers acknowledged the advantages of blended learning, including its potential to overcome barriers to learning and augment student engagement. However, external challenges about technology infrastructure, limitations of online platforms, and the necessity for professional development were identified. Teachers displayed varying levels of internal challenges, including familiarity and confidence in implementing blended learning. The study underscored the importance of continuous support, infrastructure development, and pedagogical training to effectively integrate blended learning into science and mathematics classrooms. Therefore, by addressing these challenges and capitalizing on the benefits of blended learning, the potential for improving curriculum recovery and enhancing student performance in the face of disruptions caused by natural disasters and other educational obstacles was emphasized.
Transforming Teaching Practices: The Impact of ICT-Infused Professional Development Workshops - A Case Study Ramulumo, Moleboheng; Mphuthi, Gabriel; Puleng, Rankweteke; Mazibe, Ernest; Mukhati, Fulufhelo
International Journal of Research in STEM Education Vol. 6 No. 1 (2024): May Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i1.1666

Abstract

This study examines the effectiveness of Information and Communication Technology (ICT)-infused Teacher Professional Development (TPD) workshops in enhancing teaching practices and learning experiences within the Technological Pedagogical Content Knowledge (TPACK) framework. A qualitative research design was adopted to capture the experiences of a single teacher participant involved in these workshops. Findings from thematic analyses of interviews and observational data indicate that the workshops significantly improved teaching practices by aligning them with Bloom’s taxonomy and effectively addressing diverse student needs. However, the study revealed a lack of significant change in retention of electricity formulae among students, suggesting the need for varied instructional strategies. The study recommends broader incorporation of diverse teaching methodologies to meet evolving educational demands and to enhance effectiveness in STEM education. Despite its insights, the research calls for further investigation with a larger sample to better understand the widespread impact of ICT-infused TPD workshops across different educational settings.
The Art of Documenting Scientific Knowledge: A Case Study of Two South African Grade 12 Science Teachers Ramulumo, Moleboheng; Mokiwa, Hamza Omari
Jurnal Pendidikan Indonesia Gemilang Vol 3, No 2 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v3i2.241

Abstract

The purpose of this article was to investigate and present effective strategies and innovative approaches that science teachers could employ to comprehensively and accurately document students' scientific knowledge. The study focused on addressing the challenges that arose during the documentation process and aimed to help teachers overcome these obstacles to ensure precise and thorough documentation of their students' scientific understanding. Two science teachers specializing in Physical Sciences and Life Sciences were interviewed through a phenomenological approach to gain insights into their perspectives and experiences. The findings demonstrated that incorporating multiple tasks, such as practical investigations, concept maps, mind maps, research projects, and group discussions, enhanced students' comprehension, and engagement with scientific concepts. These strategies accommodated diverse learning styles and abilities, fostering inclusivity, and facilitating a comprehensive learning experience. The study also highlighted the challenges posed by limited resources and restricted access to laboratory equipment, proposing the adoption of innovative assessment methods, including virtual simulations, to overcome these limitations. The implications of the study underscored the importance of comprehensive teacher training, resource allocation, collaborative approaches, integration of technology, and curriculum design aligned with the documentation of scientific knowledge. The ultimate objective of this article was to contribute to the enhancement of science education and promote scientific literacy by offering practical insights for science teachers in effectively documenting students' scientific knowledge.
Co-Authors Mazibe, Ernest Mohapi, Soane Mokiwa, Hamza Omari Mphuthi, Gabriel Mukhati, Fulufhelo Puleng, Rankweteke