Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Research in Social Sciences and Technology Social Sciences, Humanities and Education Journal (SHE Journal)
Mosia, Moeketsi
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Data-Driven Insights: A Decade of Sol Plaatje University's Research Journey and Development Mosia, Moeketsi
Research in Social Sciences and Technology Vol 9 No 1 (2024): 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.2024.9

Abstract

This paper analyses Sol Plaatje University's (SPU) progress on increased research activities. The paper employs bibliometric analysis review method to demonstrate the university's transition from being a predominantly teaching-focused to a more research-oriented institution. A novel, data-driven methodology is also adopted in this paper, to identify and examine SPU’s research niche through publications. This paper’s data were collected from the Scopus and Web of Science databases. The paper’s findings reveal that there was an overall significant increase in research outputs, observable on yearly basis for a decade (2014 to 2023). The yearly increase in research output is recorded from diverse research fields, including machine learning, cryptography, environmental research, and public health. Findings further reveal that SPU has built its international research collaborations within the African and European continents. This paper’s findings contribute to literature on higher education development by offering insights into how newly established universities can transition from a teaching-centric focus to becoming research-active. This paper revealed the importance of strategic planning, interdisciplinary research, and international collaboration in the development of a vibrant research environment.
Exploring the Accounting Teaching Practices of Lecturers in a Higher Education Institution: A Case at a South African University Moyo, Grate Ndabezihle; Moreeng, Boitumelo; Mosia, Moeketsi
Social Sciences, Humanities and Education Journal (SHE Journal) Vol 4, No 3 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/she.v4i3.18077

Abstract

This paper aimed to determine the accounting lecturers’ teaching practices at a South African university. Teaching practices are a complex set of ways that lecturers use for instruction. When compromisingly crafted/implemented, they impact on success. In accounting education, teaching practices were found cognitively driven to determine success. Cognitivism learning theory guided the study. It emphasises mental processes, thinking, solving complex problems, and focusing on tasks requiring increased information processing, and procedural rules. The related elements enhance accounting teaching practices. This paper used a qualitative exploratory research methodology, enabling the researcher’s engagement with participants in their natural settings. Participants were purposefully selected for this study. Data was generated through individual semi-structured interviews to determine accounting lecturers’ practices. Issues including participants’ teaching practices and challenges experienced were explored. Data was thematically analysed. Findings suggest that current accounting teaching practices are detriment to performance. Hence this paper suggests that teaching practices require intervention.
Fostering students’ interest in trigonometry using game-based learning strategy: a case of repeated measures Egara, Felix Oromena; Mosia, Moeketsi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.31173

Abstract

This study investigated the effectiveness of game-based learning in enhancing students’ interest in trigonometry among secondary school students in Enugu State, Nigeria. The study addressed the need for increased engagement and interest in trigonometry by leveraging successful implementations of game-based learning from other educational contexts. A true experimental design with a repeated measures approach was employed, involving senior secondary two (SS 2) students randomly assigned to either the experimental or the control group. The experimental group received trigonometry instruction through game-based learning, while the control group followed traditional teaching methods. The data collection instrument was the trigonometry interest inventory (TII) used to assess students’ interest levels at three points: pre-intervention, post-intervention, and follow-up. The repeated measures analysis of variance (ANOVA) was utilized to analyze changes in interest levels over time and between groups. The findings revealed two key findings: i) game-based learning significantly increased students’ interest in trigonometry and ii) gender, age, and location did not significantly affect the effectiveness of the game-based learning approach in fostering students’ interest in trigonometry. The study concludes that game-based learning effectively enhances students’ interest in trigonometry, offering implications for educators to improve mathematics teaching practices through interactive and engaging strategies.
Co-Authors Egara, Felix Oromena Moreeng, Boitumelo Moyo, Grate Ndabezihle