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All Journal Journal of Social Studies (JSS) Studies in Learning and Teaching Research in Social Sciences and Technology
Omojemite, Matthew Damilola
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Gender Stereotyping and Social Norms: Exploring Theoretical Perspectives and Educational Implications Omojemite, Matthew Damilola; Cishe, Elphina Nomabandla; Zibongiwe, Mpongwana
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.48

Abstract

This review is a theoretical paper which examined gender stereotyping and social norms. The review was supported by feminist theory, critical theory and social psychology theory. The review utilizes a comprehensive strategy to investigate the theoretical lenses and consequences of gender stereotyping and social norms. The approach comprised of a few key stages. A survey incorporating gender stereotyping, social norms, feminist theory, critical theory and social psychology to assemble an all encompassing comprehension of the review was done. The review of gender stereotyping and social norms through critical assessment of key idea and viewpoints from feminist theory, critical theory and social psychology. The structure for revealing perplexing social peculiarities is given by the integration of feminist theory, critical theory and social psychology theory. This enlightened the basic component of inequality and injustice by considering the joint impact of gender, power and social setting. The review revealed the pervasive nature of gender stereotyping and social norms, their effect on causing inequality and injustice and the significance of promoting gender equality and social equity. In this way, the significance of interdisciplinary collaborative effort and combined actions in addressing the issue of gender stereotyping and social norms within educational setting and more extensive cultural setting. It emphasized the need for holistic approaches that will consider the broad intersection of power, ideology, and social issue in order to create gender equality and social justice both in the social and educational domain.
The influence of cooperative learning strategy on social studies pre-service teachers' attitudes towards cybercrime prevention Omojemite, Matthew Damilola; Cishe, Elphina Nomabandla
Journal of Social Studies (JSS) Vol. 20 No. 2 (2024): Journal of Social Studies (JSS)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jss.v20i2.76782

Abstract

This study investigates the influence of cooperative learning strategy on Social Studies pre-service teachers' attitudes toward cybercrime prevention. The study employed a quasi-experimental research design of the pre-test, post-test, and control group design. The population comprised pre-service teachers enrolled in Social Studies education departments across three universities in the Southwest region of Nigeria. A multistage sampling procedure was employed, selecting intact classes from each university. The research utilized a comprehensive set of instruments, including the Cooperative Learning Strategy Guide and Lecture Note (CLSG), Conventional Method Guide and Lecture Note (CMG), and Attitude to Cybercrime Prevention Scale (ACPS). Data analysis was conducted using descriptive and inferential statistics. All Hypotheses were tested at a significance level of 0.05. The findings showed that using cooperative learning strategies positively affects Social Studies pre-service teachers' attitudes toward cybercrime prevention. This approach encourages active engagement, collaboration, group discussions, problem-solving, and sharing learning experiences. These results revealed the necessity for tailored approaches to address attitude change effectively. Integrating cooperative learning strategies into higher education can help pre-service teachers take a proactive approach to cybercrime prevention. This will improve their knowledge and skills while promoting a safer digital learning environment for students.
Impact of Teachers' Pedagogical Content Knowledge on Learner Outcomes in Libode Sub-District, South Africa Mjobo, Nobabalo Mandisa; Cishe, Elphina Nomabandla; Omojemite, Matthew Damilola
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.508

Abstract

The effectiveness of reading instruction in the Foundation Phase (FP) is critical for developing learners' reading abilities. Despite this, FP teachers often face challenges related to their pedagogical content knowledge (PCK), teaching methods, and lesson preparation. This study investigates the impact of teachers' pedagogical content knowledge on learner outcomes in Libode Sub-District. The study was quantitative research which involved the use of descriptive research design. The population of the study was 200 teachers. Systematic random sampling was used to select forty (40) Grade 3 teachers. Teachers from all participating schools were allocated numbers 1 - 200, which were put in a hat. The main question addressed by the study requires the understanding of the contribution of FP teachers’ lack of reading pedagogical content knowledge to Grade 3 learners’ inability to read EFAL texts. Data were evaluated using analytical and logical reasoning to examine each component of data provided. The study's findings reveal a significant challenge in stimulating reading both inside and outside the classroom. Teachers in this group encounter difficulties that may be due to factors such as limited resources, insufficient parental involvement, and inadequate professional development. It was recommended that schools increase the availability of diverse reading resources, enhance parental involvement, provide targeted professional development for teachers, and promote student-centered approaches to reading instruction.
Co-Authors Cishe, Elphina Nomabandla Mjobo, Nobabalo Mandisa Zibongiwe, Mpongwana