Article Per Year (5 Year)
p-Index From 2021 - 2026
0.947
P-Index
This Author published in this journals
All Journal Indonesian Journal of Science and Mathematics Education MEJ (Mathematics Education Journal) Journal of Science and Education (JSE)
Rankhumise, Mmushetji Petrus
Unknown Affiliation
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content Molefe, Paul; Rankhumise, Mmushetji Petrus; Mafa-Theledi, Olivia Neo
Journal of Science and Education (JSE) Vol. 4 No. 2 (2024): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jse.v4i2.313

Abstract

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.
Errors in solving quadratic equations and their impact on secondary school students' mathematics performance: A case study in Lebowakgomo sub-district Mathonsi, Violet; Rankhumise, Mmushetji Petrus
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.21189

Abstract

Errors in solving quadratic equations are common among high school students and can significantly impact their mathematical proficiency. This study aimed to investigate the types of errors made by Grade 10 students and identify the factors contributing to these errors. The study was conducted in three senior secondary schools in Lebowakgomo District, Limpopo Province, involving ninety-nine Mathematics students, with nine selected for interviews. Data were analyzed quantitatively through students’ test scores and qualitatively using document analysis and interviews. The findings revealed that students’ difficulties were often reflected in errors related to carelessness, misapplication of numerical operations, order of operations, and challenges in handling algebraic equations. These conceptual and procedural inconsistencies hinder students' problem-solving abilities. The implication of this study is the urgent need for targeted instructional strategies that address conceptual understanding and procedural fluency to improve students' academic performance in Mathematics.
Factors Affecting Grade 12 Learners Performances: Analysis using Propensity Score Methods Sibanda, Emmanuel; Mathye, Peter; Masebe, Tshidiso Punch; Rankhumise, Mmushetji Petrus
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.36678

Abstract

This research examines the impact of pre-existing disparities on Grade 12 examination performance in Gauteng and the Western Cape Provinces of South Africa, utilising propensity score matching to balance influencing factors. The analysis focuses on learners from both provinces who participated in Grade 12 examinations from 2017 to 2019. Based on the 2017 datasets, it was found that learners in the Western Cape had significantly lower odds of passing compared to those in Gauteng when using unmatched datasets. However, after matching, the likelihood of passing for Western Cape learners improved to 69%, though they remained less likely to pass than their Gauteng counterparts. This trend was observed for the years 2018 and 2019. These findings emphasise the importance of using matched data to avoid misleading conclusions in comparative assessments of educational performance.
The impact of selection bias in the analysis of 2018 grade 12 exam data Sibanda, Emmanuel; Peter, Mathye; Punch, Masebe Tshidiso; Rankhumise, Mmushetji Petrus
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.23962

Abstract

Many studies comparing the performance of students taking 12th-grade exams assume comparable study groups. In practice, selection bias affects comparisons because these studies rely on observational data. This study compares findings from analyses of matched and unmatched datasets to demonstrate the impact of selection bias. The propensity score technique matched learners who took the 2018 Grade 12 examinations in the Western Cape and Gauteng Provinces. Based on the unpaired dataset, the probability of a student graduating in the Western Cape Province is the same as in Gauteng Province. However, analysis of the paired dataset reveals that the probability of a student graduating in the Western Cape Province is 96% lower than that of their counterparts in Gauteng Province. The paired dataset suggests that Gauteng Province provides a more favorable environment or conditions for students to complete Grade 12 than the Western Cape Province. It is concluded that pre-existing differences influence the validity and reliability of the results. Differences in findings between the unpaired and paired datasets highlight the importance of adjusting for measured baseline factors before comparing the two provinces. The implication is that baseline adjustment is essential for valid educational comparisons.
Co-Authors Mafa-Theledi, Olivia Neo Masebe, Tshidiso Punch Mathonsi, Violet Mathye, Peter Molefe, Paul Peter, Mathye Punch, Masebe Tshidiso Sibanda, Emmanuel