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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Journal of Innovation in Educational and Cultural Research
Mtsi, Nomxolisi
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Arts Humanities Education

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The Impact of Cooperative Learning Strategies on Teacher Engagement in South African Intermediate Phase Mathematics Classrooms Chiphambo, Shakespear Maliketi; Makhoba, Thami Isaac; Ngqunguza, Avela; Nqoma, Lungiswa; Agyeman, Nana Yaw B.; Mtsi, Nomxolisi
Journal of Innovation in Educational and Cultural Research Vol 6, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i4.2134

Abstract

This study examined the impact of cooperative learning strategies on teacher engagement in South African intermediate-phase mathematics classrooms. This study explored the relationship between implementing cooperative learning strategies and the engagement levels of intermediate-phase mathematics teachers in a selected education district of South Africa. Using Johnson and Johnson's social independence theory, a quantitative approach was employed, gathering data from 41 teachers through structured questionnaires. The results reveal that teaching styles significantly correlate with teacher confidence in implementing cooperative learning strategies. Similarly, cooperative learning activities promoting critical thinking and learner engagement correlate positively. Teacher confidence consistently exhibits moderate positive correlations with several variables, while the regular implementation of cooperative strategies correlates with more adaptive teaching approaches. The study highlights significant correlations between teaching style adaptation, teacher confidence, critical thinking, and learner engagement, emphasizing professional development, flexible teaching strategies, and institutional support to enhance cooperative learning implementation and its educational impact. This research advances cooperative learning by highlighting critical thinking, engagement, and adaptable teaching. It provides actionable insights for educators and policymakers, emphasizing professional development and holistic practices to enhance teaching and learning outcomes.
Exploring Student Perceptions of climate change awareness: A case study of one University in South Africa Manu, Elijah Osei; Mtsi, Nomxolisi; Makena, Bulelwa
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 26 No. 1 (2026): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v26i1.84086

Abstract

This paper aimed to investigate the awareness of climate change among students at a South African university. Climate change is a global issue resulting from human actions and has significant environmental consequences. Therefore, it is essential to gain an in-depth understanding of the level of awareness among emerging leaders to address climate change effectively. The study employed a qualitative approach with a case study design to explore students' perceptions of climate change awareness. A purposeful sample of eight students was selected for semi-structured interviews. The collected data were analyzed thematically to identify patterns and emerging themes. The findings indicate that students have limited knowledge of climate change, which includes its causes and effects. However, they possess a deeper understanding of adaptation and mitigation strategies. Furthermore, universities fail to address climate change through comprehensive education and awareness campaigns, contributing to students' limited understanding. This study concludes that the lack of awareness and inadequate institutional support contribute to the knowledge gap regarding climate awareness. In addition, a superficial understanding among students as future leaders threatens effective climate action. This conclusion implies that universities must implement strategies to educate and create climate change awareness for students. Consequently, this study recommends universities integrate climate change into their curriculum to promote awareness. In addition, universities should explore pedagogical approaches to deepen students' understanding of interventions to mitigate climate change. Overall, this study contributes to enhancing students' understanding of the impact of climate change.
Co-Authors Agyeman, Nana Yaw B. Chiphambo, Shakespear Maliketi Makena, Bulelwa Makhoba, Thami Isaac Manu, Elijah Osei Ngqunguza, Avela Nqoma, Lungiswa