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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 24 Documents
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Search results for , issue "Vol 10 No 1 (2025): Research in Social Sciences and Technology" : 24 Documents clear
The Impact of Autonomy and Decision Making on the Morale and Motivation of Technical Vocational Education and Training (TVET) Lecturers in the Eastern Cape, South Africa Nikisi, Ernest; Mashologu, Mabel Wendy; Bwowe, Patrick W.; Masha, Anthony Kambi
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.5

Abstract

The study focused on the impact of autonomy and decision making on the morale and motivation of TVET college lecturers in the Eastern Cape Province of South Africa. The study also exposed the autonomy and decision-making factors affecting the lecturers and it gave possible ways to minimise the negative impact on the teaching and learning programmes of the colleges. The research sample comprised of 40 female and male participants whose ages ranged from 25 to 60 years and were drawn from two randomly selected colleges. The study followed a mixed methods approach where both questionnaire and interview instruments were used to collect data giving rise to both qualitative and quantitative data respectively. The findings uncovered that autonomy and decision making among lecturers is negatively affecting lecturers’ morale and motivation. Factors that are making autonomy and decision-making problematic include participation prohibition, leadership restrictions and reduced self-reliance at work.
The Opportunities for Professional Growth When Using Knowledge of Students’ Prior Science Ideas in the Teaching of Evolution and Genetics: A Self-Study Tshuma, Tholani; Nyamupangedengu, Eunice
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.14

Abstract

This inquiry sought to investigate the opportunities and potential challenges of engaging in a self-study approach as a strategy for enhancing professional growth during my teaching of the topic of evolutionary genetics to 24 twelfth-grade students. I had, for many years, experienced pedagogical deficits and shortcomings when teaching evolutionary genetics despite my professional knowledge from my teacher training. I always struggled to a) represent this content in ways that make it comprehensible to my students, b) motivate my students to accept this topic, and c) address students’ misconceptions. Vygotsky’s social constructivism of knowledge and the idea of pedagogical reasoning and action as propounded by Shulman were the key theoretical lenses that guided this inquiry. Collected data included pre- and post-intervention data, students’ conceptions of evolutionary genetics ideas, lesson transcripts, my reflections, pedagogical actions and reasoning during my teaching, and notes on collaborative activities with critical friends. The collected data was analysed from a quantitative and qualitative approach. Thematic analysis for emerging themes was done from a deductive to inductive data analysis approach. This study established that through the idea of opening up for professional feedback from critical friends, one ought to make one’s pedagogical reasoning and actions public. This opening up makes one ‘vulnerable’ to severe criticism or ‘attack' by critical friends. However, despite this setback, it offers unlimited professional growth opportunities beyond one’s personal biases, interpretations, and teacher training expertise on key issues of practice. The ‘negative’ and positive critiques from others are powerful critical reflection points for enhancing professional development. However, through engaging in open feedback collaborative sessions, a practitioner experiences internal tensions between the 'inner egoistic voice' and the probing 'outer voice'. Thus, the ability to objectively reconcile one’s inner voices in the wake of the usually unfriendly outer voices is a crucial starting point for one to realise professional growth as a practitioner.
Tackling Gendered Violence: Social Workers Intervention in Violence That is Meted Against Men? A Case Study of a Rural Town in a South Africa Kasa, Luvo
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.15

Abstract

The study discusses the issue of gendered violence against men and whether laws and legislation equally protect them. It focuses on the findings of research conducted in Bityi, outside Mthatha, which aimed to improve social work interventions in dealing with gender-based violence cases regardless of client gender. It summarises the literature on violence against men and how the concept of Gender-Based Violence (GBV) against men worked in practice. The study also offers a reflection on men's experiences with violence and the need for improved social work intervention. The research was conducted with 12 selected participants using snowball sampling and qualitative methods, and findings were gathered through semi-structured interviews and analysed using thematic content analysis. The study found that men are also victims of gendered violence and further recommended that social workers should be at the forefront of speaking against all forms of violence.
Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills Mohale, Ntshimane Elphas
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.6

Abstract

First-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding.
Enhancing School Administration in Rural South African Schools: Challenges and Opportunities-Using the Scooping Review Method Ajani, Oluwatoyin A.; Dlomo, Sibongamandla
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.18

Abstract

This scoping review investigates the deployment and operational challenges of the South African School Administration and Management System (SA-SAMS) within rural secondary schools in the iLembe District. Aiming to understand the integration of Information and Communication Technology (ICT) in educational administration, this review analyses existing literature from 2008 to 2024 to map the effectiveness and obstacles encountered by SA-SAMS. Rural schools often need help adopting technological innovations due to inadequate ICT infrastructure, limited access to technology, and a deficit in training and support for educators and administrators. The review highlights that while SA-SAMS is designed to enhance administrative efficiency and improve data management, its implementation needs to be improved by these systemic issues, complicating its potential benefits. Furthermore, using the Technology Acceptance Model (TAM), the review identifies a need for targeted interventions, including enhanced training programmes, better ICT resource allocation, and infrastructure development. Overcoming these challenges could improve educational outcomes by enabling more efficient school management practices. This review contributes to the broader discourse on educational technology integration in rural settings, providing a foundation for policy recommendations and future research to optimise the use of SA-SAMS in improving school administration.
Eclectic Contexts of Xenophobic Workplace Discrimination in Post-apartheid South Africa Duma, Vusumzi; Kang'ethe, Simon Murote
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.2

Abstract

Today, a fresher look at social structures shows that the possibility of living in a socially homogeneous society has lost its credibility. When any workplace is considered, migrant workers are exposed to both intended and unintended forms of xenophobic workplace discrimination daily in many migrant-receiving countries. Xenophobic workplace discrimination has pernicious and ramifying consequences for migrant workers. This article uses a review of the literature methodology. Xenophobic-driven workplace discrimination towards migrant workers in the workplace may manifest itself through the following forms: institutional discrimination at work, wage discrimination, discriminatory assignment to hazardous jobs, and discriminatory assignment to precarious and ‘ghettoized’ jobs. Because in the post-apartheid South African context, it is black African migrants who bear the brunt of xenophobic-driven workplace discrimination, these researchers recommend that: firstly, workplace ethics regulating the employment of labour migrants in the post-apartheid context should be guided by Article 1 of the ILO‟s (International Labour Organisation) Convention Discrimination (Employment and Occupation) of 1958. Trade union federations should utilise their bargaining power to shield migrant workers from forms of workplace discrimination that are xenophobically driven. Finally, the contribution of migrant workers, who are often victims of xenophobic-driven workplace discrimination, constitutes a significant economic dividend that could benefit the country’s economic productivity and growth. For this reason, it is of paramount importance for the government, business, and labour to collectively work together to eradicate the scourge of xenophobia as a form of discrimination in the workplace.
Prospects of Implementing the Flipped Classroom Blended Learning Model among Lecturers in African Universities Muhuro, Patricia; Kang'ethe, Simon
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.8

Abstract

The flipped classroom is an emergent digital pedagogy credited with virtuous and student-centric characteristics of increased learning. The purpose of this study was to discuss the implementation of the Flipped Classroom Blended Learning Model among lecturers in African Universities. The study employed a qualitative literature review, after reviewing 15 articles drawn from EBSCO host, Web of Science, Scopus, and Google Scholar. Findings reflected that: The flipped classroom model is virtuously unique, student-centric, facilitative, and interactive, employs active learning, and faces daunting implementation challenges in Afrocentric settings. The paper calls for more training among lecturers in Afrocentric settings to raise lecturers' state of professional development.
Pedagogical Approaches for Teaching Education for Sustainable Development in the Technology Education Curriculum Blose, Princess
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.12

Abstract

This study investigates pedagogical strategies to teach sustainable development within the Technology curriculum in South African secondary schools, with an emphasis on the Senior Phase. Despite the global acknowledgment of sustainable development as a critical topic, its practical application in the South African Curriculum Assessment Policy Statement (CAPS) is limited. This study seeks to fill this gap by studying the pedagogical tactics used by Technology teachers to build sustainability skills. Eight technology teachers from the Ehlanzeni region in Mpumalanga Province were carefully chosen to participate. Data was collected through observations and interviews, and analysed using content analysis. The findings show that while teachers are aware of sustainable development concepts, converting this understanding into successful classroom implementation presents substantial hurdles. The study identifies teacher collaboration as the primary instrument for incorporating sustainable development principles into the technology curriculum; nevertheless, practical implementation was challenging. This study responds to the requirement of integrating sustainable development into all South African disciplines, notably the Technology curriculum It emphasises the importance of specific interventions to bridge the gap between policy intent and classroom practice. 
Enhancing Pedagogical Development of Natural Science Teachers Through a Key Concepts in Science Project: A Social Constructivist Perspective Botes, Wiets; Philip, Anita
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.11

Abstract

This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education.
Exploring Lecturers’ Responsiveness to Teaching and Learning Using Moodle at a Namibian University Bock, Jacqueline TC; van Wyk, Micheal M
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.13

Abstract

The responsiveness of lecturers at Namibian universities to Moodle as a teaching and learning platform is addressed in this paper. It observes, among other things, the increasing adoption of Moodle as an LMS in Namibian and higher education settings globally and notes that special challenges may be barring Namibian universities from harnessing Moodle to full potential; chief among these are issues concerning poor internet connectivity and limited technical support. Guided by the interpretative paradigm and anchored in the Community of Inquiry (CoI) framework, a robust and widely respected research methodology, the study explored lecturers' responsiveness to teaching and learning using Moodle at a Namibian university. The research employs a descriptive case study design and involves a purposive sample of seven faculty members from diverse disciplines. In-depth virtual interviews were used for data collection, with thematic analysis revealing key findings. Findings revealed various factors influencing lecturer responsiveness, including factors promoting blended learning and challenges hindering responsiveness. Further challenges encompass workload, course design, technical support availability, and access to learning resources. Based on the results, implications advocated for comprehensive Moodle orientation and training programmes, improved technical support, reliable internet access, and staff well-being. This research provides valuable insights for enhancing e-learning practises at a Namibian higher education institution. Future research may investigate the pedagogical aspects of Moodle usage in other contexts and extend these insights to diverse educational settings.

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