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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 12 Documents
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Search results for , issue "Vol 8 No 3 (2023): Research in Social Sciences and Technology" : 12 Documents clear
The Possible Uses of Foldscopes as a Form of Frugal Science in the Biology Classroom As Well As in Out-of-School Science Activities Jannie Pretorius; Josef de Beer; Cherine Jackson
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.17

Abstract

This article explores the possibilities of a cheap one-dollar microscope, the Foldscope, for enhancing out-of-school science education. Developed by Manu Prakash and Jim Cybulski from Stanford University, these origami-type paper microscopes make it possible to provide all students with their own microscopes, due to the low cost. This provides students the opportunity to engage in science outside of the classroom, as amateur sleuths engaged in environmental inquiries, e.g., determining the levels of pollution of local water resources. In this article the authors share two sets of research data: an activity where school students engaged in authentic problem-based learning using the Foldscopes, as well as student teachers’ experiences of engaging with Foldscope microscopes. The outcomes of the first research project indicate that affective outcomes and cognitive gains were achieved. Responses in the second research project included five categories: preparation and presentation; potential of the Foldscope; use of slideshow; energy/complements; and limitations. The conclusion reached was that Foldscopes hold possibilities for enhancing STS (science-technology-society) approaches inside and outside the classroom. One recommendation is that such frugal-science approaches are emphasized more in both pre-and in-service teacher education.
Errors and Misconceptions in Euclidean Geometry Problem Solving Questions: The Case of Grade 12 Learners Moeketsi Mosia; Mogalatjane Edward Matabane; Tshele John Moloi
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.23

Abstract

Euclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of learners’ errors in Euclidean geometry problem-solving, particularly regarding the theorem for angle at the centre and its applications. Van Heile’s theory of geometric thinking and teacher knowledge of error analysis were used as conceptual frameworks to make sense of the nature of learners’ errors and misconceptions. Using a participatory action research approach, the study was operationalised by five mathematics teachers from four secondary schools in Motheo district in the Free State Province of South Africa and three academics from two local universities. The study analysed 50 sampled midyear examination scripts of Grade 12 learners from four schools. The findings of this study revealed that most learner errors resulted from concepts on Van Heile’s operating Levels 0 and 1, while the questions mainly required Level 3 thinking. The study recommends that teachers determine their learners’ level of geometric thinking and integrate this knowledge in their lesson preparations and material development.
Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views Folake Modupe Adelabu; Jogmol Kalariparampil Alex
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.22

Abstract

Problem-solving and enquiry-based learning are integral in the Mathematics and Science curriculum in South Africa through online-based assessment. Online assessment has rapidly gained recognition because of technology. In this paper, the authors explored the views of online baseline assessment among Senior Phase First-year Mathematics Student Teachers. The researchers adopted a qualitative research method. Data was collected from the participants using an online Google form developed into a questionnaire. The participants in this study were first-year students enrolled for the Bachelor of Education in Mathematics at a university in a rural province of South Africa. The first-year student teachers were exposed to the senior phase baseline assessments through the licensed online Computer Aided Mathematics Instruction (CAMI) tool. One hundred and sixteen (116) senior-phase student teachers completed the online questionnaire. This study used convenience sampling since it was the most appropriate method to conveniently invite the participant. The findings revealed that first-year student teachers were enthusiastic and motivated to write the baseline assessment on computers for the first time. The result also showed that several first-year student teachers experienced difficulties solving mathematics problems using computers. This study recommends more intensive research on student teachers' views on online assessment regarding gender and time.
Augmented Reality for Teaching Storytelling in a Rural Foundation Phase Primary School: Integrating a Place-Based Approach Pretty Thandiswa Mpiti; Bulelwa Makena; Motsi Qoyi
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.24

Abstract

Augmented reality (AR) has recently become a new leading edge in mobile-assisted language learning attributed to the popularity of smartphones. The place-based approach (PBA) is a situated, context-rich teaching and learning modality characterized by its relationship to place. AR and PBA have proven to be useful in educational settings; however, few studies have observed them being used jointly. This study aims to explore the combination of AR and PBA in teaching storytelling in a foundation phase (FP) rural primary school. Based on current trends, the study also aims to design learning principles for teaching that will help language teachers integrate this innovative technology and approach into literacy teaching. The study was tested with two FP teachers and 12 FP learners in a real classroom and carried out with qualitative observations and semi-structured interviews. The findings reveal that learners are more motivated and interested in activities that have been enhanced because they encourage problem-solving, discovery, and socialization. The findings also suggest that technological interventions, particularly when learners work as a team, may have a bigger impact than non-technology-integrated instruction. These results offer demonstrable support for technology use and have useful results for future practice.
The Impact of Covid-19 on Academic Practice: A Dilemma-Driven Self-Study Inquiry at an Institution of Higher Learning Tholani Tshuma
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.21

Abstract

This inquiry was a dilemma-driven, object-inquiry self-study. The study followed visual methodologies in unpacking the impact of Covid-19 on the practices of a practitioner at a rural university. During the Covid-19 pandemic, I was becoming increasingly dissatisfied with my daily practice as an academic because I struggled to locate my footing in what has been dubbed the ‘new normal’ about online student teaching and assessment. In my bid to investigate the dissatisfactions I faced due to Covid-19, I followed the self-study methodology, which entailed my engagement in reflexivity cycles, and feedback from critical friends. My critical friends played a crucial validation role during my data collection, analysis, and drawing of conclusions from multiple data forms that included journal entries and discussions with others. The collected data was thematically and analyzed from deductive to inductive perspective through the process of coding. This inquiry established that the outbreak of Covid-19 led to dilemmas of practice that stemmed from my being deskilled, techno and Covid-phobic; poor individual adaptability; inadequate TPKC; and the shortcomings of working as an isolated silo. It emerged that these dilemmas of practice escalated into professional traumas through working in isolated silos in virtual platforms. Thus, through making our challenges of practice public, we tend to benefit from the pool of probing expertise of others. Whilst the advent of Covid-19 posed unwelcome professional traumas, it was through the probing power of ‘the second voice’ that the over-shadowed professional growth opportunities in this pandemic induced ‘new normal’ was unveiled.
Framework for Numeracy and Digital Skills Attributes in Higher Education Siti Fairuz Dalim; Sharipah Ruzaina Syed Aris; Teoh Sian Hoon; Fazyudi Ahmad Nadzri; Sayang Mohd Deni; Norasikin Yahya; Ellianawati M. Si
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.18

Abstract

Numeracy and digital skills are among the most crucial skills that any graduate should possess before entering the workforce, regardless of their field of study. Therefore, both skills should not be treated as an “add on” skill but viewed as essential graduate attributes needing to be purposefully incorporated into the curriculum instead of mere chance. By understanding the learners’ numeracy and digital skills abilities, educators can create suitable learning outcomes, activities, and assessments, enabling them to acquire the skills. The objective of this study is to create a framework for testing numeracy (NSI) and digital skills (DSI) using a cross-sectional design and quantitative methodology. The research entails generating a questionnaire, verifying it via a rigorous procedure of expert content validation, and focusing on sufficiency, clarity, coherence, and relevance. A pilot study involving 218 students from various disciplines was conducted to measure the reliability of the framework using Cronbach Alpha. Feedback from experts was then used to enhance the questionnaire, resulting in the finalisation of five components for the Digital Skills Instrument (DSI): information literacy, computer and technology literacy, digital communication and collaboration skills, digital identity and well-being, and digital ethics. Meanwhile, the five components of the Numeracy Skills Instrument (NSI) encompassed operation and calculation, graphical representation, quantitative reasoning and logical thinking, complex number (advanced concept), spatial visualisation and geometric reasoning. The results indicated a strong internal consistency across all components for both tools, with alpha values ranging from 0.847 to 0.958 for DSI and 0.916 to 0.964 for NSI. Corrected item-total correlations also depicted intercorrelation between items for both instruments. To sum up, the findings demonstrate that the DSI and NSI have high reliability and validity. Because both tools are reliable and valid for measuring digital and numeracy skills in the Malaysian context, they can be confidently used for future research.
Effects of Emerging Technologies on African Development: A Narrative Review on Selected African Countries Kazeem Ajasa Badaru; Ramashego Shila Mphahlele
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.19

Abstract

The rapid onset of the COVID-19 pandemic, also known as the SARS-CoV-2 outbreak, has brought to light how important technology may be to the socio-economic development of a nation, particularly in Africa. The study conducted a narrative review of pertinent literature to objectively assess the effects of two types of emerging digital technologies (Artificial Intelligence [AI]) and nanotechnologies in Africa. The results showed that emerging technology-related research, development, and deployment are happening throughout Africa. Nanotechnology and AI have had a substantial impact in many spheres of African economies. The study, however, acknowledges in its conclusion that not all African nations have derived the same benefits from emerging technologies, including the digitalisation processes. There are still large disparities in the accessibility of technology and digital skills in several rural and underdeveloped areas in Africa. Thus, recommendations on how to close these gaps are provided for all African countries to profit more consistently from the emerging technologies and the digitalisation processes.
Training, Remuneration and Teamwork as Predictors of Job Performance of Employees: An Insight from National Examinations Council, Nigeria John Olayemi Okunlola
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.27

Abstract

The impact of training, remuneration, and teamwork factors on job performance has been affirmed in the literature. However, not all organizations devote efforts to these critical variables of performance, which has led to employees' poor job performance. Hence, this study examined the influence of training, remuneration, and teamwork factors on job performance among employees of the National Examinations Council (NECO) of Nigeria. The study was located within a positivist paradigm that adopted a descriptive survey design. A purposive sampling technique was adopted in selecting 140 NECO employees, and a random sampling technique was employed to select 100 respondents from the total population of 1000 secondary school registrars. One research question was answered, while four hypotheses were tested in the study. Two research instruments were used for data collection. Data were analyzed using frequency count, percentage, Pearson product-moment correlation, and multiple regression statistical tools. The result showed that NECO employee job performance is excellent. There was a significant relationship between remuneration and job performance (R=0.864 (Sig, .023). There was also a significant relationship between teamwork and job performance R=2.072 (Sig, .022). In addition, a significant relationship existed between training and job performance R=1.143 (Sig, .008), and the combination of the independent variables is effective in predicting employee job performance (F(3,136 ) = 9.224, p< 0.05). Based on the result of the study, it was concluded that the independent variables are critical factors in determining the job performance of NECO employees in Oyo state, Nigeria. Hence, it was recommended that all these factors be given deserved attention and taken seriously by the management to get the best out of its employees.
Drug abuse: A Hindrance to Optimal Functioning of the Rural Learner’s Cognitive Capabilities Nowell Chidakwa; Alfred Motalenyane Modise; Fumane Portia Khanare
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.25

Abstract

The article investigates four vulnerable learners and their histories of drug misuse in rural schools. The purpose of this study was to conduct a situational analysis with a view to understanding the current drug abuse situation in Zimbabwean rural schools and giving some recommendations on what needs to be done to lessen its effects. The study's mode of investigation was qualitative. As means of gathering data, focus groups and participatory research were used. The participatory research design employed by the study unearthed evidence that indicates that drug abuse has an adverse effect on a learner’s cognitive optimal functioning both in the community and school contexts. The study's findings point to the necessity of teaching parents how to prioritise their responsibilities and liberate them from the mental poverty they currently experience, which is a societal construct that keeps them from finishing their work with their learners. The study further found out that the absence of guidance and counselling exposes learners to more drug abuse cases and culture, thus having a two-pronged impact on the optimal functioning of rural learners. The study makes some recommendations for how the school and the community should work together and coordinate their efforts to manage the experiences of vulnerable students in order to achieve cognitive optimal functioning for rural learners in Zimbabwe.
Teachers’ Readiness towards the Integration of Information and Communications Technology in Teaching and Learning of Engineering Graphics and Design in KwaZulu-Natal Philani Brian Mlambo; Mogale Simon Albert Maeko; Samuel Dumazi Khoza
Research in Social Sciences and Technology Vol 8 No 3 (2023): 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.2023.26

Abstract

The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.

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