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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 295 Documents
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Black Students’ Experiences of Academic Support Programs during First Year at University: Case of Extended Studies Belinda Ramathetse Matabane; Mogalatjane Edward Matabane
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.28

Abstract

In the last three decades, historically white, liberal arts universities began to admit small numbers of black students from rural communities because apartheid policies relaxed. However, those liberal arts universities had doubts about black students’ key skills and knowledge to cope with the demands of higher education. This situation gave birth to Extended Studies Program (ESP) whereby the traditional three-year degree program was extended by a year to close this gap. This study seeks to answer the question: What are black students’ experiences and views about academic support offered to them during their first year at university? In this study both qualitative and quantitative research methods were followed, and purposive sampling was deployed. Data were generated from different sources for triangulation, namely questionnaires and interviews. Participants (N=104) were made of 43 males and 61 females. The results of the study suggest that the need for academic support is not exclusive to first-year students. Improved systematic academic support gives rise to improved student academic performance. Throughout the study, necessity, and urgency of Academic Support Programs (ASPs) is recognized. Recommendations are made suggesting that ASPs be administered throughout the undergraduate programs and not just at the first-year level of study.
The Use of Technology in Accounting Classrooms During COVID-19: What Do Accounting Teachers in the Eastern Cape, South Africa, Have to Say? Melikhaya Skhephe; Martha Matashu
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.30

Abstract

It was mentioned that accounting classrooms must keep pace with rapidly changing technology, which is influencing all aspects of our daily lives. This study examined accounting teachers’ views on the use of technology in their classrooms during Covid-19. To this end, the researchers employed a qualitative approach and a case study. Data were obtained from accounting teachers through interviews, with the sample of ten participants having been purposively selected. The results indicated that allowing learners to bring their own personal technological devices to the classroom represented a contravention of the school’s constitution. Another result was that when technology is optimally used in the classroom, it makes available different forms of assistance which change the way learners learn. Researchers conclude that use of technology in accounting implemented compulsory if teachers want to keep up with changes accounting profession. Furthermore, schools’ constitutions need to be amended to promote the use of available technologies in the classroom, albeit in a highly structured, managed, and efficient way. Researchers recommend that learners be allowed to use their own personal devices in the classroom, to enhance learning. School principal be encouraged to develop school plans outlining how s/he would support use of technology in school.
Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms Godsend T. Chimbi; Loyiso C. Jita
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.24

Abstract

This paper examines the interaction between class size and teachers’ selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction and rote pedagogy. Although class sizes had significantly declined in the latter half of the 20th century, the growth of online learning has witnessed class sizes ballooning in the 21st century, reigniting the class size debate. The large class size challenge has re-emerged in the developed North although the problem has never been resolved in the developing South. Using the theoretical lens of symbolic interactionism and a qualitative multiple case-study approach, data were collected over an eight-week period using document analysis, semi-structured interviews and lesson observations. Results seem to challenge the conventional view that large classes coerce teachers to use rote pedagogy and small classes encourage learner-centric practices. Teachers’ choices of teaching methods were neither linked to class size nor new pedagogical policy. Instead, teachers’ personal philosophy to instruction appeared to be the decisive factor to the teaching methods they used, rather than the size of the class. To promote pedagogical change, improving teacher quality appears a more valuable and cheaper investment than constructing new schools and employing more teachers to reduce class sizes.
Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities Newlin Marongwe; Rufaro Garidzirai
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.39

Abstract

The purpose of the study was to examine the challenges of remote learning that were faced by students in four rural institutions of higher learning amid the COVID-19 pandemic. It is well documented that in South Africa as well as globally, the COVID-19 pandemic has disrupted the teaching and learning in higher institutions of education. A call was made by the Department of Higher Education and Training that mandated universities to adopt remote learning to save the academic year. That call was a blanket statement that did not consider the context of different universities, given the inequalities that existed prior to the outbreak of COVID-19 between the historically disadvantaged universities and the well-established ones. The study adopted a qualitative approach that made use of a desktop research methodology, as well as the media (Television, radio and newspapers), and social media as sources of data gathering to document the challenges. One of the key findings was that some students studying at rural institutions of higher learning experienced challenges of limited skills as well as the convenience of and access to technology and other tools of trade. The paper concludes that such students were proposing that, ‘we are together but not together”. The root of such grievance is that they were grossly affected by the geographical and historical position of the universities they were enrolled at and the situation was deepened and exposed by the COVID-19 pandemic. The paper recommends the equal redistribution of resources especially to previously disadvantaged Black universities. The paper further recommends that the Department of Education introduce online learning to students from as early as high school so that there will be continuity and ease in remoting learning.
COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities Babawande Emmanuel Olawale; Bonginkosi Hardy Mutongoza; Emmanuel Olusola Adu; Bunmi Isaiah Omodan
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.37

Abstract

Although the global impact of the COVID-19 pandemic on the education and mental health of the university environment is relatively unknown, it is expected to be very significant considering the high incidence of emotional reactions amongst university students and staff. While fears around COVID-19 exposure, anxieties, and the challenges of support normalize stress, anxiety, and depression as emotional reactions in the face of the pandemic, this psychosocial impact has negative consequences for the university community. Thus, in order to salvage the higher education institutions from the debilitating effects of the pandemic, there is a clear need to safeguard the welfare of students and staff. Hence, it becomes vital to examine the experience of members of the university community during the COVID-19 crisis in order to develop measures and implement interventions that will assist in navigating psychosocial challenges. To achieve this objective, the study employed a mixed-method research approach in which data was collected using web-based survey and online interviews. Concurrent triangulation sampling technique was employed to select a sample of fifteen (15) students, five (5) university managers, and five (5) lecturers – making twenty-five (25) respondents at each of the two universities, thus making a cumulative total of fifty (50) at two (2) rural universities in the Eastern Cape Province, South Africa. Thus, qualitative and quantitative data collected were analysed concurrently by first reporting the qualitative findings and then comparing them to the quantitative findings. Findings revealed that although the university environment traditionally provided opportunities for strengthening social ties which satisfy the universal need to belong to a community, the COVID-19 pandemic has altered rural university life, thus, significantly impacting on psychosocial wellbeing. The study recommends that rural institutions must facilitate psychosocial wellness programming with the assistance of wider stakeholders such as the government and the private sector who can assist in financing this initiative.
Chronicling school principals’ experiences on school management in the context of COVID-19 stringency Bonginkosi Hardy Mutongoza; Babawande Emmanuel Olawale; Busiswa Mzilikazi
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.35

Abstract

The COVID-19 pandemic experience has brought to the forefront the importance of leadership as institutions across the world are now trying to emerge from hibernation and rebuild broken academic practices. As such, this study sought to examine school principals’ experiences on school management in the context of COVID-19 stringency in four rural schools in the Eastern Cape Province of South Africa. Underpinned by a qualitative research approach, the study employed a case study design in which semi-structured interviews were used to collect data from four rural school principals who had been purposively sampled. Findings of the study revealed that in order to combat challenges associated with teaching and learning, school principals engaged among other things, in mobilization of resources, engendering a technological culture among teachers, ensuring effective delivery of content. We further ascertained that although hamstrung by resource inadequacies, school principals in rural schools promoted school safety by ensuring transparent and effective communication, striving for the provision of safe and adequate facilities, among other things. Finally, our study also revealed that rural school principals ensured clear and consistent communication with staff, provided psychosocial assistance to staff members, and adapted performance and workload expectations.
Plans and Interventions of South African Grade 1 Educators During the 2020 Lockdown Period Annemie Grobler
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.36

Abstract

The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown accustomed to the formal classroom setup. Empirical research attempted to identify the plans and approaches used by grade 1 educators. The findings may indicate best practices as experienced in this time and help to inform the approach taken during future repetitions of extraordinary circumstances. A theoretical and conceptual framework based on the current constructivist approach adopted by the Curriculum Assessment and Policy Statement (CAPS) guided the empirical research and informed the construction of the questionnaire. The key findings were themed into strategies for presenting teaching and learning, communication, and the impact on schooling. Findings were compared to the premises of the theoretical framework and conclusions drawn. It was noted that educators were hesitant to move their schooling entirely to the virtual learning platform and eager to return to the school environment. Various obstacles posed by the digital divide were flagged as threats to future situations and the involvement of parents was emphasized. The resilience of educators to continue to ply their trade, and their belief in the indomitable spirit of children, may offer conducive circumstances for future innovations in education.
Learning Mathematics through WhatsApp Groups in University Preparatory Program during the COVID-19 Pandemic Daniel Ofori-Kusi; Simon Adjei Tachie
Research in Social Sciences and Technology Vol 7 No 1 (2022): 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.2022.1

Abstract

This study examined the impact of learning through social media (WhatsApp learning groups) on university students' mathematics achievements in the first-year university preparatory program when they engaged in some form of social media learning interaction compared with students who did the same module with a traditional face-to-face interaction learning approach. The study was undertaken using a quantitative research method. It employed a randomised Post-Test-Only with a Non-equivalent Groups design to investigate the only statistically significant difference between university students who studied through the traditional face-to-face lecturing approach and students who utilised a blended approach to learning mathematics. The study population comprised first-year university students enrolled for the university extended programme offered by all universities in South Africa. The sample consisted of 192 experimental groups and 341 control group students conveniently sampled from a university in South Africa. The main instruments used in this study were two standardised semester exams. These tests were checked and moderated by senior mathematics lecturers to ensure they conformed with the module content and satisfied all assessment policies of the university. The Cronbach alpha coefficient was used to measure the consistencies in these two-semester exams. The study's main finding showed no statistically significant difference in results between students who studied Mathematics through a face-to-face lecturing approach and students who studied mathematics through a blended learning approach. The study concludes that the latter performed slightly better than students in the former, confirming that a WhatsApp learning group can be a viable alternative to the teaching and learning at the university when face-to-face learning is not possible, as for an example in the Covid-19 era. The study recommends that more profound research be conducted to identify and analyse positive indicators when learning is done through social media interaction.
Learning Styles and Instructional Materials as Correlates of Grade 6 Learners`' Mathematics Performance in Buffalo City, South Africa Kemi Olajumoke Adu; Ntombozuko Duku
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.41

Abstract

Mathematics is a core subject in South Africa. Studies have shown that the performance of learners on this subject is not encouraging. Many factors have been alluded to by scholars as contributing factors to this poor performance. The gap between theory and practice of mathematics teaching can be bridged by the use of appropriate learning styles, availability, and utilization of instructional. This paper finds out the relationship that exists among learning styles, instructional materials, and mathematics performance of Grade 6. The choice of Grade 6 is important because it is the last grade level of primary school before a learner can enter secondary school level in South Africa. The study adopted a correlational research design of a quantitative approach. Stratified sampling techniques were used to select 1225 learners from Grade 6 schools within Buffalo City Metropolitan Education District. The data revealed among others that in Buffalo City, availability and utilization of instructional materials have no significant relationship with the mathematics performance of selected grade 6 learners (B=.023, t=.804, P≥0.05) while students learning styles (visual, auditory, and kinaesthetic) have a significant relationship with grade 6 learners Mathematics performance (B=-.113, t=-3.886, p<0.05). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the learners’ learning styles and effective use of appropriate instructional materials for teaching Mathematics.
E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization Abiodun A. Bada; Loyiso C. Jita
Research in Social Sciences and Technology Vol 6 No 3 (2021): 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.2021.40

Abstract

Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.

Page 12 of 30 | Total Record : 295

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