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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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The Association Between College Students` Participation Behavior and Social Media Use Kilinc, Emin; Tarman, Bulent; Yussupova, Saule
Research in Social Sciences and Technology Vol 8 No 2 (2023): 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.2023.11

Abstract

This paper examines college students` participation behaviors and the use of social media tools. The descriptive survey model was applied to investigate university students` participation behaviors. The data was collected through a “Participation Questionnaire” from 284 college students in Kazakhstan. The result showed that students who spend less time on social media are positively related to participatory citizenship. Moreover, students with fewer social media accounts are more likely to engage in political, volunteer, and social events than students with more social media accounts.
Examining Demographics and Perceived ‘Sense of Community’ of Social Media-Based Professional Learning Communities Hensley, Matthew; Waters, Stewart; Kenna, Joshua L.; Russell, William
Research in Social Sciences and Technology Vol 8 No 2 (2023): 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.2023.12

Abstract

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member’s perceived ‘Sense of Community’ (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions.
Using Social Media in Schools Hensley, Matt; Waters, Stewart
Research in Social Sciences and Technology Vol 8 No 2 (2023): 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.2023.15

Abstract

Social media is becoming more eminently woven into the sociocultural fabric of global societies in the 21st century. From emerging platforms and ever-evolving multimodal features, to algorithmic changes and privacy concerns, social media is indubitably shaping the frontier of how people communicate, interact, and perceive the world around them. Using social media in schools is, of course, not a new phenomenon. However, given unabating advances in digital technology coupled with shifting user demands, social media is constantly in flux. Thus, staying abreast of social media trends and uses in the field of education is a critical endeavor and merits on-going conversations.
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.
Analysis of difficult concepts in Senior Phase Mathematics baseline assessments: First-year student teachers’ reflections Adelabu, Folake Modupe; Alex, Jogmol Kalariparampil
Research in Social Sciences and Technology Vol 8 No 4 (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.2023.20

Abstract

This paper report on first-year student teachers’ reflections on the difficulty levels of mathematics concepts in the senior phase baseline assessments. This paper emanated after first year student teachers completed the baseline assessments for each of the three grades in the senior phase, Grades 7, 8, and 9. One hundred and sixteen (116) first year mathematics student teachers were included in this study. Data were collected using purposive and convenience sampling methods. This qualitative research adopted a case-study design, using an interpretivist paradigm. Data was collected using an open-ended questionnaire as the research instrument. The questionnaire was designed to determine student teachers’ thoughts about the difficulty levels of concepts of the mathematical content in the baseline assessments. The results of the study revealed that Algebra; Number Pattern; Statistics; Shapes; Geometry; Simplification; Sequences and Series; and Addition and Subtraction of numbers as easy topics to answer, Fractions, Mixed fractions, Factorisation, Probability, and Measurement were topics that were very difficult. The study recommended that teacher educators design instructions that will assist student teachers in constructing senior phase mathematical concepts to improve their understanding of these complex topics in higher education institutions.
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.
Factors Influencing Intention and Behaviour of Agricultural Extension Staff Concerting Post-Covid-19 Digital Technical Guidance: A Study in Yogyakarta, Indonesia Kaliky, Rahima; Juniarti, Hafni Amalia; Kusumawati, Septi
Research in Social Sciences and Technology Vol 8 No 4 (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.2023.35

Abstract

Agriculture extension staffs are encouraged to attempt more efficient methods to enhance their competency through digital webinars or technical guidance, in Bahasa Bimbingan Teknis (Bimtek) programs. The research aims to explore factors influencing the intention and behavior of agricultural extension staff towards the Technical guidance online Ministry of Agriculture in Special Region Yogyakarta, Indonesia. This research included the Behavior Intention (BI) and Use Behavior (UB) models with significant construct. The research used the quantitative method and analyzed PLS-SEM. One hundred eighty extension staffs participated, chiefly 34-42 years old. All of the indicators passed the outer model assessment. The analysis results conclude that significant effects are Attitude to BI, Control Behavior to BI, Perceived Usefulness to BI, and Behavior Intention to UB. The perception of extension staffs about Technical guidance online can enhance their performance to continue using it in obtaining agricultural technology information, extension materials, information on agricultural policies, and the latest agricultural development programs. The insignificant constructs are Subjective Norm, Motivation, and Perceived Ease to Use. The validated research model explains 61% of the variance (R2 = 0.61) in Attitude, Perceived Usefulness, and Control Behaviour towards Behavior Intention (BI). Moreover, BI explains 8.9% of the variance (R2 = 0.089) in UB of Technical guidance online. This research found that BI and UB have Q2 values of 0.538 and 0.077. The practical implication could be applied as preliminary development planning studies to enhance the efficiency of Technical guidance online as Bank Data.

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