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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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Examining the Relationship between Life Satisfaction and the Happiness-increasing Strategies used by Mothers for their Children İlknur Tarman; Cicek Eminanc
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.2023.29

Abstract

The aim of this research is to reveal the relationship between the life satisfaction of mothers and the happiness-increasing strategies they use for their children. Within the scope of the general purpose of the study, it was also examined whether the life satisfaction of the mothers and the happiness-enhancing strategies they used for their children differed in terms of some demographic variables. The correlational model, one of the quantitative research designs, was used in the study, and the sample group consisted of 298 mothers with children aged 3-5 years. A Demographic Information Form, a Scale for Determining Happiness-increasing Strategies Used by Mothers, and a Life Satisfaction Scale were used as data collection tools. In the research; t test and single-factor analysis of variance (ANOVA) were performed for independent samples with differentiation tests to examine the differences between the life satisfaction levels of the mothers and the happiness-increasing strategies they applied according to variables such as education level, economic status, and working status. Pearson moments multiplication correlation analysis was performed to examine the relationship between mothers' life satisfaction levels, happiness-increasing strategy levels, age of mothers, and child age, and multiple linear regression analysis was performed to determine the predictive power of the independent variable (happiness-enhancing strategies) to the dependent variable (life satisfaction). At the end of the research, it was concluded that the level of life satisfaction increased as the education level and economic status of the mothers increased, and the levels of happiness-increasing strategies showed a significant difference according to the economic status. It was seen that there was a significant relationship between the life satisfaction levels of the mothers and the strategies to increase happiness. Recommendations were developed in line with the findings obtained as a result of the research.
The Development of Digital Competencies in Pre-Service Teachers Elma Marais
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.2023.28

Abstract

Even before the Covid-19 pandemic created a historic pivotal moment for teacher training programmes on a global scale, the development of digital competencies has been regarded as a focal point for teachers. Tertiary institutions had just become accustomed to including technology in their curricula when Covid-19 forced a critical re-evaluation of the current practice. In a mere matter of days, the use of technology was not only a point for discussion anymore; it was lived. The ability of teacher educators to teach with technology had a direct impact on student success. Connectivity, access to suitable devices and sustainable training and support were now important considerations for teacher educators. The harsh reality soon became clear: Although some tertiary institutions could support pre-service teachers regarding access, connectivity and suitable devices, many students lacked the digital competencies to use the technology required for academic progress and success. It is evident that, in post-Covid-19 academia, the enhancement of digital competencies will remain a priority for teacher training programmes. The integration of digital competencies with content and pedagogical knowledge is essential for the successful training of future teachers. This article thus reflects on the efforts of a tertiary institution in South Africa to address the inclusion of technology in its curriculum through newly developed content that focuses on the enhancement of digital competency. Recommendations indicate that the effective inclusion of technology and digital competencies does not have to include major curricular changes but should rather become embedded within modules such as teaching practice.
Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition Makena, Bulelwa; Feni, Viwe Lungisani
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.2023.36

Abstract

To unlock language proficiency among learners, speaking is regarded to be an essential and crucial aspect to master, not only for learning purposes but for recognized communication dynamics. Language learning has numerous critical aspects. To be lacking in speaking proficiencies has been noted to impart negatively toward language learning. This paper explores whether oral presentations can be regarded as a vital tool to unlock learner language development. To collect data, qualitative research approaches embedded in a case study design were used. These are methods well known to assist in attaining better understanding in real-life situations. Three English language teachers were perceived relevant since they teach English to first-year university students. Although studies have been conducted on advantages of using oral tasks in a schooling environment, little to nothing is mentioned in the literature about how such tasks can be viable instruments to augment critical thinking and problem-solving skills. Findings suggest that motivated learning and enhanced communication skills were major factors that could lead to enhanced language aptitudes. This paper concludes that for teaching and learning to incorporate oral tasks brings numerous benefits for language learning as well as other subjects underpinning the prescribed curriculum. It is proposed that it is necessary to consider diverse perspectives in discussions related to teaching methods as oral activities are prominent tools for language expansion.
Artificial Intelligence (AI) and Automation in the World of Work: A Threat to Employees? Mabungela, Mvuyisi
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.2023.37

Abstract

The introduction of machines driven by artificial intelligence (AI) and automation technologies has already had a significant impact on the manufacturing, automotive, logistics, retail, and wholesale industries, and the repercussions of their replacement on the human labour has been a hotly disputed subject. AI and automation technical advancements are having a big influence on workforce turnover. The aim of this study was to look at employees' attitudes on Artificial Intelligence and Automation at work, specifically whether they see AI as a threat or not. Secondary data sources from several authors were utilised in this article. This data was gathered from published and peer-reviewed publications, internet sources, and textbooks pertinent to the issue under consideration. Some researchers contend that automation is likely to add to South Africa's high unemployment rate. There is a scarcity of empirical data in the form of published empirical research concentrating on the stress that AI and automation place on employees, hence the study is being conducted. Based on this study, it appeared that employees feel threatened by this rise of Artificial Intelligence and Automation.
Pondering Collaborative School Board Roles in Alleviating Dropout among Learners with Physical Disabilities in Schools Monyane, Mohapi Augustinus; Kgothule, Rantsie
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.2023.43

Abstract

The present paper explores collaborative school board roles in alleviating dropout among Children with Physical Disabilities (CwPDs) in primary schools in Lesotho. An interpretive approach with a qualitative case study design provided insight into how school board members interpret and understand their roles and responsibilities and shed light on school boards' strategies to alleviate dropout of CwPDs. In-depth individual interviews were conducted to obtain rich and accurate data from 10 participants from two purposively selected mainstream primary schools. Bronfenbrenners' bio-ecological systems theory and Telford's collaborative leadership theory were used in the study. Through a process of thematic analysis, apparent themes emerged. Findings reveal that many school board members lack the necessary knowledge and skills to address the needs of CwPDs. The research concludes that CwPDs drop out of school because of poor infrastructure, ineffective collaboration, and unclear school policies. It is recommended that through forging collaboration between school board members and other role players, a transformation of policies, in-service training for school boards, and raising disability awareness and dropout among CwPDs can be better alleviated.
Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom Motsoeneng, Thabiso Jonah; Moreeng, Boitumelo
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.2023.42

Abstract

In this empirical paper, we discuss the factors impacting Accounting teachers’ effective implementation of assessment for learning (AfL) in the classroom and the action on the possible solutions in dealing with the impeding factors. AfL is considered a critical requirement for Accounting teachers and, if implemented effectively, improves the quality of learning. However, factors such as deficient subject and pedagogical content knowledge, inadequate assessment literacy and a lack of effective feedback have a significant impact on the effective implementation of AfL. Critical pedagogy framed the study theoretically and interrogated the factors impacting Accounting teachers in implementing AfL in the classroom and created an environment wherein teachers may share best practices relating to the administration of tasks. The qualitative research approach was utilised as a methodology, and Participatory Action Research was used as a research design. Thematic analysis was used to classify, analyse and interpret the data to get in-depth knowledge from the participants, who had to be in possession of a professional teaching qualification in Accounting and actively taught the subject in school for the past five years. The study findings indicate a need to develop and support teachers in implementing AfL to provide opportunities to identify learning gaps and devise scaffolding strategies to assist learners. Accounting teachers were equipped with the knowledge and skills to construct quality AfL tasks to assist the learners in acquiring the necessary expertise, skills and values in the subject.
Enhancing Student Learning Through #DigitalPowerups, “Pushed me to be Creative”: Student Discussions in Environmental Sociology Course Soyer, Mehmet; Yigit, Mehmet Fatih; Ziyanak, Sebahattin; Kasu, Bishal Bhakta; Thurston, Travis; Suggs, Jaliyah
Research in Social Sciences and Technology Vol 9 No 1 (2024): 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.2024.3

Abstract

The use of #digitalpowerups is a technique that involves associating keywords with prompts in online discussion forums, which enables students to have more choice and voice. These powerups not only help structure responses but also enrich discussions and develop academic skills necessary for online assignments. The approach leverages the social media interaction space of discussion forums by introducing hashtags that remind students of the prompt being addressed and indicate the level of Bloom's being engaged. By using the powerups, students can engage in mid-levels and higher-order levels of Bloom's, along with the lower levels that they typically engage in based on the design and facilitation of the discussion. Students typically participate in the lower levels of Bloom's taxonomy (#remember, #understand) due to the way the discussion is structured and facilitated. However, the use of #digitalpowerups encourages students to move beyond these levels and engage in mid-levels (#apply, #analyze, #evaluate) and higher-order levels (#create, #connect) during discussions.The powerups also scaffold or frame student responses with habits of mind skills. This article examines how the #digitalpowerups strategy supports learning in a virtual community for Environmental Concerns in the Environmental Sociology Course through content analysis of student discussion postings. The primary data (total of 375 postings) were collected from the Environmental Sociology Class throughout the following academic years: Fall 2020 (96 postings), Fall 2021 (67 postings), Spring 2022 (92 postings) and Spring 2023 (120 postings).
Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa Ndwandwe, Ntokozo Dennis
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.2023.41

Abstract

Parents are broadly acknowledged to be essential partners in the schooling process of their children, with parental involvement being linked to positive impact on academic achievement. Regrettably, poor parental involvement remains significate and an unfortunate challenge in South African schools, as well as a contributing factor to high failure rates in schools. Therefore, this study investigated the relationship between parental involvement and the academic achievements of learners in secondary schools in the Ehlanzeni District, Mpumalanga, using Epstein’s theory of overlapping spheres of influence as a theoretical lens. A qualitative research design underpinned by the interpretive paradigm was employed, using a sample of two secondary schools with a purposive sample of principals, teachers and parents. Data for the study was obtained through semi-structured interviews conducted with the principals and through focus group discussions conducted with teachers and parents, respectively. The data was gathered through thematic analysis approach. The findings obtained reveal that parental involvement improves discipline and learner achievement. However, various factors hindered parent involvement, such as the lack of confidence in providing assistance to children with homework, conflicts in home–school scheduling, ineffective communication, and reluctance to attend parent meetings and to serve on governance structures. The study recommends that both teachers and parents should establish good home–school relationships, teacher training for parent involvement should be organised, with schools developing a parent involvement programme, so that a viable collaborative partnership can be established between school and home.
Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa Gcabashe, Nduduzo Brian
Research in Social Sciences and Technology Vol 9 No 2 (2024): 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.2024.24

Abstract

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.
Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection Makeresemese, Mahlomaholo Rosy; Mahlomaholo, Mahlomaholo Geoffrey
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.2023.45

Abstract

This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius’s power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences.

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