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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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Teachers’ Capabilities in Implementing Inclusive Education: A South African Perspective Mokhampanyane, Matsolo
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.44

Abstract

In this empirical paper, we discuss teachers’ capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training.
Bahraini Teachers’ Perceptions on the Challenges of Remote Teaching for Autistic Children Daghustani, Wid Hussain; MacKenzie, Alison
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.2024.27

Abstract

This research aims to understand how teachers of autistic children responded to teaching remotely during the COVID-19 pandemic. Six teachers who work in an autism centre took part in face-to-face semi-structured interviews in the Kingdom of Bahrain on their perspectives of teaching autistic children remotely and how their mothers adapted to this mode of teaching. The teachers reported that the unprecedented change was challenging for autistic children and their families, but especially for mothers, who were in all cases, the primary caretakers. The effectiveness of remote teaching depended on the cooperation and the willingness of the mother and child to engage in the process. Overall, teachers agreed that in comparison to face-to-face teaching, remote teaching was not a positive experience.
Challenges in Equipping Learners for the Fourth Industrial Revolution: School Leaders’ and Teachers’ Powerlessness Mlangeni, Ntombenhle Sylvia; Seyama-Mokhaneli, Sadi
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.2024.31

Abstract

The work landscape is evolving with the advent of the Fourth Industrial Revolution (4IR), potentially rendering current jobs obsolete and necessitating new skills or retraining of existing occupations for future employment. This revolution is disrupting nearly every sector, including education, highlighting the need for education to address issues like unemployment, poverty, and inequality. However, to adequately prepare learners, this can only be achieved with sufficient material and human resources. Understanding these dynamics is crucial in determining whether school leaders and teachers possess the power or autonomy to develop the necessary knowledge, skills, and competencies to empower learners for the 4IR. Power, the ability to achieve organizational objectives, is essential for school leaders and teachers responsible for information and communication technologies in schools to acquire the resources and competencies needed for the 4IR. Drawing on critical theory, this qualitative study explores how school leaders and teachers experience powerlessness due to the challenges they encounter in preparing learners for the 4IR. Semi-structured interviews facilitated participants’ reflections and meaning-making of their experiences in this regard. The critical analysis of data yielded themes that underscore the complexities of preparing learners for the 4IR in underserved contexts ill-equipped for such endeavours: time constraints; teacher uncertainty; insufficient infrastructure, incapacitating influence of powerful top management; and detrimental control of district circuits. Participants felt constrained within their job descriptions, lacked the freedom to exert authority over their work, and faced obstacles in making independent decisions and implementing necessary changes.
Utilising Tshivenḓa Scientific Language Register for Teaching Electric Circuits Ntuli, Thuli Gladys; Madavha, Mpho Kenneth; Mudau, Awelani Victor
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.2024.39

Abstract

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenḓa scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenḓa scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenḓa as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshivenḓa to cover other topics in physical sciences.
Conceptualization of student support by university support staff in an open distance e-learning environment Pitsoane, Enid Manyaku
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.50

Abstract

Student support is seen as a necessity to better students’ progress. For students to succeed when studying at a distance, they need a great deal of support to adjust to the institution of higher learning. Independence theory was used as a lens to understand the role of student support staff in providing services to students. A qualitative case study was employed with a purposive sample of sixteen support staff to explore the role of regional academic coordinators, counsellors, centre managers and librarians, referred to as support staff, in supporting students in an open distance e-learning institution and also to determine their understanding of student support. The results reveal that most of the support staff members were aware of their role in contributing to student success in the institution. They indicated that there is a gap between academics and professional staff where a referral system is lacking to fully support and trace students needing support. Support staff seemed to lack marketing skills to inform and attract students to utilize the services. The results further reveal a lack of technological skills among some of the support staff to facilitate online services for students. The study recommends collaboration among all role players in the institution in order to give holistic support to students and to be trained in technological skills to assist students online.
Gender Stereotyping and Social Norms: Exploring Theoretical Perspectives and Educational Implications Omojemite, Matthew Damilola; Cishe, Elphina Nomabandla; Zibongiwe, Mpongwana
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.48

Abstract

This review is a theoretical paper which examined gender stereotyping and social norms. The review was supported by feminist theory, critical theory and social psychology theory. The review utilizes a comprehensive strategy to investigate the theoretical lenses and consequences of gender stereotyping and social norms. The approach comprised of a few key stages. A survey incorporating gender stereotyping, social norms, feminist theory, critical theory and social psychology to assemble an all encompassing comprehension of the review was done. The review of gender stereotyping and social norms through critical assessment of key idea and viewpoints from feminist theory, critical theory and social psychology. The structure for revealing perplexing social peculiarities is given by the integration of feminist theory, critical theory and social psychology theory. This enlightened the basic component of inequality and injustice by considering the joint impact of gender, power and social setting. The review revealed the pervasive nature of gender stereotyping and social norms, their effect on causing inequality and injustice and the significance of promoting gender equality and social equity. In this way, the significance of interdisciplinary collaborative effort and combined actions in addressing the issue of gender stereotyping and social norms within educational setting and more extensive cultural setting. It emphasized the need for holistic approaches that will consider the broad intersection of power, ideology, and social issue in order to create gender equality and social justice both in the social and educational domain.
Profiling Accounting Teachers’ Readiness for Online Learning During the Covid-19 Pandemic in the Eastern Cape in South Africa: Who Was Ready? Skhepehe, Melikhaya
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.43

Abstract

Regardless of the preparation of teachers, the COVID-19 pandemic and the ensuing social distancing measures forced educational institutions worldwide to convert quickly to online teaching and learning. COVID-19 has disrupted educational processes globally. The relevance of researching COVID-19's effects on the educational system has increased to discover a logical solution to this problem. This study assumes that a unit-level analysis can provide some insight, despite the pandemic's extensive consequences. Thus, during the Covid-19 outbreak in the Eastern Cape of South Africa, this study examined the preparation of accounting teachers for online learning. In a case study research design, a qualitative approach, a ten accounting teachers’ sample that was appropriate and intentional, was used. According to the survey, accounting learners are not aware of the potential applications of online learning in the classroom. The fact that schools do not promote online learning was another conclusion. The experts advise school administrators to schedule regular lectures online so that learners can learn. Redesigning classrooms is necessary to facilitate online learning.
Advancing Young Learners’ Scientific Literacy Through School Media Resource Centres Ekeh, Martin Chukwudi
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.2024.37

Abstract

This qualitative study explores the state of school media resource centres (SMRCs) and their impact on fostering scientific literacy among early-grade learners in Staff Primary Schools. Perspectives of primary school librarians were gathered through photovoice methodology and semi-structured interviews from four selected schools within Owerri Education Zone 1, Nigeria. Thematic analysis was employed to scrutinise the data, ensuring credibility and trustworthiness through member checking and triangulation. Findings reveal a glaring absence of functional SMRCs despite the presence of school libraries, impeding effective teaching and learning processes. Librarians expressed the significance of SMRCs in advancing scientific literacy, yet perceived constraints hinder their efficacy. Challenges include inadequate funding, technological infrastructure, security concerns, and outdated resources. Recommendations highlight the necessity for prioritised financing, professional development opportunities, and collaboration with external stakeholders to enhance SMRCs. Moreover, addressing electricity-related challenges, updating library collections, strengthening security measures, involving parents, and implementing talent development programmes are crucial. In conclusion, the absence of functional SMRCs in staff primary schools significantly impedes the progress and holistic development of scientific literacy of early-grade learners. Addressing these deficiencies is imperative to foster scientific literacy and ensure quality education in the 21st century.
Black African Postgraduate Students' Authorial Voice in Scholarship Pietersen, Doniwen; Dube, Mbusiseni Celimpilo
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.2024.38

Abstract

In this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student–supervisor relationship. Some (if not most) black African postgraduate students experience challenges in respect of expressing or formulating that all-important authorial voice in their studies, possibly due to a failure to convey ideas, thoughts and arguments systematically. In addition, cultural identity and academic requirements may be hindrances, making it more difficult for them to write successfully, and to engage appropriately in their postgraduate research journeys. In the process of postgraduate students unearthing their authorial voice, a qualitative approach was adopted in this desktop study. In terms of the theoretical framework, the critical pedagogy of Freire was used to examine this phenomenon. Freire’s theory underscores the fact that supervisors cannot simply see themselves imposing their views on those who are less knowledgeable about authorial voice. The findings of this work lean towards highlighting that the student, to a large degree, are to be blamed for this oversight, because without giving students any agency in the supervision journey, supervisors tend to reproduce their experience.
Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University Mohale, Ntshimane Elphas
Research in Social Sciences and Technology Vol 9 No 3 (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.2024.49

Abstract

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

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