Research in Social Sciences and Technology
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
Articles
289 Documents
<![CDATA[Enhancing Pedagogical Development of Natural Science Teachers Through a Key Concepts in Science Project: A Social Constructivist Perspective ]]>
<![CDATA[Botes, Wiets]]>;
<![CDATA[Philip, Anita]]>
<![CDATA[ Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2025.11
<![CDATA[This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education.]]>
<![CDATA[Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning ]]>
<![CDATA[Shabalala, Nonkanyiso Pamella]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.59
<![CDATA[The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.]]>
<![CDATA[Exploring Lecturers’ Responsiveness to Teaching and Learning Using Moodle at a Namibian University ]]>
<![CDATA[Bock, Jacqueline TC]]>;
<![CDATA[van Wyk, Micheal M]]>
<![CDATA[ Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2025.13
<![CDATA[The responsiveness of lecturers at Namibian universities to Moodle as a teaching and learning platform is addressed in this paper. It observes, among other things, the increasing adoption of Moodle as an LMS in Namibian and higher education settings globally and notes that special challenges may be barring Namibian universities from harnessing Moodle to full potential; chief among these are issues concerning poor internet connectivity and limited technical support. Guided by the interpretative paradigm and anchored in the Community of Inquiry (CoI) framework, a robust and widely respected research methodology, the study explored lecturers' responsiveness to teaching and learning using Moodle at a Namibian university. The research employs a descriptive case study design and involves a purposive sample of seven faculty members from diverse disciplines. In-depth virtual interviews were used for data collection, with thematic analysis revealing key findings. Findings revealed various factors influencing lecturer responsiveness, including factors promoting blended learning and challenges hindering responsiveness. Further challenges encompass workload, course design, technical support availability, and access to learning resources. Based on the results, implications advocated for comprehensive Moodle orientation and training programmes, improved technical support, reliable internet access, and staff well-being. This research provides valuable insights for enhancing e-learning practises at a Namibian higher education institution. Future research may investigate the pedagogical aspects of Moodle usage in other contexts and extend these insights to diverse educational settings.]]>
<![CDATA[Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning ]]>
<![CDATA[Madavha, Mpho Kenneth]]>;
<![CDATA[Ntuli, Thuli Gladys]]>;
<![CDATA[Mudau, Awelani Victor]]>
<![CDATA[ Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2025.4
<![CDATA[This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency.]]>
<![CDATA[Reimagining Learner Engagement Through Flipped Classrooms in the Post COVID-19 Era ]]>
<![CDATA[Matiso, Nomasomi Hilda]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.57
<![CDATA[The post-COVID-19 era gave rise to the emergence of innovative teaching and learning strategies, which, among others, included flipped classrooms. This article sought to determine whether flipped classrooms are beneficial when online learning material is distributed prior the commencement of the class. Piaget’s (1986) Constructivist Learning Theory underpinned this inquiry. Constructivism is an approach to education that holds that people actively generate their own knowledge and that reality is shaped by the learner's experiences. The interpretive paradigm and a qualitative approach were utilized to collect information through semi-structured interviews with twelve conveniently selected grade 10 teachers. Using a case study design, the researcher could investigate the phenomenon in detail. Findings, which ensued from thematically analysed data, indicated that learners benefit most from pre-class activities as they offer increased participation opportunities as learners engage in discussions in their native languages. Thus, discussions and modelling tasks during in-class activities are learner-centred, with the development of paraphrasing skills, which promote good essay writing skills with minimum plagiarism effects. The author, therefore, recommends that Teachers require ongoing professional development in applying flipped classrooms using advanced learner-centred technological pedagogies, which promote maximum participation in the learning environment.]]>
<![CDATA[Transforming Foundation Phase Life Skills Teachers’ Use of Learning and Teaching Support Materials Towards Sustainable Development of Teaching ]]>
<![CDATA[Nqabeni, Pelokazi]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.61
<![CDATA[This paper reports on transforming Foundation Phase teachers’ use of learning and teaching support materials (LTSMs) to sustain teaching and learning in Life Skills classrooms. This paper aimed to comprehend teachers’ perspectives on how they could transform their practices using LTSMs to improve their teaching and learner performance to contribute towards the sustainable development of teaching. The National Policy and Guidelines for LTSM stipulate that teachers must be teaching mediators. The study was informed by an analytical framework for studying classroom practices along the Activity Theory (AT) dimensions through teachers’ and learners’ interactions. The case study design was qualitative with an interpretive paradigm. Purposive sampling gathered information from three Grade 3 Life Skills teachers through semi-structured interviews, structured observations, and document analysis. Data were analysed, and themes emerged from the questions. Findings revealed that LTSMs are ineffective in improving teaching and learner performance due to shortages, overcrowded classrooms, and lack of professional development. We recommend that the Department of Education should provide more classrooms to assist teachers in their practices. Also, there should be more professional development activities for teachers to transform their practices for sustainable development.]]>
<![CDATA[Assessment of Item Parameter and Model-Data Fit of 4IR Teachers' Effectiveness Scale in Secondary Schools ]]>
<![CDATA[Adamu, Chidubem Deborah]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.66
<![CDATA[In secondary schools in Southwest Nigeria, the Fourth Industrial Revolution Chemistry Teachers Effectiveness Scale (4IRCTES) items were evaluated for discrimination item parameter and model-data fit to the underlying construct. In this study, a descriptive survey research design was employed. The survey encompassed 4,986 Chemistry teachers in the southwestern region of Nigeria. 35 Chemistry teachers made up the study’s sample. 4IRCTES was the instrument utilised to collect the data. Research question two was based on the absolute overall model-data fit, or M2 statistic, whereas research question one used the Multidimensional Graded Response Model (MGRM) of the Item Response Theory (IRT) to analyse the item parameter (item discrimination). Result showed that items of 4IRCTES discriminated well between teachers with low effectiveness and teachers with high effectiveness. Finally, in the study, result showed that the MGRM of the IRT is the substantial model-data fit for the 4IRCTES. The study concluded that the 4IRCTES items effectively distinguished between teachers who were ineffective and those who were effective.]]>
<![CDATA[The Impact of the Pandemic on Digital Literacy Skills for Online Teaching in Zimbabwean Schools: A Mixed-Methods Research Approach ]]>
<![CDATA[Magocha, Medicine]]>;
<![CDATA[Munyaradzi, Juliet]]>;
<![CDATA[Babalola, Sunday Samson]]>
<![CDATA[ Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2025.17
<![CDATA[The COVID-19 pandemic has forced a rapid shift to online teaching and learning, presenting challenges for teachers in developing countries such as Zimbabwe. This study employed a sequential mixed-methods research approach to explore how rural Zimbabwean teachers relate to digital technologies and how their digital literacy skills impacted their online teaching during the pandemic. An online questionnaire was administered to a purposeful sample of 100 teachers, followed by telephone interviews with ten key informants selected through cluster sampling. The findings revealed that limited digital literacy skills and socioeconomic factors were major barriers for rural secondary school teachers in accessing, creating, evaluating, and sharing teaching information with their learners. This study highlights the need for increased support to enhance teachers' technological knowledge in the face of complex demands for digital literacy, exacerbated by unprecedented challenges such as worldwide pandemics. The mixed-methods research approach allowed for a comprehensive investigation of this complex educational problem, drawing on qualitative and quantitative perspectives to capture the historical context and multifaceted nature of teachers' challenges in integrating digital technologies into their teaching practices.]]>
<![CDATA[Wartime and Online Education: A Bibliometric Analysis ]]>
<![CDATA[Babalola, Sunday Samson]]>;
<![CDATA[Genga, Cheryl Akinyi]]>
<![CDATA[ Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2025.7
<![CDATA[This study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts.]]>
<![CDATA[Adapting to Remote Teaching: Experiences and Technological Adjustments of Rural Physical Science Teachers During the COVID-19 Pandemic ]]>
<![CDATA[Photo, Patricia]]>;
<![CDATA[Mohale, Thabiso Melvar]]>
<![CDATA[ Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology ]]>
Publisher : <![CDATA[Research in Social Sciences and Technology- OpenED Network ]]>
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DOI: 10.46303/ressat.2024.60
<![CDATA[The COVID-19 pandemic necessitated an abrupt shift to remote teaching, presenting unique challenges for rural Physical Science teachers due to their limited access to technological resources. This qualitative study employed a phenomenological approach to explore the lived experiences of six Physical Science teachers from rural South Africa during this transition. Data were gathered through semi-structured interviews, classroom observations, and document analysis. The findings reveal significant disruptions in teaching and learning processes, with a pronounced negative impact on student engagement and learning outcomes. The study highlights teachers’ adaptative measures, including using WhatsApp and other digital platforms to mitigate educational interruptions. Despite their efforts, the lack of infrastructure and digital tools severely restricted effective teaching. This research highlights the necessity of enhanced technological support and resources for rural educators to ensure resilient and adaptable educational practices in the face of future disruptions. The experiences detailed herein reflect broader implications for policy and practice, advocating for a strategic focus on closing the digital divide and supporting rural educators comprehensively.]]>
