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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 284 Documents
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Determinants of Quality Jobs Among Youth: An Empirical Investigation Across Occupations in Lagos, Nigeria Adeosun, Oluyemi Theophilus; Adegbite, Waliu Mulero
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.2024.58

Abstract

Quality jobs, a multidimensional construct, have been perceived differently in labour management literature. The view that the quality of earnings is the primary determinant of job quality has been criticized. This study, therefore, investigates the characteristics and major factors determining quality jobs among the youths in Lagos, Nigeria. Leveraging on the rational actor theory, Maslow's theory of needs, and Amartya Sen’s capability approach, four hundred (400) employees, mainly youths, across occupational sectors within Lagos, Nigeria, were sampled. Using descriptive statistics and exploratory factor analysis, the study revealed that though wage (quality of earning) is an essential factor determining youths’ perception of a job, findings revealed other vital factors that youths consider in determining quality jobs. The work environment, dignity, and workers’ protection, among others, are identified in this study as determinants of quality jobs. Far-reaching implications, both practical and policy-oriented, emerged for all stakeholders.
Effectiveness of Scientific Calculators’ Usage in the Teaching and Learning of Grade 11 Parabola Functions to Improve Learner Performance Ogunsipe, Olugbenga Adebayo; Makgakga, Tšhegofatšo Phuti
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.2024.65

Abstract

The use of scientific calculators in teaching parabola functions has been shown to have significant effect in learner performance. This study examined the effectiveness of scientific calculators’ usage in the teaching and learning of Grade 11 parabola functions to improve learner performance. Bandura’s observational learning theory underpinned this study. A non-equivalent quazi-experimental design was espoused to collect data from the experimental and control groups. A pre-test and a post-test were administered to both experimental group and control group in the same day and at the same time, to avoid contamination of results. Wilcoxon-Rank sum test was used to determine the significant difference between the two study groups. The results showed that the experimental group performed significantly better than the control groupin the post-test after the implementation of scientific calculators in teaching parabola functions. The study suggests that scientific calculators can be used to teach parabola functions to improve learner performance and advance teacher content knowledge, pedagogical content knowledge and professional development.
Understanding the Difference Between Autism and the Autistic Spectrum: A Focus on the South African Context Sithole-Tetani, Ntombophelo
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.2024.62

Abstract

Autism is a group of severe developmental disorders with impairments beginning before 30 months of age and characterized by a qualitative disturbance of social development and of language for communication, a stereotyped behaviour, and a lack of a broad set of interests. The expression of autism varies from one individual to the next. It is a communicative disorder and is not due to poor reception. The researchers drew their literature from reputable journal articles, book chapters from established publishers, and informal community conversations amid the researchers’ experiential intuition. Currently, South African children with autism spectrum disorder (ASD) lack government support structures and rely primarily on families for assistance with education and therapy. An additional challenge is that in some South African black communities, autism is not recognized as a disorder. A study exploring differences in the nature, application, experience, and examination of social awareness and understanding of selected educators about new terminology in their environment found that local black teachers had less exposure to autism knowledge, diagnosis, treatment, and prognosis in their communities, and little understanding, awareness, or acceptance of this condition. This article underscores the crucial role of social service professionals, such as psychologists, registered counsellors, social workers, etc, in these communities. Their presence and active involvement provide hope in these challenging times. It recommends that they conduct psychotherapeutic education, which could involve awareness campaigns and counselling about psychotherapeutic education. Their role would be to provide support, guidance, and education to the community members, helping them to build their resilience to fight the coronavirus.
A Pedagogical Approach Towards Ameliorating the Global Effects of Covid-19 Pandemic Through Forest Restoration and Environmental Sustainability Olatoye, Tolulope Ayodeji; Fru, Raymond
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.9

Abstract

This study investigated a pedagogical approach towards ameliorating the global effects of the COVID-19 pandemic through forest restoration and environmental sustainability. This research is considered apt and timely as it underscores the urgent need for forest restoration and environmental sustainability solutions in our fragile ecosystems amidst the ongoing COVID-19 pandemic and its associated challenges, such as forest degradation and the complexities of forest conservation. The study was conducted using a systematic review of the COVID-19 pandemic and its imminent challenges towards achieving forest restoration and environmental sustainability, drawing insights from renowned international academic journals, electronic publications, Google Scholar, and other academic websites. Pedagogically, integrating these findings into rural education curricula can significantly enhance students' understanding of environmental issues and the importance of sustainability. By incorporating concepts of forest conservation and environmental sustainability into classroom teachings, educators can foster a sense of environmental stewardship among students. Specifically, in rural education, equipping students with knowledge about sustainable practices and the challenges posed by the COVID-19 pandemic empowers them to engage in local conservation efforts and advocate for sustainable development within their communities. This approach not only prepares students to address environmental challenges but also promotes holistic development and improved quality of life in rural areas. Suggested strategies for curbing the adverse effects of COVID-19 include reforestation, preservation of wildlife habitats, and controlling human population growth and urbanization. This study provides recommendations on forest conservation and environmental sustainability to mitigate the impacts of the COVID-19 pandemic.
Episodes of Student Vandalism in Higher Education Institutions in South Africa Mzenzi, Athiphila; Kang'ethe, Simon Murote
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.16

Abstract

The South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions.
Examining the Assistance Needed by Prison Students to Succeed in their Distance Education Studies Mahlangu, Vimbi Petrus
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.3

Abstract

This study investigates the educational experiences of twelve jailed students in prison in Namibia, with a specific emphasis on identifying the factors necessary for their academic achievement. The study aimed to gain a deeper understanding of the jailed students' perspectives on the impact of education, utilizing audio-recorded interviews. The interviews were meticulously transcribed verbatim by an English-speaking transcriber to ensure the utmost accuracy and thoroughness in documenting the participants' narratives. The author employed an interpretive paradigm to analyze and delve into the subjective meanings and experiences of the pupils. This methodology enabled a comprehensive understanding of the influence of educational programs on the lives of jailed inmates, potentially aiding in their rehabilitation and successful reintegration into society. The findings offer unique insights into the significant influence that education may have in correctional settings, revealing the challenges and accomplishments encountered by incarcerated students. This study contributes to the broader discourse on education in prisons by focusing on the real-life experiences of prisoners. It highlights the need to provide jailed individuals educational opportunities to facilitate their personal and professional development. This study emphasizes the significance of tailored educational interventions in prisons to foster advantageous outcomes for incarcerated persons and society.
Exploration of the Experiences of Lesotho Sleep in Domestic Workers in a Semi-Urban Settlement in Mthatha, Eastern Cape, South Africa Ngcobo, Silindile; Magadla-Mateyise, Afika Fikiswa
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.10

Abstract

This study, conducted through a combination of interviews, surveys, and direct observations, examines the exploitation of sleep-in domestic workers from Lesotho who work in South African households. Based on data collected from 15 participants, the research brings to light the difficult living conditions these workers face, including a lack of privacy and inadequate working environments. The study identifies several key issues, such as the absence of written contracts, leaving workers susceptible to exploitation, unpaid overtime, and widespread non-compliance with minimum wage laws. The research shows that domestic workers encounter major obstacles in getting necessary healthcare and support services, which worsens their already unstable situation. The study also emphasizes the lack of chances for training and skills improvement, which hampers the workers' ability to enhance their lives and find better job opportunities. Many of these domestic workers are the main providers for their families and single parents, making the importance of fair pay and good working conditions even more crucial. The study highlights the significance of fair pay and good working conditions, stressing the urgent need for these rights and immediate policy interventions to be upheld. The research aims to bring attention to the systemic exploitation faced by this vulnerable group and advocate for essential reforms to protect their rights and improve their living and working conditions. Overall, the study emphasizes the pressing need for policy interventions and support mechanisms to empower domestic workers and enhance their quality of life in South Africa.
Power, Knowledge, and Marginalization: A Foucauldian Analysis of Children from Low-Income Immigrant Households in Norway Agyare, Patrick
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.1

Abstract

This study critically analyzes the discursive constructions of immigrant children from low-income households in Norwegian official publications between 2014 and 2024. The study uses Foucauldian discourse analysis to explore the representation of these children, the power dynamics and knowledge claims present in these discourses, and the implications for policy interventions and resource allocation. The analysis focuses on publications from key institutions, including the Directorate of Integration and Diversity, the Ministry of Children and Families, the Ministry of Labor and Social Inclusion, the Norwegian Labor and Welfare Administration, and Statistics Norway. The findings reveal that the portrayal of these children as vulnerable and socio-economically disadvantaged frequently exacerbates their challenges due to their immigrant background and poverty status. While such narratives drive targeted interventions aimed at alleviating poverty, they risk reinforcing hierarchical power dynamics and perpetuating the marginalization of immigrant families by focusing on remedial measures rather than addressing systemic inequalities. The study identifies a deficit-based framing that emphasizes dependency and vulnerability, which overlooks the potential, resilience, and agency of immigrant children. Instead, it advocates for a shift towards policies that address structural inequalities, promote social inclusion, and emphasize empowerment. A more comprehensive, intersectional approach to policy is recommended—one that not only provides economic support but also ensures equitable access to education, housing, and employment opportunities while dismantling systemic barriers. The findings underscore the necessity for transformative policies that challenge existing power structures and prioritize social justice, equity, and inclusive communities that better align with the host society’s values and social structure.
Educators’ Role in Mitigating Suicidal Propensities among Zimbabwe Rural Secondary Male Learners: An Exploration of Challenges and Interventions Mechanisms Saruchera, Munyaradzi; Chidarikire, Munyaradzi
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.19

Abstract

This qualitative study explores the role of educators in addressing and mitigating suicidal propensities among male rural secondary school learners in Zimbabwe. Then, it focuses on educators’ challenges and intervention mechanisms to provide insights into practical strategies for supporting mental health in this vulnerable population. Grounded in a phenomenological approach, the study utilizes a case study design to explore the lived experiences of 14 participants, including educators, parents, and health professionals. Data collection through focus group discussions enables a nuanced understanding of the complexities surrounding suicide prevention in rural educational settings. Research findings indicate that educators frequently struggle to identify suicidal tendencies among male learners due to cultural stigma surrounding mental health and lack of training in psychological assessment. Communication gaps with parents and health professionals further complicate these challenges. Conversely, successful intervention mechanisms identified in the study include peer support programs and mental health awareness campaigns, which create supportive environments and empower learners to seek help and engage in open discussions about mental health. Based on these findings, the study recommends that educational authorities implement comprehensive training programs for educators to equip them with the necessary skills to identify and address suicidal propensities among learners. Such training should encompass mental health education, communication strategies, and cultural sensitivity. Furthermore, establishing partnerships between schools and local health services can enhance the support system for vulnerable learners. Collaborative initiatives should be developed to facilitate regular mental health screenings and provide accessible resources for learners and their families.
The Ambivalence of Accounting Education Among University Students: Towards a Collaborative Learning Environment Sithole, Nosihle Veronica; Dube, Bekithemba
Research in Social Sciences and Technology Vol 10 No 1 (2025): 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.2025.20

Abstract

This empirical paper proposed collaborative learning as a strategy to enhance performance in Accounting among university students. There has been a notable continuous trend of poor performance in Accounting from the first-year level to the fourth year. Again, there is also a noticeable decline in the number of students majoring in Accounting despite alternatives to enhance Accounting among university students. This paper is underpinned by bricolage theory which advocates the reworking the existing ideas or items to produce something new to improve human conditions. We responded to two questions: what is the cause of poor performance in Accounting among university students and how collaborative learning can be utilised to mitigate poor performance in Accounting among university students? Data was collected through semi-structured interviews with three students and three lecturers who were purposively sampled. Thematic analysis was used to analyse the data collected. Findings revealed that lack of content conceptualisation, students’ negative attitudes towards Accounting, lack of academic commitment, and lack of Accounting pedagogical skills are the main reasons for poor performance among university students. Further, findings revealed that collaborative learning in Accounting among university students broadens students’ content knowledge and produces students with a variety of skills. In light of the above findings, we argued that collaborative learning should premise the teaching and learning of Accounting in higher education from a bricolage perspective.

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