Articles de revues : « Statistics – Study and teaching (Secondary) – South Africa »

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Chisita, Collence Takaingenhamo, et Ukwoma Scholastica Chizoma. « Rethinking academic library space amidst the COVID-19 pandemic in South Africa : preparing for the future ». Information Discovery and Delivery 49, n^o 2 (22 mars 2021) : 105–13. http://dx.doi.org/10.1108/idd-07-2020-0087.

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Purpose Academic libraries’ response to the Coronavirus disease (COVID-19) pandemic might be an opportunity to reassert and reemphasise their roles in the national disaster management matrix. The purpose of this study is to review the responses of academic libraries in South Africa during the COVID-19 pandemic. The global outbreak of COVID-19 has precipitated a challenge amongst all institutions, communities and libraries as evidenced by the growing lockdowns, deaths and shocking statistics of infections. This has triggered a fundamental need to rethink how libraries can establish innovative ways to continue providing services to users. Design/methodology/approach This study adopted the interpretive research paradigm to review the situation in South Africa in response to the COVID-19 pandemic. The study used an analysis of secondary sources, the activities that took place and personal experience to answer the research questions. Findings The analysis showed that academic libraries and publishers have risen to the occasion, offering more free content and curating personalised collections so that citizens can have uninterrupted access to content and learning. The digital libraries in South Africa are considered vital alleyways to high-quality e-books, journals and educational content, including open educational resources. Digital library services have enabled academic libraries in South Africa to excel in providing online services, therefore ensuring that learning, research and teaching continued. Originality/value This study, using Habermas’s idea of the public sphere as a fundamental theoretical framework, notes that when the physical space is closed, it is necessary for academic libraries in South Africa to make use of the digital space. This study will contribute to the corpus of knowledge relating to South African digital libraries’ response to the COVID-19 pandemic.

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Salako, E. T., et O. A. Ojeyibi. « Teaching Social Studies from multicultural perspective : a practical approach to re-fashion African Studies for transformation ». Contemporary Journal of African Studies 6, n^o 1 (31 mai 2019) : 96–113. http://dx.doi.org/10.4314/contjas.v6i1.6.

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Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education

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Waghid, Zayd. « Examining the business education curricula in South Africa ». Education + Training 61, n^o 7/8 (12 août 2019) : 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.

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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

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Athiemoolam, Logamurthie, et Annaline Vermaak. « Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa ». Journal for Multicultural Education 15, n^o 2 (5 mai 2021) : 168–83. http://dx.doi.org/10.1108/jme-01-2021-0003.

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Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes. Findings The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree. Originality/value The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.

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Zuze, Tia Linda, et Andrea Juan. « School leadership and local learning contexts in South Africa ». Educational Management Administration & ; Leadership 48, n^o 3 (27 novembre 2018) : 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

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Peltzer, Karl, et Supa Promtussananon. « HIV/AIDS EDUCATION IN SOUTH AFRICA : TEACHER KNOWLEDGE ABOUT HIV/AIDS : TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION ». Social Behavior and Personality : an international journal 31, n^o 4 (1 janvier 2003) : 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.

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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

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Fatoki, Olawale. « Determinants of Social Entrepreneurial Intentions of University Students in South Africa ». Journal of Economics and Behavioral Studies 10, n^o 6A (16 janvier 2019) : 72–80. http://dx.doi.org/10.22610/jebs.v10i6a.2663.

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Entrepreneurial behaviour can be predicted by intentions. The study investigated the determinants of social entrepreneurial intentions (SEI) of university students in South Africa. The study adopted a quantitative research design that involved the use of a survey. The self-administered questionnaire method was used to collect data from the survey participants. The participants in the survey were final year undergraduate students of the Department of Business Management of two South African universities. Reliability was measured using the Cronbachâ€™s alpha. The data analysis methods for the study were descriptive statistics, principal component analysis and regression analysis. The results indicated that empathy, moral obligation, entrepreneurial self-efficacy and perceived social support are predictors of social entrepreneurial intentions. The recommendations to improve the SEI of university students focus on passive and active entrepreneurship teaching methods.

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Steyn, Gertruida Maria, et Gunam Dolan Singh. « Managing bullying in South African secondary schools : a case study ». International Journal of Educational Management 32, n^o 6 (13 août 2018) : 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.

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Ozumba, Aghaegbuna, et Chineme Ozumba. « Women in Construction in South Africa : Investigating the Feminine Footprint of the South African Construction Industry ». Journal for the Advancement of Performance Information and Value 4, n^o 1 (1 octobre 2012) : 28. http://dx.doi.org/10.37265/japiv.v4i1.97.

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The article presents an exploration into the performance of the South African construction industry with regard to its feminine footprint. Focus of the study is female employment and promotion, and the impact on levels and types of work, with regard to population characteristics. Democratic South Africa has enabled public and private efforts to transform the nation from the previous apartheid legacy, which includes discrimination against women. Consequently gender mainstreaming in postapartheid South Africa has enabled interventions that aim to emancipate women, especially in the area of labor. However, the country is behind the set goals in terms of women and work, especially in male-dominated environments such as the construction industry. The situation is explored through a purposive sample of literature related to women and work, and women in construction in South Africa. This is combined with analysis of labor statistics. The major limitation is the secondary nature of data used for the study. Findings at this stage suggest sub-optimal growth in female employment. There are also appreciable disparities between the informal and formal sectors, and between the levels and types of work, according to population characteristics.

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Ebire, F. A. « TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION ». Open Journal of Educational Development (ISSN : 2734-2050) 1, n^o 2 (21 septembre 2020) : 13–26. http://dx.doi.org/10.52417/ojed.v1i2.147.

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The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria. Ebire F. A. | Department of Global ICT Policy, Pusan National University, Busan South Korea.

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Njura, Hellen Joseph, Kaberia Isaac Kubai, Simon Thuranira Taaliu et Kakai Shem Khakame. « The Relationship between Agricultural Teaching Approaches and Food Security in Kenya ». Education Research International 2020 (11 juillet 2020) : 1–18. http://dx.doi.org/10.1155/2020/8847864.

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The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.

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Dichaba, Mpho M. « Lifelong Learning in the Age of Data : Opportunities and Policy Impact ». Journal of Intellectual Disability - Diagnosis and Treatment 9, n^o 1 (12 mars 2021) : 64–70. http://dx.doi.org/10.6000/2292-2598.2021.09.01.8.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the meaning of lifelong learning broadly and from different contexts. Methodologically, a number of secondary data, statistics, and documentary information were used to provide evidence of policy problems in the study of lifelong learning in the education system of South Africa. This article concludes that the conceptual meaning of lifelong learning is context-bound, and as a result, different interpretation or policy interventions on the issue of lifelong learning are shaping the education policy globally and the economy of South Africa in particular.

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Chirinda, Brantina, Mdutshekelwa Ndlovu et Erica Spangenberg. « Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage ». Education Sciences 11, n^o 4 (8 avril 2021) : 177. http://dx.doi.org/10.3390/educsci11040177.

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The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

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Matsolo, Mpho Joyce, Wilson C. Ningpuanyeh et A. Sathiya Susuman. « Factors Affecting the Enrolment Rate of Students in Higher Education Institutions in the Gauteng province, South Africa ». Journal of Asian and African Studies 53, n^o 1 (25 juillet 2016) : 64–80. http://dx.doi.org/10.1177/0021909616657369.

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The purpose of this research is to investigate and analyse higher education institutions’ enrolment and drop-out rates within the Gauteng province, South Africa. Large-scale secondary data from the General Household Survey, obtained from Statistics South Africa (2012) were used. This study’s findings show that finance, orphan-hood, transport to the higher education institutions and, to a lesser extent, unplanned pregnancies, are some of the main factors that affect the enrolment rate of students. This study hopes to be useful to policy-makers, research managers and other decision-makers within the higher education (HE) landscape.

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Mkhongi, Felicity Aphiwe, et Walter Musakwa. « Perspectives of GIS Education in High Schools : An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa ». Education Sciences 10, n^o 5 (7 mai 2020) : 131. http://dx.doi.org/10.3390/educsci10050131.

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Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

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Govender, Rajen, David Kimemia, Nancy Hornsby et Ashley Van Niekerk. « Differentiation of paediatric burn injury by household energy source in South Africa ». Journal of Energy in Southern Africa 31, n^o 2 (14 juin 2020) : 48–58. http://dx.doi.org/10.17159/2413-3051/2020/v31i1a8096.

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Burn injuries remain a significant cause of death and disability in the global south, with children amongst the most vulnerable. In South Africa, burns are a critical health and economic burden in densely populated and energy-impoverished communities. This study used secondary data on burn injuries from 19 health facilities to differentiate between risk for scalds and flame burns across three household energy sources (firewood, paraffin and electricity). The sample was 2 933 cases of child burn victims, with key analytical procedures being descriptive statistics and logistic regression analysis. Results showed that 52% of burn injury admissions reported electricity as the household energy source used at the time of injury. Most burn injuries were scalds (85.3%), with infants and toddlers at greatest risk. The differentiation between wood and paraffin was associated with a threefold increase in scalds relative to flame burns, while that between paraffin and electricity indicated a sevenfold increase in scalds and nineteen times such an increase between wood and electricity. This was an indication of continued challenges for the country in addressing paediatric burns despite, and in the context of, the continued electrification of poor households. The study recommends improved regulation of electrical appliances used by low-income households, and targeted household safety education initiatives.

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Ntwanano, Alliance Kubayi, et Eric Pule. « Psychosocial and Physical Benefits of Exercise Among Rural Secondary School Students ». European Review Of Applied Sociology 8, n^o 11 (1 décembre 2015) : 14–18. http://dx.doi.org/10.1515/eras-2015-0007.

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Abstract The purpose of this study was to examine the benefits of physical exercise among secondary school students. Participants in the study were 251 students (120 boys and 131 girls) attending three public secondary schools in the Hlanganani rural area of South Africa. A validated questionnaire was used to collect data. Results of this study indicated that students exercised to be with their friends, to be physically attractive and compete with others. The findings of this study have practical implications for promoting participation in physical activity among students in rural schools. In an effort to promote physical activity participation, schools should be provided with quality sports infrastructure and funding so that they can implement school sport programmes. Finally, the teaching of physical education should be emphasised in schools as it is the cornerstone for children’s involvement in physical activity.

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Boonzaaier, Catherine, et Joseph Chisasa. « The Impact Of The National Credit Act On Residential Mortgage Lending In South Africa ». Journal of Applied Business Research (JABR) 34, n^o 3 (7 mai 2018) : 533–44. http://dx.doi.org/10.19030/jabr.v34i3.10175.

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The purpose of the study reported in this article was to determine the impact of the National Credit Act on residential mortgage lending in South Africa. The National Credit Act (NCA) was promulgated and implemented on 1 June 2007. The purpose of the NCA was to remove the many unfair practices, inappropriate disclosure and anti-competitive practices from the market and to achieve honesty in the credit market. Low-income groups were held back because they could not gain access to formal finance to build or improve houses or supplement housing subsidies to get bigger houses. This study applied a quantitative research design using monthly time series secondary data for the period January 2001 to August 2011. The statistical analysis techniques used in this study were t-tests, descriptive statistics, trend analysis and correlation analysis. It was found that the NCA had a positive effect on the residential mortgages in South Africa. These results have policy implications on the continued regulation of the credit market and the avoidance of reckless lending.

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Nazari, Abolhassan, et Saeed Taki. « Demotivational Factors among Secondary School EFL Teachers in Iran ». JOURNAL OF ADVANCES IN LINGUISTICS 6, n^o 2 (29 décembre 2015) : 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.

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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

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Fosu, Agyei. « E-Learning and Conventional Learning in 21st Century Information Age : A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa ». International Journal of Community Development and Management Studies 3 (2019) : 031–41. http://dx.doi.org/10.31355/39.

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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.

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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, Phindile Madikizela, C. Sunitha Srinivas, Desmond M. Pyle et Rene Oosthuizen. « Challenges and Curriculum Transformation in the Higher Education Sector in South Africa : A Case Study in WASH to Improve the Training of Pharmacists ». Acta Educationis Generalis 8, n^o 1 (1 avril 2018) : 3–32. http://dx.doi.org/10.2478/atd-2018-0001.

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AbstractIntroduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.

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Makhoba,, Bongumusa Prince, et Irrshad Kaseeram. « The Contribution of Foreign Direct Investment (FDI) To Domestic Employment Levels in South Africa : A Vector Autoregressive Approach ». Journal of Economics and Behavioral Studies 11, n^o 1(J) (10 mars 2019) : 110–21. http://dx.doi.org/10.22610/jebs.v11i1(j).2752.

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Several empirical works have yielded mixed and controversial results with regard to the effects of FDI on employment and economic growth. The primary focus of this study is to investigate the contribution of FDI to domestic employment levels in the context of the South African economy. The analyses of the study were carried out using the annual time series data from 1980 to 2015. The macroeconomic variables employed in the empirical investigation include employment, FDI, GDP, inflation, trade openness and unit labour costs. The study used secondary data from the South African Reserve Bank and Statistics South Africa database. The study estimated a Vector Autoregressive/ Vector Error Correction Mechanism (VAR/VECM) approach to conduct empirical analysis. However, the study also employed single equation estimation techniques, including the Ordinary Least Squares (OLS), Fully Modified Ordinary Least Squares (FMOLS), Dynamic Ordinary Least Squares (DOLS) and Canonical Cointegrating Regression (CCR) models as supporting tools to verify the VAR/VECM results. This study provides strong evidence of a significant negative relationship between FDI and employment levels in the South African economy. Empirical analysis of the study suggests that the effect of economic growth on employment is highly positive and significant in South Africaâ€™s economy. The study recommends that policymakers ought to invest more in productive sectors that aim to promote economic growth and development to boost employment opportunities in South Africa.

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Oodith, Pravina D., et Sanjana Brijball Parumasur. « Tapping into the bottom of the pyramid (bop) market in South Africa : possible ? And how ? » Corporate Ownership and Control 11, n^o 1 (2013) : 280–94. http://dx.doi.org/10.22495/cocv11i1c2art6.

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Prahalad (2005) believes that the bottom of the pyramid (BOP) proposition can fulfill both the social goals of poverty eradication and the business goals of profits. The current ominous state of poverty in South Africa together with South Africa’s commitment to the United Nations Millennium Declaration to halve poverty by 2015 has motivated the researchers to consider Prahalad’s proposition of collaborating with the various constituencies including the multinational corporations (MNCs) to address the needs of the BOP market. This paper aims to evaluate the feasibility of implementing Prahalad’s Bottom of the Pyramid (BOP) proposition in the South African market and to conceptualize alternative approaches to developing marketing strategies for the South African BOP consumers. The study adopts a theoretical research study. It reviews statistics on the extent of poverty in South Africa. Arguments for and against the BOP proposition are examined and the researchers assess how the BOP proposition may work in the South African context. The secondary data indicates that the BOP is a lucrative market in the South African context. The authors conclude that the BOP proposition, if effectively implemented, has the potential to reduce poverty in South Africa and increase the profits of multinational corporations (MNCs). The researchers recognize the importance of MNC’s buying into the BOP proposition from the standpoint of corporate social responsibility (CSR). They also propose a 6As Framework for the implementation of the BOP philosophy and a model for eradicating/minimizing poverty through profits.

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Omariba, Alice, Samson Rosana Ondigi et Henry Okello Ayot. « Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya. » International Journal for Innovation Education and Research 4, n^o 12 (31 décembre 2016) : 23–39. http://dx.doi.org/10.31686/ijier.vol4.iss12.42.

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Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.

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Beyuo, Titus, Emma Lawrence, Elizabeth S. Langen et Samuel A. Oppong. « Open-labelled randomised controlled trial of 12 hours versus 24 hours modified Pritchard regimen in the management of eclampsia and pre-eclampsia in Ghana (MOPEP Study) : study protocol ». BMJ Open 9, n^o 10 (octobre 2019) : e032799. http://dx.doi.org/10.1136/bmjopen-2019-032799.

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IntroductionHypertensive disorders of pregnancy continue to be a major contributor to maternal and perinatal morbidity and mortality. Magnesium sulfate therapy is the standard of care for seizure prophylaxis and treatment for pre-eclampsia and eclampsia respectively, despite wide disparities in dosing regimens and routes of administration. This study compares the clinical efficacy of magnesium sulfate in the reduction of seizure occurrence or recurrence with the 12 hours versus 24 hours modified Pritchard regimens in the management of severe pre-eclampsia and eclampsia.Methods and analysisThis study is an open labelled randomised controlled trial. The study participants are patients admitted to the Korle Bu Teaching Hospital (KBTH) in Accra, Ghana with a diagnosis of antepartum, intrapartum or postpartum eclampsia or pre-eclampsia with severe features. All study participants will be administered a loading dose of magnesium sulfate, followed by maintenance dosing. Participants in the control group will receive magnesium sulfate for 24 hours after diagnosis, while those in the treatment group will receive magnesium sulfate for 12 hours after diagnosis. The primary outcome of this study is the occurrence of a seizure any time after the completion of treatment in the assigned group. Secondary outcome measures include maternal health outcomes, magnesium sulfate toxicities and fetal health outcomes. Data collection was started in October 2018 with a target enrolment of 1245 participants with severe pre-eclampsia and 844 participants with eclampsia with a projected study period of 2–3 years.Ethics and disseminationEthical approval was obtained from the KBTH Institutional Review Board (IRB) in Ghana. University of Michigan involvement is limited to protocol development and statistical analysis of de-identified data, and has been granted a Not Regulated Determination by the University of Michigan IRB. Results of the study will be shared at clinical forums at the KBTH and will be submitted for publication in an international peer-reviewed journal.Trial registration numberPan African Clinical Trial Registry through the South African Medical Research Council (PACTR201811515303983).

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Matarirano, Obert, Onke Gqokonqana et Abor Yeboah. « Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution ». Research in Social Sciences and Technology 6, n^o 2 (15 septembre 2021) : 199–218. http://dx.doi.org/10.46303/ressat.2021.19.

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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

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ORIMOGUNJE, Tunde. « Mathematics Skills as Predictor of Chemistry Students’ Performance in Senior Secondary Schools in Akoko - South Local Government Area of Ondo State, Nigeria. » International Journal for Innovation Education and Research 6, n^o 7 (31 juillet 2018) : 148–55. http://dx.doi.org/10.31686/ijier.vol6.iss7.1101.

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The purpose of this study is to investigate the predictive effects of mathematics skills on students’ performance in chemistry. The study adopted the pre-test and post-test control group quasi-experimental design. A sample of 136 students were randomly selected from two Senior Secondary Schools (SSS2) in Akoko - South Local Government Area of Ondo State. One research question and one null hypothesis were used for the study. A Chemistry Achievement Test (CAT) which involved the use of mathematics skills was used and administered. The data collected were analysed using mean, standard deviation, percentage mean, t-Test, and One way ANOVA statistics at 0.05 level of significance. The result revealed that significant difference existed between the scores of students exposed to experimental group and that of their counterpart in the control group. One of the recommendations is that the use of collaborative teaching among the mathematics and chemistry teachers in secondary schools should be emphasised by the curriculum planners and the government. This will reduce the under achievement problem in chemistry among the secondary school students.

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Kyei, Kwabena A. « Analysis of Crime Data in the Limpopo Province ». Journal of Economics and Behavioral Studies 9, n^o 3(J) (20 juillet 2017) : 19–27. http://dx.doi.org/10.22610/jebs.v9i3(j).1743.

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South Africa has a very high rate of murders, assaults, rapes and other crimes compared to most countries. Most South Africans who immigrate to other countries cite crime as the major reason. Crime has become a concern for all, the police, private security industry, real estate developer, car manufacturers, businessmen, etc. There is a high demand for crime prevention; and this calls for a continuous use of new, advanced and reliable methods to prevent crime. How bad is the level of crime in Limpopo and what are the major crime types? This study uses secondary data from the 2011 Census conducted by Statistics South Africa; and tries to look at the composition of crime in the province and the variables that influence crime, in order to propose measures to tackle and minimize crime in the province. Multivariate statistical analysis has been employed, and the study shows that the following variables; the population size, number of households, youth unemployment, growth rate, and dependency ratio; have a positive influence in the occurrence of crime. The study recommends the slowing down of population growth rate, decrease in household size and the reduction of youth unemployment to curb crime in the province.

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Kyei, Kwabena A. « Analysis of Crime Data in the Limpopo Province ». Journal of Economics and Behavioral Studies 9, n^o 3 (20 juillet 2017) : 19. http://dx.doi.org/10.22610/jebs.v9i3.1743.

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South Africa has a very high rate of murders, assaults, rapes and other crimes compared to most countries. Most South Africans who immigrate to other countries cite crime as the major reason. Crime has become a concern for all, the police, private security industry, real estate developer, car manufacturers, businessmen, etc. There is a high demand for crime prevention; and this calls for a continuous use of new, advanced and reliable methods to prevent crime. How bad is the level of crime in Limpopo and what are the major crime types? This study uses secondary data from the 2011 Census conducted by Statistics South Africa; and tries to look at the composition of crime in the province and the variables that influence crime, in order to propose measures to tackle and minimize crime in the province. Multivariate statistical analysis has been employed, and the study shows that the following variables; the population size, number of households, youth unemployment, growth rate, and dependency ratio; have a positive influence in the occurrence of crime. The study recommends the slowing down of population growth rate, decrease in household size and the reduction of youth unemployment to curb crime in the province.

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Evans, Neil, et Stephan Mutula. « PREDICTING THE ACCEPTANCE OF ELECTRONIC LEARNING BY ACADEMIC STAFF AT THE UNIVERSITY OF ZULULAND, SOUTH AFRICA ». Mousaion : South African Journal of Information Studies 33, n^o 4 (10 mars 2016) : 1–22. http://dx.doi.org/10.25159/0027-2639/697.

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In this article we provide a quantitative method to predict the acceptance of electronic learning resources by academic staff in a blended learning environment at the University of Zululand. Conceptually the study followed a positivist epistemological belief and deductive reasoning, but this article will also embrace the interpretive research paradigm to include the researchersâ€™ insights on the results. Inferential statistics were used to predict the level of acceptance of e-learning and show the strengths and significances of the postulated Unified Theory of Acceptance and Use of Technology (UTAUT) modelâ€™s relationships. From the results, the majority of academic staff accepts the use of e-learning resources. The study concludes that UTAUTâ€™s moderate accuracy and relevance could be improved by adopting contextualised socio-economic moderators relevant to the education sector rather than adopting those found to be significant in the financial sector of Venkatesh et al.â€™s (2003) study. The studyâ€™s recommendations would be firstly, to provide useful resources that will improve both teaching and learning, and secondly provide appropriate skills development and support for these resources. Another recommendation was the introduction of user policies to instill mandatory use of these resources by academic staff while concluding that the social influence relationship will strengthen with the increased interactions and relationships between management, academic and support staff.

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Claudian, Aloysius, et Ailwei Solomon. « Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning ». International Journal of Educational Methodology 7, n^o 3 (15 août 2021) : 373–86. http://dx.doi.org/10.12973/ijem.7.3.373.

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<p style="text-align: justify;">In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.</p>

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Elizabeth, Olu-Ajayi Funmilayo. « Effects of Mentoring in the Utilization and Improvisation of Biology Learning Resources on the Performance of Senior Secondary School Students in South West Nigeria ». European Scientific Journal, ESJ 13, n^o 4 (28 février 2017) : 270. http://dx.doi.org/10.19044/esj.2017.v13n4p270.

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The aim of this study is to investigate the effects of mentoring in the utilization and improvisation of Biology learning resources on the performance of senior secondary school students. The main purpose of this study is to mentor the senior secondary students on the utilization of the available Biology learning resources in their schools and the improvisation of unavailable resources, when necessary, for effective learning. The study employed the quasi-experimental design which utilizes non-randomized pretest, post-test, and experimental-control group system. The population of the study was made up of senior secondary school students in South West Nigeria. The sample consisted of 180 Biology students selected from six secondary schools. The sampling technique was multi stage, involving simple random and purposive sampling techniques. The instruments used in the study were Biology learning Resources Questionnaire (BLRQ) and Biology Concept Test (BCT). There was a mentoring package involving a Supplemental Instruction Learning Model. The instrument was validated by experts in science education and test evaluation, and the reliability of the instruments was ascertained using test-retest method. Reliability coefficients of 0.72 and 0.67 were obtained through Pearsons Product Moment correlation statistics. The BCT was administered as both pre-test and posttest, while BLRQ was used to gather information on available learning resources in the secondary schools. In addition, SILM was used for treatment. Data collected were analyzed using Pearsons Product Moment Correlation. It was discovered from the study that mentoring served as an effective tool in encouraging the utilization of available and improvisation of unavailable, but needed, learning resources for Biology teaching and learning in secondary schools. This was discovered to improve students' performance in Biology. Based on the findings of the study, recommendations were made. Among which was that mentoring should be used by Biology teachers as an adjunct to normal classroom teaching, especially in improvisation of learning resources for experiment demonstration during practicals, for effective performance by students.

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Nyawose, Zingisa Z., et Rowena Naidoo. « The Prevalence and Associated Risk Factors of Shoulder Injuries in Primary School Teachers, Durban, South Africa ». Global Journal of Health Science 12, n^o 7 (11 mai 2020) : 64. http://dx.doi.org/10.5539/gjhs.v12n7p64.

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BACKGROUND: Shoulder injuries are among the most common musculoskeletal disorders (MSD) that can present in teachers, due to the nature of the teaching profession. OBJECTIVE: To determine the prevalence and associated risk factors of shoulder MSD in primary school teachers, Durban, South Africa. METHODS: A cross-sectional study was conducted on 203 school teachers. A questionnaire to determine the prevalence of shoulder injuries and other common injuries experienced was completed. Descriptive statistics and chi-square and binomial tests were used to analyse the results. RESULTS: The prevalence of shoulder injuries among school teachers was 53.7%, which was significantly higher than neck injuries (p=.037). Participants who had had a previous injury to the shoulder were more likely to have experienced shoulder problems at work (p = .006). A significant 76.1% had not injured their shoulder in any way (p <.0005). Additionally, the shoulder problems prevented a significant 77% of the participants from performing their normal work for up to seven days during the previous 12 months (p<.0005). CONCLUSION: Preventative and management strategies for shoulder injuries among school teachers are needed.

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Mpofu, Bhekimpilo, et Musawenkosi Khanyile. « Transitional trajectories of academic progress for low-status students at a University in South Africa ». Higher Education, Skills and Work-Based Learning 10, n^o 1 (27 novembre 2019) : 275–92. http://dx.doi.org/10.1108/heswbl-05-2019-0066.

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Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

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Lebina, Limakatso, Mary Kawonga, Olufunke Alaba, Natasha Khamisa, Kennedy Otwombe et Tolu Oni. « Organisational culture and the integrated chronic diseases management model implementation fidelity in South Africa : a cross-sectional study ». BMJ Open 10, n^o 7 (juillet 2020) : e036683. http://dx.doi.org/10.1136/bmjopen-2019-036683.

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ObjectiveTo assess whether organisational culture influences the fidelity of implementation of the Integrated Chronic Disease Management (ICDM) model at primary healthcare (PHC) clinics.DesignA cross-sectional study.SettingThe ICDM model was introduced in South African clinics to strengthen delivery of care and improve clinical outcomes for patients with chronic conditions, but the determinants of its implementation have not been assessed.ParticipantsThe abbreviated Denison organisational culture (DOC) survey tool was administered to 90 staff members to assess three cultural traits: involvement, consistency and adaptability of six PHC clinics in Dr. Kenneth Kaunda and West Rand (WR) health districts.Primary and secondary outcome measuresEach cultural trait has three indices with five items, giving a total of 45 items. The items were scored on a Likert scale ranging from one (strongly disagree) to five (strongly agree), and mean scores were calculated for each item, cultural traits and indices. Descriptive statistics were used to describe participants and clinics, and Pearson correlation coefficient to asses association between fidelity and culture.ResultsParticipants’ mean age was 38.8 (SD=10.35) years, and 54.4% (49/90) were nurses. The overall mean score for the DOC was 3.63 (SD=0.58). The involvement (team orientation, empowerment and capability development) cultural trait had the highest (3.71; SD=0.72) mean score, followed by adaptability (external focus) (3.62; SD=0.56) and consistency (3.56; SD=0.63). There were no statistically significant differences in cultural scores between PHC clinics. However, culture scores for all three traits were significantly higher in WR (involvement 3.39 vs 3.84, p=0.011; adaptability 3.40 vs 3.73, p=0.007; consistency 3.34 vs 3.68, p=0.034).ConclusionLeadership intervention is required to purposefully enhance adaptability and consistency cultural traits of clinics to enhance the ICDM model’s principles of coordinated, integrated, patient-centred care.

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Heffernan, Anne. « Student/teachers from Turfloop : the propagation of Black Consciousness in South African schools, 1972–76 ». Africa 89, S1 (janvier 2019) : S189—S209. http://dx.doi.org/10.1017/s0001972018000979.

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AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.

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Marechera, George, Grace Muinga et Patrick Irungu. « Assessment of Seed Maize Systems and Potential Demand for Climate-Smart Hybrid Maize Seed in Africa ». Journal of Agricultural Science 8, n^o 8 (17 juillet 2016) : 171. http://dx.doi.org/10.5539/jas.v8n8p171.

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<p>Africa lacks a steady supply of good quality seed due in part to lack of timely development and conveyance of seed technologies to farmers. This study evaluated the performance of national seed systems of five countries in eastern and southern Africa where a consortium of public-private organizations are implementing the Water Efficient Maize for Africa (WEMA) project. WEMA aimed at developing and deploying drought-tolerant and insect-pest-protected maize hybrids (climate-smart hybrids) to smallholder farmers royalty-free. The objectives of the study were to assess the main components of the seed maize systems, their institutional frameworks, and estimate the potential demand for WEMA climate-smart hybrid maize seed to guide in upscaling the seed technology to other African countries. Primary data was gathered from key experts in the seed maize value-chain of each country. Secondary data came from national statistics bureaux to estimate the potential demand for WEMA seed maize. Results showed that farmers in all five countries except South Africa overwhelming rely on the informal seed system. The formal seed system is over-regulated creating unnecessary delays in the release and commercialization of improved seed varieties. It also increases the cost of developing new seed technology. Except South Africa, the demand for seed maize in the other four WEMA countries will grow by 4.1% annually from 31,614 to 35,863 metric tons of certified seed over 2014-2020 period. The study advances several recommendations to improve the efficiency of the seed maize systems, which when implemented, will undoubtedly improve food security in Africa.</p>

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Malinga, Cynthia B., et Loyiso C. Jita. « Step children of the science department ? The neglect of the Grade 8 and 9 natural sciences teachers in South African secondary schools ». Educational Management Administration & ; Leadership 48, n^o 2 (24 juillet 2018) : 231–47. http://dx.doi.org/10.1177/1741143218788576.

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To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS 1 ). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective.

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Andrew, Amegovu Kiri, Mawadri Micheal et Mading James. « Prevalence of Obesity and Associated Risk Factors amongst Teaching Staff of Juba University, South Sudan ». Journal of Food Research 5, n^o 6 (27 septembre 2016) : 7. http://dx.doi.org/10.5539/jfr.v5n6p7.

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Obesity is a significant contributing factor in the development of various chronic diseases such as cardiovascular disease, hypertension, type 2 diabetes mellitus, stroke, osteoarthritis and certain cancer accounting for 2.8 million worldwide deaths annually. Recent global figures indicate that the prevalence of obesity is not just a problem of the developed countries but is also on the increase in the developing world, with over 115 million people suffering from obesity-related problems (WHO). In Africa, 8% of adults above 20 years are obese and 27% overweight (Steyn & Mchiza, 2014), Lack of empirical data remains an obstacle in monitoring the magnitude of current and future trends of overweight and obesity in sub Saharan Africa including South Sudan. This study investigated the prevalence of obesity and associated risk factors among teaching staff; a case at University of Juba in South Sudan (Rep). A cross-sectional study design was used. A total of 196 study participants drawn from various Colleges and faculties of Juba University using multi-stage systematic random sampling of 1st selecting the College, department and 2nd stage was the selection of participants using the exiting staff list obtained from the University administration. Key variables collected includes weight/kg, height, age, sex, physical activities, feeding habits and income of the study participants, which was used to determine the prevalence of obesity and associated risk factors. STATA version 12 was used to data analyze. Chi-square statistics were used to compare equality of distribution of obesity. Out of the 196 participants, 18.4% were males (160/196) and 81.6% were females (36/196). The mean age of the participant was estimated at 37 ± 8.5 years. Prevalence of Obesity (BMI> or=30) and Overweight (BMI >25 to <=30) among teaching staff was 4.1% and 10.2%, respectively. Of those found overweight/or obese, 20% were females (4/20) and 80% were males (16/20). While the age specific prevalence indicates obesity is highest among 35-44yrs (50%), followed by 45-55 yrs+ (37.5%) and 12.5% among 25-34yrs age groups. Age was found to be associated with obesity (P-value=0.0337, p<0.05)).Meal frequency was noted to be twice a day. Walking is the main physical activities for both males and females (97.5%) and nearly half of the participants (44.9%) had incomes 7500 South Sudan Pounds (SSP) an equivalent of $1000. Income levels was associated with BMI levels (P-value=0.0222; p<0.05). However, low prevalence of obesity among teaching staff at the University of Juba is not yet of an immediate public health concern, however, earlier preventive and control measures is required as most of the staff leads sedentary lifestyle. This study recommends public awareness intervention on dietary intake and physical exercises among others in schools and institutions at all levels to curtail an otherwise gradual rise in obesity and overweight in the near future.

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Asiyai, Romina Ifeoma. « Corruption in Secondary Schools : Administrative Strategies for Its’ Management ». Journal of Educational and Social Research 10, n^o 1 (10 janvier 2020) : 106. http://dx.doi.org/10.36941/jesr-2020-0010.

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Corruption is one of the global issues impeding systems effectiveness which has permeated the education system in Africa and Nigeria in particular. This study examined corruption in public secondary schools with the purpose of indenting the forms of corruption prevalent, the perpetrators of corruption, the effects of corruption and the administrative strategies for managing corruption in schools. Ex-post facto research design was employed in this qualitative research. The perceptions of 1160 respondents made up of students, teachers and principals were sought by the use of questionnaire. Descriptive and inferential statistics were employed in analysis of data. The results revealed that several forms of corruption were prevalent in secondary schools in the state. The perpetrators of corruption were identified. The effects of corruption showed that it lowers the quality of teaching and learning, lowers the quality of students learning outcomes and dents the public image of the institutions. The study indentified several administrative strategies for curbing corruption in secondary schools as ensuring that teachers are paid good salary commensurate with the standard of living in the society, formation of anti-corruption clubs, proper value re-orientation, character education and by check mating the movement of teachers during school hours. In conclusion, the study recommends that to increase the awareness of students and staff, principals should encourage the formation of anti-corruption clubs and encourage debates and essay writings on corruption related topics in order to help sensitize staff and students about corruption and the evils associated with it.

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Chiba, Manoj Dayal. « Back to basics : understanding the numbers behind COVID-19 ». Emerald Emerging Markets Case Studies 11, n^o 1 (8 avril 2021) : 1–15. http://dx.doi.org/10.1108/eemcs-05-2020-0161.

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Learning outcomes The learning outcomes are as follows: How to establish credibility of data sources; measurement scales of data; the importance of descriptive statistics and generating the following based on the type of data: mean, median and standard deviation; graphical methods; and test for differences: t-test and analysis of variance. Case overview/synopsis The case is set during the COVID-19 pandemic and the South African Government’s response to the pandemic. A brief timeline is provided as part of the introduction to the case study, with the following being a timeline of the events: 14 March 2020, 114 South African citizens were repatriated from Wuhan the epicentre of the COVID-19 outbreak; 15 March 2020, South Africa’s President, Cyril Ramaphosa declares a National State of Disaster, and this includes various measures to protect against the spread of COVID-19, while the health-care system is geared up to deal with the pandemic. Among the measures implemented, travel bans from high-risk countries and closing of air-traffic, closing of land ports and banning of gatherings of more than 100 people; 23 March 2020, President Cyril Ramaphosa announced a national lockdown beginning on 27 March 2020 for three weeks; 9 April 2020, President Ramaphosa extends the national lockdown by a further two weeks. The World Health Organisation (WHO) had commended South Africa on the swift action taken to curb the spread of the virus. Individuals and organisational leaders are grappling to make sense of the spread of the virus, and the barrage of the information that is being communicated through multiple channels, formal and informal. To make sense of the information, the case is premised on getting access to the raw data and conducting the analysis based on the publicly available data. The central requirement of the case is to compare the number of positive cases per million, based on the population data contained in the data set, of South Africa to a comparable country. Complexity/Academic level Post-graduate students learning statistics as part of a degree programme. The case assumes no prior statistics knowledge and therefore is aimed at teaching the importance of the basics of statistical analysis and then progressing to tests for differences. Subject code CSS 7: Management Science Supplementary materials Teaching Notes are available for educators only.

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Dukhi, Natisha, Tholang Mokhele, Whadi-Ah Parker, Shandir Ramlagan, Razia Gaida, Musawenkosi Mabaso, Ronel Sewpaul et al. « Compliance with Lockdown Regulations During the COVID-19 Pandemic in South Africa : Findings from an Online Survey ». Open Public Health Journal 14, n^o 1 (22 mars 2021) : 45–55. http://dx.doi.org/10.2174/1874944502114010045.

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Background: Background: SARS-CoV-2 has resulted in the COVID-19 pandemic. Based on a nationally representative online survey conducted several weeks on the pandemic, this paper explores how South Africans responded to the compliance regulations laid down by the national government and factors associated with individuals’ confidence in their community adhering to lockdown regulations. Methods: The study was conducted using a closed-ended questionnaire on a data-free online platform. Additionally, a telephonic survey was included to accommodate individuals who do not have access to smart-phones. The study population consisted of respondents who were 18 years and older and living in South Africa (n=19 933). Data were benchmarked to the 2019 midyear population estimates. Descriptive statistics and bivariate logistic regression are presented. Results: Over a quarter (26.1%) of respondents reported that they had not left home, indicating compliance with the COVID-19 control regulations, and 55.3% who did leave their homes did so to purchase essential items. A small proportion (1.2%) reported that they had visited friends. People, classified as coloured, those who were more literate (those with secondary, matric and tertiary education status), those residing in disadvantaged areas (informal settlements, townships, rural areas and farms), and those who perceived their risk of contracting COVID-19 as moderate and high, reported not being confident of their community adhering to lockdown. Conclusion: Communication strategies must be employed to ensure that important information regarding the pandemic be conveyed in the most important languages and be dispatched via various communication channels to reach as many people as possible.

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Lumadi, Mutendwahothe Walter. « Teachers Exodus In South African Schools : A Smoke With Burning Fire ». Contemporary Issues in Education Research (CIER) 1, n^o 3 (11 janvier 2011) : 31. http://dx.doi.org/10.19030/cier.v1i3.1192.

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African teachers in general and South Africans in particular face tremendous challenges, several of which are curriculum related. These challenges manifest themselves at various levels and in various areas, that is, from national level to within the classroom. There are various role players who may make a contribution towards overcoming these challenges. It is imperative that each role player must be able to make a significant contribution. Clair and Adgers (2001:17) are of the opinion that school reform efforts must ensure that schools become centres of excellence for all students. This creates certain challenges for teachers, and in turn, demands a certain empowerment of them in order to achieve the vision of excellence in a diverse society with diverse needs (Carl, 2002:03). The purpose of this study was to explore the challenges experienced by South African teachers in the school curriculum and the causes of their poor performance in the teaching-learning situation. It became evident that some of the challenges are as a result of current and recurrent changes in the school curriculum. The researcher used a qualitative research methodology whereby a case study design was followed. The study used purposive sampling where four schools including both primary and secondary schools from the Eastern Cape (hereafter referred to as EC) Province were selected as sites for the study. EC Province is more disadvantaged in terms of resources as compared to the other Provinces in South Africa. Four teachers from each school were chosen as respondents. Data was collected through interviews and observations. Although the study was conducted in EC, it became evident from the findings that it is still a mammoth task country wide for teachers to implement the curriculum effectively. In the South African context, the problem manifests itself in a special way and the question remains, namely, what challenges do teachers in primary and secondary schools experience? The following challenges were identified when research was conducted; inadequate resources, a poor career path, HIV and AIDS pandemic, contractual employment, low remuneration, heavy workload and placement. These are critical issues of compliance if South Africa is going to overcome its past and build a culture of learning and tolerance that embraces and defines its political and educational future. The imbalances of international influences at the expense of teachers need to be rigorously redefined at school level. The study recommends that the National Ministry of Education (MOE) should have some mechanisms in place for remedying this unenviable situation.

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Ogbonnaya, Ijeoma Chidinma, Andile Mji, Oliva Neo Mafa-Theledi et Beatrice Ngulube. « ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS ». Problems of Education in the 21st Century 78, n^o 3 (15 juin 2020) : 371–93. http://dx.doi.org/10.33225/pec/20.78.371.

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The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.

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Zingela, Zukiswa, Louise Stroud, Johan Cronje, Max Fink et Stephanus van Wyk. « Protocol for a prospective descriptive prevalence study of catatonia in an acute mental health unit in urban South Africa ». BMJ Open 10, n^o 11 (novembre 2020) : e040176. http://dx.doi.org/10.1136/bmjopen-2020-040176.

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IntroductionCatatonia arises from serious mental, medical, neurological or toxic conditions. The prevalence range depends on the setting and the range is anything from 7% to 63% in other countries. South African prevalence rates are currently unknown. The proposed study is a quantitative descriptive study using the Bush Francis Catatonia Screening Instrument as a screening tool with a data capturing information sheet to extract clinical information from patient folders. The study will investigate: (1) prevalence of catatonia, (2) clinical and demographic correlates associated with catatonia, (3) predictors of catatonia, (4) response to treatment and (5) subjective experience of catatonia.Methods and analysisThe setting is an acute mental health unit (MHU) within a regional, general medical hospital in Nelson Mandela Bay, South Africa, which accepts referrals from within the hospital and from outlying clinics. Participants will be recruited from inpatients in the MHU from beginning of September 2020 to end of August 2021. Most admissions are involuntarily, under the Mental Health Care Act of 2002 with an age range of 13 to over 65 years. Participants who screen positive for catatonia will be followed up after discharge for 3 months to measure outcomes. Primary outcomes will include the 12-month prevalence rate of catatonia, descriptive and other data on presentation and assessment of catatonia in the MHU. Secondary outcomes will include data on treatment response, participants’ report of their subjective experience of catatonia and predictors of catatonia. Descriptive statistics, multivariate binomial logistic regression and univariate analyses will be conducted to evaluate associations between catatonia and clinical or demographic data which could be predictors of catatonia. Survival analysis will be used to examine the time to recovery after diagnosis and initiation of treatment. The 95% CI will be used to demonstrate the precision of estimates. The level of significance will be p≤0.05.Ethics and disseminationThe study has received ethical approval from the Research and Ethics Committees of the Eastern Cape Department of Health, Walter Sisulu University and Nelson Mandela University. The results will be disseminated as follows: at various presentations and feedback sessions; as part of a PhD thesis in Psychology at Nelson Mandela University; and in a manuscript that will be submitted to a peer-reviewed journal.

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Mafugu, Tafirenyika. « A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa ». International Journal of Higher Education 10, n^o 7 (22 juillet 2021) : 74. http://dx.doi.org/10.5430/ijhe.v10n7p74.

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The study examined the impact of coursework-only assessment, as made necessary at the onset of the COVID-19 pandemic, adopting a quantitative research approach with 1013 students. The data obtained were analysed using SPSS version 27.0 to obtain descriptive and inferential statistics. The results revealed significant differences between the 2019- and 2020 marks for the same courses. In two of the science courses (T2 and T3), the mean scores for 2019 were significantly higher than the mean scores for 2020. In the mathematics course, the 2020 marks were significantly higher than the marks for 2019. While a normal distribution was assumed for the science courses, the mathematic course showed marks that were skewed to the right. A higher number of distinctions in the F1 course and a significant decline in the mean scores for T1 and T2 implies that there is a need for professional development of lecturers teaching in the online space. It is, therefore, recommended that higher education lecturers need adequate professional development on setting and administering online assessments. The assessment should test adequate lower- and higher-order cognitive skills for sufficient testing of student knowledge during online assessments. Furthermore, a variety of assessment methods and a diversity of tasks may be used to ensure the reliability of the assessment outcomes.

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Zenda, Rekai. « Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools ». Information and Learning Science 118, n^o 3/4 (13 mars 2017) : 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

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Mutende, Rose Atieno, Rosemary K. Imonje et Winston Akala. « Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method ». International Journal of Learning, Teaching and Educational Research 20, n^o 6 (30 juin 2021) : 277–98. http://dx.doi.org/10.26803/ijlter.20.6.15.

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The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

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Shandu, Lindiwe, Neil Evans et Janneke Mostert. « CHALLENGES IN THE PROVISION OF SCHOOL LIBRARY SERVICES IN KATLEHONG SECONDARY SCHOOLS ». Mousaion : South African Journal of Information Studies 32, n^o 4 (29 septembre 2016) : 13–28. http://dx.doi.org/10.25159/0027-2639/1649.

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This article reports on a study that investigated the issues and challenges in the provision of school libraries in secondary schools in Katlehong, Gauteng province, South Africa. A qualitative research method was used to conduct the study among 14 secondary schools in Katlehong. The target population included 14 teacher-librarians, 14 principals and one Gauteng Department of Education (GDE) official, who were interviewed. Additionally, 102 teachers participated in focus group discussions (FGDs). Convenience sampling was used to select the teachers, while purposive sampling was used to select all the other participants in the study. The study revealed that teachers are not using school libraries in Katlehong because they are unable to provide relevant information services due to a lack of space; out-dated and inadequate information collections; uncatalogued and poorly organised books; inaccessible opening hours; and a lack of funds and networked computers. Only 29 per cent of the schools had qualified teacher-librarians in their employ, while the 71 per cent unqualified â€˜teacher-librariansâ€™ indicated that they were managing the school libraries without the professional skills required to guide both teachers and learners in the use of library resources. The teacher-librarians were also burdened with additional teaching loads, which negatively affected the opening hours of the libraries. It was recommended, firstly, that a specific library period be allocated to each class to allow for library orientation; secondly, that sufficient funding be allocated to each school library to enable it to function optimally; and, thirdly, that library hours be regulated and qualified library staff be employed.

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Matshonisa Seeletse, Solly. « Information and communication technology as a primary tool for Sefako Makgatho Health Sciences University’s statistics and operations research business ». Problems and Perspectives in Management 14, n^o 3 (29 juillet 2016) : 115–22. http://dx.doi.org/10.21511/ppm.14(3).2016.12.

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The Department of Statistics and Operations Reasearch (SOR) at the Sefako Makgatho Health Sciences University (SMU) in South Africa desires to increase its research output, as well as to provide high quality teaching and learning. Most SOR lecturers want to embrace technology and innovations, and also be competitive both regionally and globally. This can be achieved more effectively if they are trained in computer applications. Thus, they should be developed into critical citizens of the digital world. They should also be prepared to use information and communication technology (ICT) as a teaching and learning resource, as well as a research and community engagement backing. An innovation in academia should be backed by the lecturer. Thus, the main concern of this paper is to explore use of ICT as a business tool in SOR. Methodologies of the study were case study and thematic content analysis, and the data collection tool was a questionnaire. The study found that SOR was understaffed and could not provide full statistics (stats) training mainly in the statistical packages. The lecturers were all trained in ICT and the packages. They were all willing to use ICT in SOR activities. The computer laboratories were adequate for the student numbers at the time, even though some computers were not working. These laboratories showed to be poorly adequate for the envisaged growth of SOR. SOR would also need more lecturers for the future growth. The study recommends growth of SOR in lecturers and ICT facilities, at the least

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