Browsing by Author "Bele, Lungile Lindile Primrose"

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    Benefits of service-learning: a case of pre-service teachers at a South African university
    (University of Zululand, 2023-03) Bele, Lungile Lindile Primrose
    The study examined the benefits of exposing third year Bachelor of Education students to Service-Learning at a South African University. Service Learning (SL) is a practice that links community service with learning activities for the promotion of substantive learning. The aim of this study was to investigate whether third year pre-service teachers could benefit from helping first year pre-service university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT) and transformative learning theory (TLT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. Non random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated by means of observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that apart from enhanced academic skills, the third-year students gained self-confidence and enhanced self-esteem. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge to practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. The study recommended that there be advocacy to promote the value and benefits of SL among academic staff (the lecturers) because without their full conviction and belief in its value and benefits, both as a worthy undertaking for its own intrinsic merits and as something that has academic value for the lecturers’ own professional development, they will not find the will and energy to implement it. This could include profiling SL widely on university campuses, as an innovative pedagogy that entrenches valuable skills, values and research to students and lecturers, leading to the transformation of communities and societies.
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    Perceptions of the university of Zululand academics towards science shops
    (University of Zululand, 2018) Bele, Lungile Lindile Primrose
    The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.