Browsing by Author "Olugbara, Cecilia Temilola"

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    The effect of isiZulu /English code switching as a medium of instruction on students' performance in and attitudes towards Biology
    (2008) Olugbara, Cecilia Temilola; Imenda, S.N.
    This study investigated the effect of IsiZulu/English code switching as a medium of instruction on Grade 10 students' performance and their attitudes towards biology. The increased failure rate of Black South African students in science subjects and the acute shortage of science personnel across many sciences-based professional affiliations were the motivations for the study. Four secondary schools in Esikhawini and KwaDlangezwa Townships in KwaZulu-Natal province of South Africa were randomly selected into experimental (IZECS) and comparison (EL) groups. Both quantitative and qualitative research approaches were used to collect data from these schools, in addition to a biology achievement test, a questionnaire and direct classroom observations. A pre-test and post-test non-equivalent comparison-group experimental design was used to measure the differences in the performance and attitudes of the students, following the IZECS and EL instructional interventions. The students were taught the human breathing system using IsiZulu/English code switching in the experimental and the English language only in the comparison group as the two independent variables. The dependent variables were the students' performance in biology and their attitudes towards the subject. Two hypotheses were formulated and tested at a= 0.05 level of significance. The t-test statistic was used to establish comparisons between the students' performance in biology and their attitudes towards biology between the two groups. The result of the comparisons showed a statistically significant difference between the two groups, in favour of the group that was taught using IsiZulu/English code switching on the performance in the post test. The attitudes of students in IsiZulu/English code switching group improved more favourably towards biology than those in the English language group following the interventions. The majority of the students that preferred IsiZulu/English code switching to other languages in both groups explained that the method would make biology easier to understand. Consequently, these students recommended that teachers should use IsiZulu/English code switching to teach biology for better understanding. They felt strongly that the adoption of IsiZulu/English code switching, as an instructional approach for teaching biology in Grade 10, would improve the students' performance and their attitudes towards the subject. Overall, the results from this study can be of use to teachers, educational planners and policy makers as they address the complex issue of language choice in South African classrooms.
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    A study of e-learning technology integration by preservice science teachers
    (University of Zululand, 2017) Olugbara, Cecilia Temilola
    This study investigated possible factors predicting e-learning technology integration into the teaching and learning of science subjects by preservice science teachers. An E-learning technology integration model was developed in which factors such as intention (INT), attitude (ATT), Skill (SKL) and Flow Experience (FLW) served as possible precursors of e-learning technology integration. This was done against the gap that continued to exist between intention to integrate e-learning technology and actual integration of e-learning technologies. To close the gap, the study developed a model to predict e-learning technology integration by the research sample. More specifically, the model hypothesised that quality consciousness and innovation consciousness moderated the intention-integration gap. The proposed model was first pilot-tested on a sample of 30 preservice science teachers (PSSTs) before it was applied to the main study, which comprised a research sample of 100 final year PSSTs at the University of Zululand, KwaZulu-Natal Province, South Africa. The study was located within the mixed-methods research paradigm, based on a survey research design. Data collection was carried out using a semi-structured questionnaire which allowed for the collection of both quantitative and qualitative data. Quantitative data were analysed using the Partial Least Squares (PLS) Structural Equation Modelling (SEM), while qualitative data were analysed using a hermeneutic content analysis approach. The results of the study were, firstly, that the proposed model explained 44% of the PSSTs integration of e-learning technologies into the teaching and learning of science subjects and that skill was the most significant and strongest factor predicting the PSSTs integration of e-learning technologies; flow experience was the second important factor predicting the PSSTs integration of e-learning technologies, followed by intention and lastly, attitude. Secondly, the study revealed that quality consciousness and innovation consciousness significantly moderated the gap between intention to integrate e-learning technologies and the actual integration of e-learning technologies, with quality consciousness having the stronger moderating effect. Thirdly, the study revealed that some preservice science teachers were able to utilise e-learning technologies during the period of teaching practice for instructional preparation, instructional delivery, and to facilitate learning. However, some PSSTs were unable to utilised e-learning technologies during teaching practice, ostensibly because of a lack of e-learning facilities in the schools. Some recommendations are made based on the findings of the study. These relate to the management of e-learning at the university, schools and implications for policy.