Mathematics, Science and Technology Education
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- ItemAlleviation of conceptual difficulties in grade 12 mechanics by addressing the challenges emanating from alternative conceptions(University of Zululand, 2012) Mchunu, Stephan Paraffin; Imenda, S.N.This study sought to determine the conceptual difficulties experienced by grade 12 physical science learners with regard to mechanics. It also sought to identify the most prevalent alternative conceptions among grade 12 physical science learners in the area of mechanics, and develop interventions to alleviate the identified conceptual difficulties and alternative conceptions. In this regard, the study compared the effectiveness of a traditional lecture, outcomes-based education (OBE) and blended instructional approaches in alleviating or overcoming the identified conceptual difficulties and alternative conceptions concerning mechanics. The aspects of Mechanics dealt with in this study were: work and energy, motion on the inclined surfaces, projectile motion, force concept, static objects and Newton’s Third Law of Motion. In addressing the above research problem, the study developed and presented a theoretical and conceptual framework derived from the review of relevant literature, in line with the research questions of the study. The conceptual framework developed was based on the constructivist views of learning. A total of one hundred and forty (140) grade 12 physical science learners from Empangeni Education District were involved in this study. The study followed the quasi-experimental non-equivalent comparison-group research design. Though quantitative in design, the study also used qualitative research methods. Thus, both quantitative and qualitative data were collected. From the quantitative data, the findings showed highly statistically significant gains between pre- and post-test scores of OBE and blended approaches in particular. The average normalised gain score concept was also used determine the most effective instructional approach. Convenience sampling was used to select participating schools. A Test in Basic Mechanics (TBM) was designed to assess the learners’ understanding of the most basic concepts in mechanics. The TBM was administered both as a pre- and post-test to the three groups (traditional, OBE and blended groups) to determine the level of experience, knowledge, pre-existing alternative conceptions, level of understanding of basic concepts and principles on mechanics topics identified at the start of the investigation. As a pre-test, the TBM was also used to identify the specific conceptual difficulties and alternative conceptions in mechanics. The identification of the conceptual difficulties and alternative conceptions after the pre-test was followed by three instructional interventions (the traditional, OBE and the blended approach). The three interventions addressed the same mechanics topics mentioned above. These interventions were then followed by post-tests to ascertain the effectiveness of the interventions in addressing the identified conceptual difficulties and alternative conceptions, as well as any conceptual difficulties and alternative conceptions which were resistant to change even after the interventions. The results revealed that the learners experienced conceptual difficulties with regard to (a) resolving the components of the weight; (b) work concept; (c) work-energy theorem application; (d) kinetic energy concept; and (e) principle of conservation of mechanical energy application. Regarding the most prevalent alternative conceptions in mechanics, learners held eight alternative conceptions related to kinematical and dynamical concepts. Alternative conceptions held by the learners in mechanics concerned the following: (a) the acceleration and velocity of projectile motion; (b) weight/mass of an object as related to Newton’s Third Law of motion; (c) force concept; (d) objects in motion; (e) static objects; (f) Newton’s Third Law of motion; (g) acceleration of projectiles; and (h) active force. The average normalised gains for the traditional, OBE and blended instructional approaches were (g) = 0,20; (g) = 0,30; and (g) = 0,60, respectively. This confirmed the statistical analysis computed using One Way Analysis of Variance (ANOVA), that the blended instructional approach was the most effective instructional approach in alleviating the conceptual difficulties and alternative conceptions in mechanics. Qualitative data showed that most of the pre-existing conceptual difficulties and alternative conceptions appeared to have been alleviated, although not completely overcome by the interventions. There were statistically significant differences that were found among the traditional, OBE and blended instructional interventions. It is therefore noted that the blended instructional approach to teaching and learning can have a significant contribution to overcoming conceptual difficulties and alternative conceptions in mechanics, and the improvement of efficiency of learning. The study concluded that conceptual difficulties and alternative conceptions in mechanics could best be alleviated using the blended approach to teaching and learning. A number of recommendations were also made. Some alternative conceptions were resistant to change in the face of the traditional lecture based teaching. This meant that a more powerful teaching technique had to be devised. Thus, physical science educators should be encouraged to use the blended approach to teaching and learning in order to accommodate all learners in a class. Blended teaching and learning is mixing of different teaching and learning environments – mainly manifested in combining face-to-face instruction with the computer mediated-instruction. In one class of learners there are different learner characteristics. Learners learn in different ways like learning through lecture (telling), discussion, problem solving, practical work, discovering, experimenting, using pictures and diagrams, videos and demonstrations.
- ItemAnalysis of matlab instruction on rural-based pre-service teachers' spatial-visualisation skills and problem solving in vector calculus.(University of Zululand, 2019) Amevor, Godfred; Bayaga, A.; Bossé, M.Studies from interdisciplinary have noted positive correlation between spatial-visualization skills and mathematical problem solving. However, majority of these studies that interrogated this shared link between spatial-visualization and problem solving were carried in the urban settings only few interrogated rural settings. Also, studies have identified family social economic status (SES) which mainly described one’s geographical settlement to be one of the major effects on cognitive development. Thus, research finding from cognitive discipline revealed that students from poor SES background are less advantagous to cognitive activities (e.g., problem solving) compare to their counterpart. However, one of research achievements is providing evidence-based that cognitive skills can be enhanced through computer technology and spatial activities hence, the integration of several graphical tools such as: MATLAB, GeoGebra, and many other computer environments in mathematics education. These graphical tools are believed to enhance students’ conceptual and procedural knowledge in problem solving in mathematics areas such as: Euclidean geometry, multivariate calculus, and trigonometry which require more spatial skills in their problem solving. However, little has been researched on vector calculus even though vector calculus by its definition is accompanied by spatial reasoning. Students find it easy to evaluate a given vector integral using analytical techniques for integrations but struggle to visualize and transform it from one coordinate system to another. Objectives Based on the background, the current research employed the theoretical frameworks of Duval semiotic representation and the visual-analyser (VA) proposed by Zazkis et al., to analyse MATLAB instruction on rural-based pre-service teachers' spatial-visualisation skills and problem solving in vector calculus. The examination was guided by the analysis of the dynamic software MATLAB instruction on Spatial-Visualization, problem solving, and achievement in Vector Calculus. The three objectives were to 1) Analyse how rural-based v pre-service teachers apply their spatial-visualisation skills in problem solving in vector calculus. 2) To investigate the degree to which rural-based pre-service teachers’ spatial-visualisation skills correlate with their vector calculus achievement and 3) To assess how a dynamic software environment such as MATLAB influences rural-based pre-service teachers’ spatial-visualisation skills.
- ItemApplication of geogebra on euclidean geometry in rural high schools - Grade 11 learners(University of Zululand, 2015) Mthethwa, M.Z.; Bayaga, A.This research aims to establish the level of students’ cognitive skills using GeoGebra, and investigates whether GeoGebra as a technological tool helps in improving poor performance in respect of Euclidean geometry or geometry of the circle. Students’ interests, in learning about circle geometry in mathematics, are also being tested. GeoGebra is an innovative, dynamic mathematics software which integrates algebra, geometry and calculus to aid students during the learning process. The specific sample in this research consists of 112 Grade 11 secondary school learners within the UMkhanyakude district, Hlabisa circuit, under the Empembeni and Ezibayeni wards. During this research, GeoGebra and the concept of circle geometry were introduced to students. Afterwards, students had to answer several geometry of the circle questions, entailing key theorems as prescribed by the National Mathematics pacesetter for Grade 11 and Grade 12. As students answered the above questions, they solved problems and conducted discussions among themselves. At the end, students were individually required to answer questionnaires which consisted of 15 closed items relating to views on GeoGebra and its impact on Euclidean geometry and mathematics, as well as three open-ended questions which asked learners about their reflections on the application of GeoGebra. The above methods provided a strong base to explore whether GeoGebra as a tool helps students in the learning process. The results showed that students endorsed the use of GeoGebra as a technological tool in the teaching of Euclidean geometry. Some students even suggested that GeoGebra be used in other mathematical topics. Students overall enjoyed the use of GeoGebra, finding it user-friendly and a highly significant learning motivator.
- ItemAttitudes of University of Zululand students towards technology(2010) Kok, Petrus Jacobus; Khuzwayo, H.B.; Nzima, D.R.The study investigated the attitudes of in-service, teacher education students at a South African University. The study is set in a rural context with participants drawn from the University of Zululand, situated on the north coast of KwaZulu¬Natal province. Data was collected from 88 teachers, enrolled for a National Professional Diploma in Education (NPDE) in technology education at the University. The study aimed at generating information from respondents in an open, qualitative research framework. The study utilized a confirmatory survey approach and the data collection instrument used for the study was adapted from the "Pupils' Attitude Towards Technology" (PATT) instrument used successfully in other countries e.g. Netherlands, United States of America and Thailand. The results of the study indicated that, teachers showed a strong conceptual understanding of technology, and they assigned a great level of importance to knowing how technologies work. Similarly, the study's findings showed that teachers are aware of the positive and negative impact of technology, and that they showed a keen interest in wanting to know more about different technologies. In contrast with their interest, teachers showed a moderate to low level of knowledge and understanding concerning technologies used in their everyday lives. Teachers also felt that they have some influence when it comes to making decisions about technology, but they have very low confidence in leaders of their communities to make decisions about technology. Teachers were also unanimous in their view that technology must play an important role in the school curriculum, and they placed very high expectations on what they believed a high school learner should know about technology.
- ItemCareer choices of black grade 12 learners in KwaZulu-Natal schools: implications for sustainable development(2010) Mmema, Sipho Sibusiso; Dlamini, E.T.Skills development is a crucial issue in South Africa as the economy of the country will only grow if there are people with the right skills and expertise to run all sectors of the economy. This study examined the career choices of Black Grade twelve learners in order to determine whether at this level learners have broadened their career choices to include scarce areas such as, for example, Science, Mathematics and Economics Management Science. The choice of careers is an important sustainable development issue, because without relevant expertise the economy of the country will not improve. Secondly, the demise of apartheid opened up careers which were previously denied to Black people; it is for this reason that the researcher examined the career choices of Black Grade twelve learners in the Province of KwaZulu-Natal in the Republic of South Africa. The study made use of questionnaires to establish what kind of career choices Black Grade twelve learners made and also to find out whether there was any difference between the careers chosen by girls and boys and also between rural and urban learners. The study found that the general career choices of both males and females had changed by the time they reached Grade twelve, seen against career studies done at Primary school level (Mmema, 2010). In this study, some males currently chose careers that were previously only popular with females in grade seven, such as nursing, information technology, tourism, and computer sciences. Similarly, girls had begun to choose careers that were traditionally popular with the boys, such as mining, land surveying, doctor, civil engineering, prison warden, journalism, electrical engineering and mechanical engineering. The strategy of the Department of Education in encouraging girls to participate in science projects seems to be working, even though it is at this stage concentrated at urban schools. The study indicated that the Department of Education needed to put more effort into career guidance in rural schools where the learners were not exposed to diverse career choices and information about technology. Learners in the urban areas seemed to be more familiar with career choices in general than the rural learners. Very few males and females intended to choose any of the many apprenticeships available in the trades, with the result that foreign people often take up the trades after following an apprenticeship. This is one of the important factors that cause xenophobia. Many of the sectors of the economy in this country are experiencing crisis. The result is that most of the economy of the country is controlled by people who have not chosen their professions with the necessary foresight and are therefore square pegs in round holes. This poses a serious challenge to the government and also to the Department of Education; they have to make learners more aware of the shortage of skills in the different sectors and prepare them to make wise career choices. As a recommendation, it is suggested that the government put more effort into assisting learners with career choices, particularly in the Black rural areas since Blacks form a two-third majority in the country. Career guidance will also stimulate and increase awareness of the professional and semi-professional careers that are available in the workplace.
- ItemChallenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District(2009) Mchunu, Stephan Paraffin; Imenda, S.N.; Ntuli, M.S.This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).
- ItemChallenges facing teachers in teaching quadratic functions in grade 11 mathematics in Luvuvhu circuit schools(University of Zululand, 2021) Netshifhefhe, T. O.Quadratic functions are highly valued at Grade 11 Mathematics level. They help learners understand arithmetical, algebraic, and statistical concepts. However, learners seem to find quadratic functions difficult and have become a worry to those who teach Mathematics. This has led to parents and the government worrying about our learners’ general performance in Mathematics. The Mathematics Senior Examiner’s Reports regarding the National Senior Certificate (NCS) Examinations always indicate that learners perform poorly in this aspect of the Mathematics paper. Considerable challenges associated with teaching Quadratic Mathematics Functions at Grade 11 level in the Luvuvhu Circuit persist even today. This study aimed at establishing the challenges associated with teaching Quadratic Functions at Grade 11 Mathematics level in the Luvuvhu Circuit’s Schools. It followed the quantitative research methodology and the quantitative research design to explore the challenges faced in the teaching of quadratic functions in Mathematics at the Luvuvhu Circuit’s secondary schools. The IBM - SPSS version 25 was employed in analysing data. This study found that teachers face insurmountable challenges in teaching Mathematics’ Quadratic Functions at Grade 11 level. It also found that learners’ negative attitude towards Quadratic Functions is the biggest challenge. In addition, teachers’ failure to vary their teaching methods, thereby failing to cater to other learners who are not comfortable learning through certain methods was are another notable challenge here. The study concludes that the process of teaching and learning in Mathematics in the Luvuvhu Circuit is dominated by challenges that tend to bog-down lesson deliveries. As a result, little attention is given to the learners’ needs and expectations. It recommends that teachers should be inserviced in order to acquire challenge-solving skills in teaching quadratic functions.
- ItemComplexities in the availability of mathematics and physical science teachers in rural high schools within the King Cetshwayo District(2022) Smith Vincent TitosResearch indicated that South Africa currently lacks the potential to develop economically without importing international technical and technical resources. If this country is to be a part of the technologically advanced global village, science must educate policy and accelerate the transition to a mathematical and critical thinker society. This is critical since a lack of experience affects the country's overall economic outlook. The study examined the complexities in the availability of Mathematics and Physical Science teachers in rural high schools within King Cetshwayo District while focusing on exploring the factors responsible for the poor performance among Grade 12 learners. Results show that rural environment demotivates teachers. Most science and mathematics teachers only stay for two to three years, while only a few stay for five years or more. It is therefore difficult to keep science subject educators in rural schools. The study also established that fewer students are taking mathematics and science-related subjects at the universities for their degree qualifications, which adversely affects the supply of teachers in rural based high schools. In some cases, this has led to schools discontinuing the teaching of mathematics and physical science. The study recommends that teachers in rural areas should be motivated by offering them enough support and giving them incentives or allowances. The department of education should provide resources to equip the school’s science laboratory for science teachers to deliver results.
- ItemConceptual understanding of photosynthesis(2010) Mhlamvu-Zikhali, Nompumelelo Venentia; Dlamini, E.T.; Ndawonde-Nene, B.G.The purpose of this study was to investigate possible reasons for the high failure rate in Biology, particularly under the topic “Photosynthesis”. Photosynthesis is a biological process which is critical for producing food for all living organisms. A test was used as a tool for collecting data. The test consisted of six questions taken from previous grade twelve final examination papers. The questions were analysed to determine the cognitive demands according to Blooms taxonomy. The questions were found to be integrated and tested lower and higher order cognitive levels according to Bloom’s taxonomy. The learners achievement scores showed that the test discriminated well among those learners who studied well and those who did not know their work. The sample was drawn from six high schools of Mthunzini circuit, in northern KwaZulu-Natal. To test whether there were significant differences in achievement scores among the six schools, a statistical Package for Social Sciences was used. Poor performance in the structured questions showed that language was a major barrier in expressing the learners ideas. Examples of incoherent sentences written by learners were captured in the main study. English as a medium of instruction affects the ability of the learners to answer questions. Looking at the learners responses, it is evident that language is a barrier to those students who cannot discuss in the target language (TL) of instruction which is English. Some students with better English competence were able to express themselves in the instructional language, and this gave them a chance of explaining their observations clearly and accurately. The poor performance at the level of 29% in lower order questions, showed how poorly the learners are mastering their work. Question 5 an application level question was the most poorly done with 66% learners achieving between 0-10%. The learners failed completely to plot a graph, they failed to use information given to identify correct axes on which to plot the independent and dependent variables. There was therefore also a problem of mathematical literacy which should make sure that every learner can handle a simple graph question. Learners who had chosen careers for which Biology is a requirement, performed better than their peers. Career choices seemed to be a factor in motivating learners to strive to do well. There were no significant differences in the achievement scores between boys and girls at 95 confidence levels. In one of the more conceptual questions the girls did better than boys at the range of 61-70% while at the range 71-80% only the girls featured. The efforts by the government to encourage girl children to do well may be beginning to pay off. It is also an achievement that the overall study showed the girls performing as well as the boys. The study provides a window which shows what is happening in our Black schools and a challenge for the government to look for ways of assisting, in particular, poverty stricken schools and also supplying such schools with well qualified teachers. The schools may also need to spend more time on task instead of allowing learners to mill around doing nothing.
- ItemDeterminants of mobile learning acceptance among grade 12 learners, their parents and teachers in the rural King Cetshwayo District(University of Zululand, 2020) Mutambara, DavidScience, Technology, Engineering, and Mathematics (STEM) is faced with challenges, resulting in learners’ poor performance at the matriculation level, in South Africa. In trying to improve learners’ performance in STEM-related subjects in grade 12, the Department of Basic Education, and other stakeholders, encouraged the use of mobile learning in the classroom. However, the adoption of mobile learning is contingent on the user’s attitude towards it. Despite the call by the Department of Basic Education to use mobile learning, very little is known about rural school STEM learners’, their teachers’, and parents’ acceptance of mobile learning. In response to the lack of such limited and established studies in rural settings, this study proposed and used the South African Schools' Technology Acceptance Model (SASTAM) to investigate the factors that influence rural high school STEM learners’, their parents’ and teachers’ behavioural intention to use mobile learning for STEM learning. The SASTAM is based on the Technology Acceptance Model specifically, to examine significant differences between rural high school STEM learners’ and their parents’ and teachers’ acceptance of mobile learning. Identifying and understanding the factors that influence the acceptance of mobile learning is key to its successful implementation. The study used an explanatory sequential mixed method design to investigate mobile learning technology acceptance in rural high schools in King Cetshwayo District. Stratified random sampling was used to select 550 rural high school STEM learners, their parents, and teachers to participate in the survey. The results from 417 respondents were stored as data and were analysed using partial least squares structural equation modeling (PLS-SEM). After quantitative data analysis were conducted,12 participants were selected to take part in interviews. The SASTAM was validated using PLS-SEM. The results revealed that the variance explained by the model in the behavioural intention of learners, parents, and teachers was 44.3%, 39.7%, and 43.8% respectively. The data from the learners, teachers, and iv parents were combined and analysed and the variances in behavioural intention to use mobile learning, which was explained by the SASTAM, was 40.8%. Original Technology Acceptance Model variables (perceived attitude towards the use, perceived usefulness and perceived ease of use) had a direct influence on behavioural intention, and they also played mediating roles between the external variables (perceived social influence, perceived psychological readiness, perceived skills readiness and perceived resources) and behavioural intention to use mobile learning in a rural setting. Multigroup analysis results showed that, for parents and learners, three paths (perceived ease of use to perceived attitude, perceived resources to perceived ease of use, and perceived social influence to perceived attitude towards the use) were significantly different. In contrast, only one path (perceived resources to perceived attitude towards the use) was significantly different for learners and teachers. However, all the paths were significant in each group, meaning that SASTAM can be used to predict the acceptance of mobile learning for rural high school STEM learners, their parents, and teachers. The results of this study will both inform the Department of Basic Education of the factors that rural high STEM parents, learners and teachers consider important when accepting mobile learning, and advance the debate on the conceptual understanding of technology acceptance in education by refining the Technology Acceptance Model to suit the context, leading to a deeper understanding of factors that affect mobile learning acceptance in rural areas of developing countries.
- ItemEducation for sustainable development of medicinal plant sellers-challenges in relation to marketing, sales, storage and conservation(University of Zululand, 2015) Ndawonde, Busisiwe Gugu; Imenda, S.N.The purpose of this study was to introduce the concept of sustainability to medicinal plant sellers by a way of a non-formal environmental education programme. This was done for future generations to enjoy the benefits of medicinal plants whilst enhancing the livelihoods of medicinal plant sellers who depend on harvesting and selling these plants. Having realised that medicinal plant sellers were harvesting in an unsustainable manner, the researcher could not ignore this situation. There was a need to assist medicinal plant sellers to reflect on ways they conducted their businesses. The researcher deemed it necessary to alert the sellers to the necessity of harvesting plants wisely and consider future generations by taking preventive actions before many of the plants become extinct. The design of this study was a mixture of qualitative and quantitative research approaches. On one hand, the quantitative approach involved a survey using a semi-structured questionnaire, which was administered through face-to-face interviews. On the other hand, the qualitative method is by way of a case study in which data were collected through open-ended questions, focus group discussions and a workshop. The questionnaires were semi-structured. The research survey instrument served as the diagnostic tools to identify challenges that confronted the medicinal plant sellers. Information obtained through this instrument was explored in a workshop, which was designed to be an intervention programme. The programme engaged medicinal plant sellers and the researcher in discussions about sustainability of medicinal plants. The assessment of the intervention programme was carried out by means of site visit and open-ended interviews. Data were coded and grouped according to themes. They were interpreted, analysed, presented according to the set perspectives such as tabulation, graphing and direct citations from the respondents. iii The results showed that there were problems in the medicinal plant selling businesses, with regard to storing, marketing and conserving medicinal plants. Storage was problematic in the sense that some plants need to be dried out before being stored. During rainy seasons this was hard to be achieved since the drying out is done outdoors. Marketing was also problematic due to price competition among medicinal plant sellers. There was no uniformity in pricing. Another problem was lack of record keeping. There were no records of revenue and expenditure that would help determine profit margins if any. After exploring these issues in the workshop, the results from the assessment of the intervention programme showed that the medicinal plant sellers had revisited prices for their medicinal plants. Conservation was one of the areas that were explored as ways of sustaining medicinal plants. Among the conservation methods that were discussed in the study, cultivation of the medicinal plants was found to be a major challenge. The study revealed that in spite of the slow growth rates of medicinal plants, non-availability of land and irrigation problems posed as challenge of medicinal plant cultivation. The study intervened by engaging with medicinal plant sellers in discussions to start their own home gardens. The intervention programme had a way to supplying medicinal plant seedlings to the medicinal plant sellers. The sellers were also taught how to cultivate medicinal plants. The assessment of the study intervention also revealed that some of the medicinal plant sellers were not yet accustomed to methods of record keeping. Nevertheless, the intervention programme introduced methods of recording sales such as banking of revenue and keeping deposit slips. When the second phase of assessment programme was conducted, the medicinal plant sellers reported that they had adopted banking of their revenue. Banking could however; banking could not show all records, particularly expenditures. Although medicinal plant sellers were shown how to record expenditures and sales of the medicinal plant material, they had not practiced those recording techniques during the assessment of the workshop. Banking money by the medicinal plant sellers was, however, seen as a step further towards Education for Sustainable Development (ESD) of medicinal plant sellers. iv The study concludes by stating that issues of preservation and storage of medicinal plants by drying out in the sun, their packaging in plastic bags and reluctance to cultivate the plants by medicinal plants should be addressed by medicinal plant sellers. While the South African government is taking action to empower medicinal plant sellers about sustainability issues studies are required to engage communities to reflect and be actively involved in conservation of biodiversity such as medicinal plants through action research as means to sustain livelihoods of communities including medicinal plant sellers. In conclusion, the capacity building programme took place in a short time scale; based on the research findings the study makes recommendations to guide the education and sustainability of medicinal plants.
- ItemThe effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculum(University of Zululand, 2012) Rankhumise, Mmushetji Petrus; Imenda, S.N.Science students come to class with pre-instructional ideas that may influence the acquisition of science concepts. A basic assumption of the constructivist learning theory is that these pre-instructional ideas should be taken into account in constructing students' learning experiences in science classes. A number of conceptual change strategies have been studied in order to alter unscientific (also called alternative) conceptions towards the scientifically accepted conceptions. The challenging task of the science educator is to select appropriate teaching strategies and techniques that will enhance learning. This study investigated students’ alternative conceptions about electric circuits and the effect of activity-based instructional approaches in ameliorating these alternative conceptions. The approach took into account the prior beliefs of the students. A learning sequence was developed, presenting a variety of learning experiences in such a way and order that learners' alternative conceptions could progressively be changed into scientifically accepted ones. The sequence progressed from contextual to conceptual to formal activities. Co-operative learning, scientific enquiry, verbalisation and analogous reasoning techniques were used to guide learners in the acquisition of scientific concepts. The approach was based on the assertion that learners' scientific knowledge and understanding are socially constructed through talk, activity and interaction around meaningful problems and tools. vi The research population consisted of hundred (100) first-year science students enrolled at a South African university both from the NCS and the OSC (Nated 550). The test that served as pre- and post-test probed into learners' alternative conceptions about electric circuits. A theoretical framework, based on activity-theory as it is applied in a constructivist view of learning, was developed. A pre-post-test comparison group design was followed. In particular, the pre-test helped to identify alternative conceptions held by the students in the research sample. This was then followed by activity-based interventions within the pedagogical aegis of OBE with a view to alleviate the identified alternatives conceptions. These interventions were followed by a post-test in order to ascertain the effectiveness of the interventions in alleviating the identified alternative conceptions. Both quantitative and qualitative data were collected. From the quantitative data, using McNemar and “t” test, the findings showed highly statistically significant gains between the pre- and post-test scores of both the OBE and OSC groups (p < 0, 05), thus indicating the effectiveness of the intervention. The qualitative data showed that most of the alternative conceptions appeared to have been alleviated, No statistically significant difference was found between the normalised gains of OBE and OSC groups. Keywords: alternative conceptions, conceptual change, electric circuits, activity-based instructional approaches, teaching strategies, activity-theory
- ItemThe 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.
- ItemThe effects of manipulative objects as scaffolders in the context of learning grade 11 geometry(University of Zululand, 2020) Jiyane, Mbekezeli AbsolomAlthough the poor performance of learners in geometry has been an issue of concern for mathematics researchers and teachers for decades, a solution to this problem has not yet been found. The majority of South African learners in the Further Education and Training (FET) phase in South Africa are unable to perform at the expected levels of Van Hiele’s model geometry thinking, namely, levels 3 and 4. Teaching strategies which promote memorisation as a type of learning, for example the lecture method, tend to hinder learners in reaching the expected levels of the model. Thus, the introduction of learning aids such as geoboards may help both in promoting active learning and in developing the relevant skills which learners require if they are to reach levels 3 (abstraction) and 4 (deduction). Thus, this study investigated the effects of manipulative objects as scaffolders towards the learning of selected geometry theorems in grade 11. This study was conducted on 24 eleventh grade learners in one of KwaZulu-Natal public schools found in King Cetshwayo District. Van Hiele’s theory was adopted to observe, examine and analyse the effects of manipulative objects on problemsolving, learners’ engagement time and the extent to which these objects can scaffold geometry learning in reaching levels 3 and 4 of the theory. Level 3 involves the application of geometry theorems while their proofs are done in level 4. Written tests, observations and semi-structured interviews were used to answer the following research questions: Does the incorporation of manipulative objects enable learners to engage in solving geometry problems? What effects do manipulative objects have on learners’ engagement time in geometry learning at grade 11? To what extent are manipulative objects able to scaffold learners in reaching level 3 and level 4 of Van Hiele’s model of geometry thinking? During this investigation, learners received instruction with manipulative objects. This study employed a mixed-methods sequential explanatory design. Quantitative data collected were analysed using Microsoft Excel while thematic analysis was used in the analysis of qualitative data. v Findings of this study revealed that manipulative objects enhanced learners’ problem-solving skills in geometry such that learners are able to perform at level 3 of Van Hiele’s model. The findings also revealed that spending least amount of time on verbal learning actions like asking and answering questions in the class may have negative effects on learners’ verbal communication as the majority of learners correctly answered level 3 questions but were unable to explain what they had written. Learners had difficulties with geometry proofs prior to and after the treatment which indicated that manipulative objects were unable to help learners reach level 4. These findings implied that to improve learners’ performance in geometry and help them reach level 3, manipulative objects should be used by mathematics teachers. However, to help learners with geometry proof, this study recommends that further investigation may focus on other forms of manipulatives as manipulative objects were unable to help learners with geometry proofs i.e. virtual manipulatives or manipulative objects which are different from the ones used in this study.
- ItemEnhancing cognition of circle theorems via adaptive technology in rural-based Eswatini: pre-service teachers' usage and acceptance of geogebra(University of Zululand, 2022) Nxumalo, Mfanasibili PhilemonWith the mandate of addressing the inadequacy of research establishments in rural college settings of Eswatini, this study designed and employed the “Rural Eswatini Pre-service Teachers' Acceptance of GeoGebra” Model to examine the characteristics that influence rural Eswatini pre-service teachers' usage of GeoGebra. Additionally, the Rural Eswatini Pre-service Teachers' Acceptance of GeoGebra was used to assess the significant difference between male and female pre-service teachers’ use of GeoGebra. This model was also utilised in examining the effect of rural Eswatini pre-service teachers’ system quality, system compatibility, and user satisfaction on their Technology Task Fit of GeoGebra for circle theorems cognition. A pretest posttest was employed to assess the effects of GeoGebra on pre-service teachers’ cognition of circle theorems. The study used a one-group quasi-experimental research design, with 187 pre-service teachers taking a pre-test on circle theorems before using GeoGebra, followed by a post-test. Option-related data were collected from the pre service teachers using a 7 Likert-scale questionnaire. These data were analysed by making use of SmartPLS3.3’s Partial Least Squares Structural Equation Modeling. Results showed that user satisfaction and system compatibility are the determinants of rural Eswatini pre-service teachers' Technology Task Fit. Rural Eswatini pre-service teachers' perceived attitude toward use, perceived ease of use, and Technology Task Fit were found to have a direct effect on their actual use of GeoGebra for learning circle theorems. Perceived usefulness, satisfaction and system compatibility had indirect effects on the actual use of GeoGebra. The Rural Eswatini Pre-service Teachers' Acceptance of the GeoGebra Model explained 74.9% of the variance in rural Eswatini pre-service teachers' actual use of GeoGebra. The results moreover revealed a significant difference between male and female pre-service teachers’ actual use of GeoGebra. There was likewise a significant difference between rural Eswatini pre-service teachers' pretest-posttest marks. Ultimate findings implied that GeoGebra can be used to enhance rural Eswatini pre-service teachers' circle theorem cognition.
- ItemErrors and misconceptions related to learning algebra in the senior phase – grade 9(University of Zululand, 2019) Mathaba, Philile Nobuhle; Bayaga, A.Algebra is a mathematical concept that explains the rules of symbol operations, equations, and inequality. Algebra is a combination of logic and language; hence common mistakes and conceptions are either attributed to logic or language problems, or both. There is also ongoing debate about the fact that learners come to class with different ideas that result in errors and misconceptions when they solve algebraic equations and expressions. Based on this debate concerning both errors and misconceptions in solving algebraic equations and expressions, the purpose of this study was to investigate the errors and misconceptions committed by learners when learning Algebra. The study answered the following research questions: What are the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra learning? How do the types and the sources of errors and misconceptions influence errors in Grade 9 learners’ cognition when learning Algebra? Which strategies work to avoid errors? What are the sources of the errors and misconceptions in Algebra? Unlike the predominant existing studies, which are urban-based, this study was based in rural schools in the King Cetshwayo District of UMlalazi and Mtunzini Municipality. The structure of the observed learning outcome (SOLO) theory was adopted to observe, examine and analyse learners’ misconceptions in rural-based secondary schools.
- ItemEvaluating the role of learning support materials in curriculum implementation: the case of "WE CARE"(2008) Luthuli, Cleopatra; Dlamini, E.T.The study sought to explore the impact that exemplary curriculum materials called "We Care" had made on the classroom practice of the recipients, namely educators in rural areas. It also explored the ways in which the recipients put the materials to use. The materials in question introduced the educators to the practice of integrating Environmental Education (EE) into the teaching of the Natural Sciences. The materials also provided suggestions with regard to learner-centred actrvrty-based ideas for learning programme development Teaching experiences of educators using "We Care" were recorded mainly by means of videotaped lessons, which were transcribed and analyzed. Results showed that all the educators found the materials informative and interesting to use. "We Care" materials generated collegiality among the educators and inspired them to work together and share ideas. Analysis of the videotaped lessons, however, revealed that the participants often lacked adequate content to explain science concepts clearly. Group work was also handled poorly, with the result that the objectives of group activities were not being achieved. A general weakness in handling the outcomes-based approach was evident, despite the participants' expressed conviction that "We Care" had helped them to demystify OBE. The study's value manifested in the identification of good practice among the participants and in the opportunity that it provided to discuss exemplary practice.
- ItemAn exploration of final year, pre-service mathematics teachers’ learning experiences in solving non-routine financial mathematics problems at a South African University(University of Zululand, 2021) Talasi, TatoloThis study explored pre-service mathematics teachers (PSMTs) learning experiences in solving non-routine mathematical problems in financial mathematics. To this end, the theories that formed the foundation of this study were the realistic mathematics education, socio-constructivist theory of problem solving and mathematical proficiency. Participants were drawn from an initial teacher education programme in South Africa. They were in the final year of their four-year Bachelor of Education degree, specializing in Mathematics, Science and Technology Education for intermediate and senior phase teaching. A total of 11 pre-service mathematics teachers participated in the study. The study employed a qualitative approach and a case study design. A single case study with multiple units was deemed appropriate for this investigation. The data for this investigation were generated through questionnaires, documents, observations and interviews. Firstly, PSMTs responded to an open-ended questionnaire which had 27 items. Secondly, PSMTs solved four non-routine mathematical problems, based on financial mathematics, in groups, over four weeks. The problem-solving sessions were conducted concurrently in different venues. The D_group and the M_group were video recorded during each session, while the T_group was audio recorded. Thirdly, and finally, the researcher interviewed the available members of each group. Content analysis was used to interrogate the data from the various instruments. The results were presented in the form of tables and excerpts. The findings across the various instruments showed that the PSMTs used numerical strategy, pictorial strategy, verbal strategy, and algebraic strategy to solve mathematical problems in financial mathematics. None of the groups used graphical strategy. The PSMTs grappled with contextual, linguistic, representational and transformational activities of algebra in their search for solutions to non-routine mathematical problems in financial mathematics. However, all the groups seemed to lack a knowledge of the time value of money principle and had inadequate knowledge of mathematical language. Consequently, all the groups committed linguistic and contextual errors, more than mathematical errors. iv It is recommended that LTSMs’ authors, curriculum developers and mathematics education instructors and lecturers design and implement learning outcomes which extend beyond the mere acquisition of mathematical concepts and mathematical skills. The learning outcomes that foster the acquisition of mathematical language, particularly financial mathematics language, should be prioritize in the assessment activities of PSMTs. Concerted efforts should be made to explicitly educate and expose PSMTs to problem situations that require the use of graphical problem-solving strategies, which have seemed missing in this cohort of PSMTs. The teaching of financial mathematics should focus upon the use of the time value of money principle and compounding of interest. To maximize the learning experiences of pre-service mathematics teachers (PSMTs) in solving problems in financial mathematics, mathematics education lecturers may have to supplement the examples and practice problems given in PSMTs textbooks, and other LTSMs, to include non-routine mathematical problems, which focus upon the use of graphical problem-solving strategy that seemed to be highly underdeveloped in this cohort of PSMTs. It is further concluded that mathematics education lecturers should engage PSMTs with non-routine mathematical problems in financial mathematics with superfluous (and or missing) information and in higher cognitive demands to maximize PSMTs’ learning experiences in solving these problems which are rarely found in textbooks and other LTSMs.
- ItemExploring grade 12 learners’ graphical interpretation of rate and extent of reaction: a case study of King Cetshwayo district grade 12 learners(University of Zululand, 2022) Qwabe, Zanele Mary-JaneGraphs are very important in all areas of science, and they are an essential part of tertiary, high school, and primary school curricula around the world. A solid understanding of graph interpretation is essential for understanding today's world and becoming a scientifically literate. However, graph interpretation is a complex and challenging activity. The aim of this study was to explore learners’ graphical interpretation of the rate and extent of reaction topic. A mixed-method explanatory sequential design was adopted for this study. A purposive sampling technique was used to sample participants from the accessible population in King Cetshwayo District KwaZulu-Natal province in South Africa. One-hundred and forty-six (146) grade 12 Physical Sciences learners, formed the sample from King Cetshwayo District. A validated three-tier diagnostic questionnaire and semi-structured interviews were used to collect data. The findings indicated that learners rely on definitions to interpret graphs. Most of the learners failed to interpret the surface features of the graphs. Interpretations were ranked hierarchical (Curcio’s levels) to measure learners’ graphical literacy and most learners struggled with lower levels. The findings of this study are diagnostic and they assist module designers and educators in determining challenges learner’s face when interpreting graphs in chemistry. Further studies are needed to determine how surface features can be employed to address graphical interpretation in chemical kinetics.
- ItemExploring the strategies used by grade 6 teachers in the teaching of Natural Sciences and Technology in the Ngwelezane Circuit schools(University of Zululand, 2018) Buthelezi, Bonithemba Wellington; Pillay, R.; Mosoloane, R.Teaching strategies support learners in developing knowledge or skills. The teacher therefore needs to have the skills to develop the knowledge and skills of the learners (Killen, 2010). Hence CAPS states that NCS is based on principles including, inter alia, encouraging an Active and Critical approach to learning rather than rote learning and uncritical learning of given truths. Teaching strategies play a role in developing the love of the subject. South African Science teachers are struggling due to inadequate Science content knowledge, pedagogic skills and lack of confidence (Bantwini, 2010 and 2012; Centre for Development Enterprise, 2007 and 2014; DBE, 2013; Muwanga, 2003; Kriek and Grayson, 2009). The study aimed to explore the teaching strategies that teachers used in Grade 6 in the teaching of Natural Sciences and Technology in the Ngwelezane Circuit schools. The objectives of the study were to identify the teaching strategies used by the Grade 6 Natural Sciences and Technology teachers in their teaching; to explore the views of teachers on the teaching strategies they use in teaching Natural Sciences and Technology in Grade 6 and, to determine the extent to which teaching strategies align to the principles and purposes of the CAPS as indicated in the problem statement. The study employed the Qualitative Research Methodology. The information was derived through the use of survey questionnaires, in-class observation, interviews and document analysis. The study sample comprised of five Intermediate Phase teachers per school. The findings revealed that telling method, text book and question and answer are dominating in the classes as lessons were conducted, which does not align with CAPS requirements and is promoting passive learning. Teachers are aware of the teaching strategies developing Critical and Active learning as per the responses from the questionnaires and the interviews, but they are not used in class, used to a lesser extent, or not used at all. Lessons were more content based. Very few or no critical learning and problem solving, was developed in learners through active involvement in learning. No proper training was received towards teaching the subject. Other teachers having no background in the subject were mandated to teach the subject by management. The best teaching strategies are those which make the students active participants in the learning process through Active Learning where learners construct their own understanding and knowledge of the world through experience reflecting upon that experience than through rote learning (Harasim, 2012).
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