Theses and Dissertations (Science, Mathematics and Technology Education)

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Identifying and understanding enabling conditions for supporting reading literacy development for primary schools in Zimbabwe
(University of Pretoria, 2018) Howie, Sarah J.; archedusec@gmail.com; Gowo, Gladys Claris
This thesis documents an investigation seeking to identify enabling classroom conditions that promote the development of reading literacy competencies among lower grade learners in some selected high-performing schools in Zimbabwe. National and regional surveys have revealed that most lower grade learners in public schools proceed to higher levels of academic schooling unable to read. The study employed a multiple case study within an interpretivist paradigm. Data were gathered through document analyses, interviews, participant observations, and focus group discussions with 23 participants, four of which were school principals, 18 teachers and one Education Officer. The Exemplary Model of Early Reading Growth and Shulman’s Pedagogical Content Knowledge model informed the conceptual framework for this study. The findings indicated the impact of the guided reading approach, the effect of societal value systems and the contribution of organised pedagogical approaches on reading literacy development. Whilst the Ministry of Primary and Secondary Education (MoPSE) determines curricula content materials for all schools in the country, most high performing schools design school-based reading syllabi that involve parental participation. Furthermore, school governing bodies of most high performing schools in Zimbabwe ensure that each class has a well-resourced library and lower grade learners in high performing schools have a daily session of mandatory exposure to printed media. Teachers facilitate and tend to learners with exceptional reading challenges. Such reading literacy development programmes constitute reading as part of the school culture of high performing schools in Zimbabwe. The analysis of the teaching of reading literacy in high-performing schools identified four critical enabling factors namely: the need to develop reading as part of school culture, the need to involve parents in assisting their learners with homework activities in reading, teacher competencies (including the ability to interpret syllabi appropriately) and the provision of adequate reading resources. Furthermore, the study culminated in the design of a Multifaceted Reading Literacy Development Model including eight important factors for reading literacy development namely: interpretation and implementation of curriculum; professional development of teachers; curriculum materials and other resources; school-level reading policies; mentoring and monitoring; parental involvement; teaching approaches, strategies and methods; and professional competencies and attributes. The significance of the findings provides hope for those in educationally deprived environments in that, regardless of where the school is located, lower grade learners have the potential to acquire competent reading skills provided the above-mentioned conditions exist. As resource availability alone is inadequate, teachers need to upgrade their pedagogical skills continuously and schools need to exchange experiences and knowledge to suit local/contextual realities.
The domains related to student success in an academic development programme
(University of Pretoria, 2024-02-23) Eloff, Irma F.; Van Staden, Surette; gideon.brits@up.ac.za; Brits, Gideon P
ABSTRACT This study focuses on student success in an Academic Development Programme at a large, research-intensive higher education institution in South Africa. The researcher as a lecturer in a post-Apartheid South Africa, investigated variables within the demographic, institutional, economic, cognitive, personal needs, and psychological domains of student success. The aim of the study was to determine which domains could be related to student success in the Academic Development Programme as presented at the Mamelodi Campus of the University of Pretoria. A mixed-methods research design was adopted. The data were collected from students who joined the Extended Curriculum Programme during an 11-year period (2010-2020). The research was conducted within three distinctive phases. The first phase was a quantitative, secondary analysis of existing university data (n=5 560), followed by a second quantitative phase consisting of the administration of a questionnaire (n=161). The second phase was followed by a qualitative, third phase of data collection by means of conducting interviews (n=15). Data was analysed by means of descriptive statistics and theory-driven, inductive coding. The investigation revealed that, as a collective programme, the Extended Curriculum Programme alleviates the differences in demography and economic status to such an extent that students from quintile 1 and 2 schools situated in deprived areas were equally successful as students from quintile 5 schools situated in privileged suburbs. The study also revealed that each domain plays an important and significant role in student success. However, the psychological domain and the personal needs domain seem to be the two most notable and eminent domains in relation to student success. The study therefore suggests that institutions of higher education place specific emphasis on students’ mental and personal well-being in Academic Development Programmes. Keywords: Student success, Academic Development Programme, Extended Curriculum Programme, Retention, Attrition, Demographic domain, Institutional domain, Economic domain, Cognitive domain, Personal needs domain, Psychological domain
Elements of blended continuous professional development short course design for educators
(University of Pretoria, 2024-03-27) Joubert, Jody; Callaghan, Ronel; u20795760@tuks.co.za; Mouton, Martin
Instructional Design (ID) is the science of course design. Learning programmes can be enhanced by Computer Integration through blended learning. ID can be guided by design models such as the ADDIE Model. Pairing traditional design models with modern blended learning can provide a powerful platform for accessible and flexible learning, learner tracking, and individual feedback. This study addresses problems pertaining to continuous professional development (CPD) programme design for educators. Educators need CPD to satisfy the needs of an evolving education landscape. CPD programmes can be delivered through blended short learning programmes. To train teachers efficiently we need to understand not only the design process, but also the design elements and considerations that can make it more efficient and tailored to the needs of the participants. This study addresses the research question: What elements should be included during blended CPD short course design for educators? The researcher applied a qualitative research methodology and a design-based research approach. This research shows the elements of, and considerations for, three research contexts, namely, educators, CPD and short courses, as well as two research focus areas, namely, course design and blended learning. The researcher presents 39 considerations and 48 elements that can be implemented on top of ID models such as the ADDIE Model. These elements were unearthed by combining data gathered through a systematic literature review, expert interviews, and educators as participants in a newly designed course. This research can assist designers to design short, blended, CPD learning programmes for educators.
Teaching Life Sciences on online platforms : a phenomenographic study
(University of Pretoria, 2024-03-28) Abrie, A.L. (Mia); alviraprakash@gmail.com; Prakash, Alvira
This study explored Life Sciences pre-service teachers’ experiences of learning Life Sciences on an online platform at university, and how they thought Life Sciences should be taught on online platforms in schools, using a phenomenographic approach. This topic is relevant because Life Sciences lecturers and teachers had to adapt their teaching strategies and representations to suit online platforms during the COVID-19 pandemic and subsequent university and school closures. Using semi-structured focus group interviews, 14 Life Sciences pre-service teachers were asked to describe the teaching strategies and representations used by their Life Sciences and Life Sciences methodology lecturers on online platforms. They were further asked to describe what teaching strategies and representations they thought Life Sciences teachers should use when teaching on online platforms in schools. The qualitative results described that the Life Sciences pre-service teachers perceived that their Life Sciences and Life Sciences methodology lecturers used teaching strategies such as synchronous teaching, asynchronous teaching and the flipped classroom approach. Representations used were visualisations such as PowerPoints, pictures and reading material, as well as digital educational technology such as online simulations and applications, e-books, YouTube videos and demonstration videos. Based on their experiences of learning Life Sciences on an online platform at university, the Life Sciences pre-service teachers suggested that the following teaching strategies should be used to teach Life Sciences on online platforms in schools: interactive and engaging synchronous teaching strategies, the flipped classroom approach and hybrid teaching. The Life Sciences pre-service teachers suggested that the following representations should be used to teach Life Sciences on online platforms in schools: visualisations such as PowerPoints and pictures, and digital educational technology such as experimentation software in the form of online simulations and applications. It was concluded that the Life Sciences pre-service teachers in this study perceived their Life Sciences and Life Sciences methodology lecturers as having developed Technology, Pedagogical and Content Knowledge (TPACK) when lecturing on online platforms. The Life Sciences pre-service teachers’ TPACK was well established as they were able to perceive and understand how online platforms can be used to replicate and replace classroom-based practices, but they were not able to suggest ways in which teaching could be transformed online in a way that would not be possible in a face-to-face classroom. Key terms: Synchronous teaching, Asynchronous teaching, Flipped classroom, Hybrid teaching, Online digital educational technology
Grade 11 learners’ proficiencies in solving Euclidean geometry problems
(University of Pretoria, 2023-12-20) Ogbonnaya, Ugorji; Akuma, Fru V; rogermayani@yahoo.fr; Mayani, Roger Mubango
Acquiring conceptual understanding, procedural knowledge, and adaptive reasoning is imperative for developing problem-solving proficiencies in learners. However, while there are a few studies on mathematical proficiencies in South Africa, there is a lack of research on learners’ proficiencies in Euclidean geometry (EG) that combine conceptual understanding, procedural knowledge, and adaptive reasoning in the same study. The purpose of the current study was to explore the problem-solving proficiencies of learners in EG in terms of conceptual understanding, procedural knowledge and adaptive reasoning. The current study was underpinned by a five-strand mathematical proficiency framework consisting of conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. Based on an interpretivist philosophical stance, the study used a qualitative approach. Specifically, using convenience sampling strategy, a sample of 200 learners was selected from 10 schools in the Vhembe East District in Limpopo, South Africa. A Euclidean geometry proficiency test (EGPT) was used as a starting point towards the acquisition of qualitative data for this project. The current study used the Oregon Mathematics Problem Solving Rubric and the Rubric of Mathematical Adaptive Reasoning as its framework for analysing the learners’ solutions to the problems in the EGPT. The findings show that on questions of predominantly conceptual knowledge, 87% of the participants were ranked novice problem solvers; on questions of predominantly procedural knowledge, 85% of the participants were classified as novice problem solvers. In addition, 89% of the participants were ranked poor in adaptive reasoning. Future research in South Africa should examine the mathematics proficiencies of learners in various districts throughout several provinces to uncover the general trend in the mathematical proficiency of learners.
A strategy development framework for educational technology
(University of Pretoria, 2024-03) Callaghan, Ronel; Cronje, Johannes Christoffel; jorietha.hugo@gmail.com; Hugo, Jorietha
Emerging technologies are transforming educational practices, but their successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles, but adoption and performance lag over time. A strategic framework is required for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. This research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how these elements influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi technique in two research phases. During the first phase of research, Delphi panel members were interviewed to understand current challenges and practices in terms of learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. This study contributes a strategy development framework for educational technology, which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Other key outcomes of the study include a hypothetical strategy map for learning with technology that can be applied in a dynamic context, and the identification of current focus areas for operational excellence in learning with technology.
Implementing total quality management at a public service institution : the role of organisational culture
(University of Pretoria, 2024-02) Combrinck, Celeste; tamara.ntombela@gmail.com; Ntombela, Nosiphiwo Tamara
There is ample research on organisational culture and Total Quality Management (TQM) in various industries, but more studies need to be done in the South African educational context. The current study investigated the role of organisational culture in effectively implementing TQM within the education, training and development context. The competing values framework (CVF) was used to investigate the clan, adhocracy and hierarchical cultures as components of TQM adoption. A qualitative case study approach was utilised as the method. Purposive sampling was used to select participants, managers aged 38 - 65 from five business units from the institution. The current study collected data from semi-structured interviews and analysed it using a content analysis strategy. The adhocracy culture was less evident within the selected public service institution due to low staff morale caused by the COVID-19 lockdown and other underlying issues. The hierarchy culture, a more controlling form of TQM and negatively associated with it, was evident. Participants desired a more flexible culture with less rigidity and resistance to change. Participants articulated the need for solid foundations and getting the basics right to improve the organisation’s culture and quality management efforts. The current study found that encouraging a collaborative culture is essential and that promoting cross-functional cooperation would improve TQM.
Electrical technology teachers' pedagogical content knowledge of three-phase induction motors
(University of Pretoria, 2024) Rauscher, Willem Johannes; shane.maelane@live.com; Maelane, Shane Shakwane
The quality of teaching significantly affects learners’ ability to learn. Sound Pedagogical Content Knowledge (PCK) is foundational to good teaching and in the Technology classroom, this is associated with high-level technology skills. Curriculum changes may add to the difficulties that these teachers experience because of unfamiliarity with the new content, and possibly pre-existing PCK deficiencies. Given the paucity of research on PCK in the electrical technology classroom, this qualitative study was designed to investigate electrical technology teachers’ PCK of three-phase induction motors to improve our understanding of their personal Pedagogical Content Knowledge (pPCK) and enacted Pedagogical Content Knowledge (ePCK). A better understanding of these teachers' PCK may provide clarity as to the need for professional development in this area. Following the interpretivist paradigm and a single case study design, interviews were conducted to provide rich descriptions of Grade 12 electrical technology teachers’ pPCK, using adapted Content Representations (CoRes). Classroom observations provided information about their ePCK. Six Grade 12 electrical technology teachers were purposively and conveniently selected as participants in the study. The adapted Refined Consensus Model (RCM) was used as the framework that guided the analysis of the two manifestations of PCK. The focus was on learners' prior knowledge, including misconceptions, curricular saliency, what is difficult to teach, representations, such as analogies, and conceptual teaching strategies. The findings of this study indicate that electrical technology teachers' PCK falls short of expectations and requires improvement. This finding was consistent for both pPCK and ePCK. A comparison of their pPCK and their ePCK showed that what they espouse theoretically is not necessarily made manifest in the classroom. Further research in this area should perhaps include different contexts, focusing on different topics, as well as associated documentation. Keywords: Pedagogical Content Knowledge, personal Pedagogical Content Knowledge, enacted Pedagogical Content Knowledge, Refined Consensus Model, and curricular saliency.
The use of ICT by South African teachers for assessment purposes in the classroom
(University of Pretoria, 2024-01) Graham, Marien Alet; Roux, Karen; evahdikeldi@gmail.com; Matlala, Dikeledi Eva
Information Communication and Technology (ICTs) have transformed education, enhancing assessment engagement and adaptability. Diverse digital competency in South African schools underscores the need for teachers to enhance skills and foster inventive assessment approaches. This study investigated South African primary school teachers’ preparedness for using ICT for assessment in English first additional language, mathematics, and natural science classrooms. Guided by the unified theory of acceptance and use of technology model (UTAUT), this research explored teachers’ behavioural intentions, usage patterns, and acceptance levels regarding the integration of ICT for assessment. A mixed-method approach with a pragmatist paradigm was used. A self-developed survey was administered to primary school teachers with at least five years of experience after establishing its reliability and validity. The closed-ended quantitative questions were analysed using structural equation modelling, and the open-ended qualitative questions were analysed using qualitative content analysis and thematic analysis. The results revealed that social influence on behavioural intention was the only significant effect. Regarding challenges, teachers emphasised a lack of resources and infrastructure to facilitate the use of ICTs and indicated a need for training and capacity building. In conclusion, the findings underscore the pivotal role of social influence in shaping teachers' behavioural intentions towards integrating ICT for assessment in South African primary schools. This occurrence highlighted the need for supportive policies, ample resources, and targeted training programmes to enhance teachers' digital competencies and promote effective technology-based assessment practices. It is recommended that educational institutions and policymakers focus on leveraging social influence as a critical strategy to promote the adoption and use of ICT, provide adequate resources and infrastructure to schools, and organise training programmes for teachers to enhance their ICT skills and proficiency for assessment purposes. The results offer valuable insights to schools and policymakers on improving technology-based assessment in South African contexts. Keywords: ICT, assessment, digital competency, technology, motivation, UTAUT, utilisation
Lecturers’ creation of online learning experiences to support the development of 21st century graduate attributes
(University of Pretoria, 2024) Van Rooyen, Annèl; Callaghan, Ronel; chantalbrowne1@gmail.com; Hammer, Chantal Shelly
Higher education institutions (HEIs) are perceived as producers of qualified graduates with sought-after cognitive and self-efficacy skills. These perceived acquisitions of 21st century graduate attributes are equated with the value of higher education. The 2023 World Economic Report reveals a failure of HEIs in developing graduates with employability competencies. Despite HEIs’ commitment to this development, teacher-centric approaches persist. The purpose of this study is to understand how lecturers can support the development of 21st century graduate attributes in the creation of engaging learning experiences. This qualitative study has been conducted with seven lecturers from a HEI who have been purposefully selected for their online activity-based approaches to identify the pedagogical elements that support this skill development. The conceptual framework, an integration of certain constructs from the TPACK model within a revised community of inquiry (CoI) model, frames the investigation in the design elements of teaching presence (TP). In understanding how lecturers support the development of 21st century skills, the study attempts to address the misalignments. Three data collection techniques were used to triangulate the findings. This consisted of two observed synchronous lectures, two semi-structured interviews and collected artefacts from a module of each lecturer. The findings indicate a combination of pedagogical elements that should be considered in supporting the practical implementation of the seven principles of the revised CoI model. A proposed template has been created to guide lecturers in the planning stage of TP. Lastly, it identifies the attitudes and beliefs that shape the pedagogical choices of lecturers.
The relationship between Grade 5 learners' mathematics achievement and teacher professional development
(University of Pretoria, 2024-01) Graham, Marien; Mbalieh1@gmail.com; Kubheka, Mbalenhle Sthandiwe
Teachers substantially impact the learning process and play an important role in learners’ mathematics achievement. Teacher professional development is essential for transforming classroom practices and enhancing learners’ academic outcomes. This study aimed to determine how teachers’ professional development relates to learner achievement in mathematics. Two theoretical frameworks guided this investigation: Guskey’s (2002) model of teacher change, which posits that teachers’ beliefs and attitudes change after they modify their practices and observe positive results in learner learning, and Loucks-Horsley et al.’s (2010) design framework for professional development. This design framework encompasses a cyclical planning process that starts with teachers’ commitment to improving teaching and learning, resulting in the identification of disparities between current practices and the new curriculum’s aspirational mathematical instruction. Secondary data analysis was conducted using the Trends in International Mathematics and Science Study (TIMSS) 2019 Grade 5 mathematics data. A positivist paradigm and a deductive approach were implemented, which align with the quantitative research method. Multi-level modelling was used to analyse data from home, learner, teacher, and school questionnaires completed by parents, learners, teachers, and principals, as well as TIMSS mathematics achievement scores. Learners of teachers who indicated they felt they needed future professional development in mathematics pedagogy/instruction performed significantly lower than those who didn’t express this need. The results also demonstrated the importance of teachers’ receiving professional development, as learners performed significantly better when given clear instructions. This study contributes to the body of knowledge and informs policymakers of the benefits of encouraging teacher development.
Developing a strategic pedagogy in primary teacher education for effective continuous assessment implementation in Malawi
(University of Pretoria, 2023-08) Long, Caroline; Van Putten, Sonja; chokochas@yahoo.com; Selemani-Mbewe, Chokocha Mathias
The Primary Curriculum Assessment Reform (PCAR) introduced in Malawi in 2007, positions continuous assessment, the integration of teaching, learning and assessment, at the core of the curriculum. However, most teachers in Malawi have had no dedicated training in effective continuous assessment pedagogy, and this limitation, among other reasons, makes it particularly difficult to implement continuous assessment. While teachers may not implement continuous assessment effectively due to contextual factors such as school leadership, lack of resources, pressure from high stakes examinations, large classes, and a too demanding teacher workload, effective teacher preparation that uses appropriate instructional pedagogy can enable teachers to effectively implement continuous assessment in the schools. Improving the competence of pre-service primary school teachers during training is very critical for effective continuous assessment implementation. Research on teacher competence in the area of learner assessment indicates that teachers face many challenges. World over, there is an outcry that alludes to the fact that teachers are not properly trained in the area of assessment during their pre-service training. In Malawi, teachers who were oriented in the new curriculum and recent graduates from the Teacher Training Colleges (TTCs) who are taught using a reformed teacher training curriculum that was aligned with the new national primary curriculum (NPC) referred to as primary curriculum and assessment reform (PCAR) face difficulties in implementing it. This study was conceptualised and implemented using education design research, in a purposefully and conveniently sampled pre-service primary teacher training college, to design, develop and try out a pedagogy that lecturers in teacher training colleges in Malawi could use when preparing primary school teachers so that they are able to implement CA effectively. The overall aim of this study was to investigate, understand and develop the features needed for the design and development of an effective continuous assessment pedagogy that lecturers in pre-service primary teacher education programmes in Malawi could use when preparing primary school teachers for the implementation of continuous assessment. The main research question that guided the study was: What are the characteristics of a strategic pedagogy that lecturers in primary teacher training colleges (TTCs) in Malawi could use for pre-service primary teacher preparation for effective continuous assessment (CA) implementation? Data collection during the baseline phase included the administration of a questionnaire to both the lecturers and the pre-service teachers; lecturer room observation of twenty-twolectures; document analysis, and focus group discussion with some lecturers and college administration. Presentations and oral interviews were carried out with subject matter experts aimed at understanding their perspectives on what a primary school teacher should know, and be able to do when implementing CA. Formative and summative evaluation of the prototypes were implemented to determine the relevance, consistency, practicality and effectiveness of the intervention. The iterative cycles of the prototypes led to a strategic pedagogy that emerged as feasible. Design guidelines for the strategic pedagogy and recommendations have been suggested
Teacher experiences and perceptions of using game-based tools to assess English language proficiency
(University of Pretoria, 2023-10) Combrinck, Celeste; Van Staden, Surette; maseko.thando10@gmail.com; Maseko, Thandeka Thando Ivy
Many approaches are available to enhance learning English and to aid learners in acquiring the necessary language skills. One of the approaches gaining popularity in teaching and learning English is game-based learning. South African learners attending urban township schools face many challenges in attaining the necessary level of English language skills that will ensure that they perform well throughout their primary, high school and tertiary education. The current study explored English teachers’ experiences with using games as tools to assess high school learners from an urban township school and a rural school. The Cultural-Historical Activity Theory (CHAT), which is inspired by the work of Barrett-Tatum (2015) was used as the framework for the current study. A qualitative research approach was used within a case study design. For the current study, purposive sampling was employed to select teachers who were using games-based assessment. In total, four teachers from two schools participated. Semi-structured interviews, classroom observations, and field notes were used as data collection strategies to triangulate the findings. The study’s results revealed that game-based learning can improve the extent to which learners acquire English language skills, provided that it is properly integrated into the curriculum. Although some evidence was provided that the use of game-based learning can assist teachers in formatively assessing learners’ English language acquisition skills, it cannot be regarded as conclusive. Further research into the role of games-based assessment is needed.
The usefulness of the van Hiele model for geometric reasoning in Engineering Graphics and Design
(University of Pretoria, 2023-10-21) Rauscher, Willem Johannes; Van Putten, Sonja; vernon.candiotes@up.ac.za; Candiotes, Vernon John
Abstract For many students, conceptual understanding in Engineering Graphics and Design (EGD) is problematic, where well-develop reasoning skills are essential but lacking. Through visuospatial and analytical reasoning, the EGD practitioner produces graphical solutions to engineering problems within the shared axiomatic system of geometry. Currently there is no learning model in terms of visuospatial and analytical reasoning within EGD’s system of conventions that supports conceptual understanding. A model is needed to facilitate the development of conceptual understanding as the foundation upon which procedural knowledge is built. The value of the van Hiele model of geometric reasoning is well known but its useful application in EGD has not been demonstrated. This study's purpose was to investigate the usefulness of a particularised version of the van Hiele model in an EGD context. The van Hiele model of geometric reasoning was used as a conceptual framework by aligning EGD content with the hierarchical cognition levels of the model. In constructing a conceptual framework that added three-dimensional reasoning, I integrated the New Typology proposed by Newcombe and Shipley. This inclusion allowed for the cognitive descriptors based on Euclidean geometry to bridge the two-dimensional limitations of the van Hiele model. This study followed a sequential-explanatory mixed-methods approach by employing a single case-study design, and a pragmatist epistemology guided me. Thirty-eight secondary EGD school teachers participated in the study. Data was collected through a mixed-methods approach by utilising a pretest-posttest instrument and a survey on solid geometry thought. Quantitative task and test scores were used to qualitatively explain the degree of van Hiele level acquisition through key cognitive descriptors particularised for EGD. Although reasoning in EGD encompasses the constructs of visuospatial reasoning, analytical reasoning within a system of subject-specific conventions, I only reported on visuospatial reasoning as a medium to demonstrate the usefulness of the van Hiele model of geometric reasoning. The results obtained from the data analysis suggests that the van Hiele model relates conceptually well to EGD content. In demonstrating the usefulness of the particularised model, I was able to apply the models' hierarchical cognitive descriptors to explain the instances and types of cognitive deficiencies that proved to be persistent. Within the scope of the EGD content this study was limited to, the particularised model confirmed that participants displayed shallow conceptual understanding and that their range of procedural knowledge was limited to familiar classroom content. Although this study focused on visuospatial reasoning, the particularised cognitive descriptors identified analytical reasoning and convention knowledge to be equally shallow. The study's main conclusion is that the van Hiele model of geometric reasoning is well suited to be particularised to EGD. Furthermore, it embodies the inclusion of visuospatial reasoning, analytical reasoning, and convention knowledge as major constructs to be included in a signature pedagogy for EGD. The particularisation process I used in this study can be extrapolated to all content areas of EGD in combination with the learning phases espoused by the original van Hiele model of geometric reasoning. The cognitive descriptors utilised in this study are not all-inclusive and further research is needed to develop the complete scope of cognition in EGD based on visuospatial reasoning, analytical reasoning and convention systems. The van Hiele model of geometric reasoning shows a strong relationship with reasoning in EGD. Future educators and students of EGD could benefit from a signature pedagogy where a teaching and learning model forms the core of hierarchical progression through EGD’s reasoning levels.
Exploring Grade 6 and 7 teachers' use of social media applications as pedagogical tools
(University of Pretoria, 2023-11) Moodley, Kimera; Robberts, Ankie; bereld26@gmail.com; Abrahams, Bereldene Robin-Lee
Social media applications have become an integral part of our daily lives. When thinking of social media applications, we often do not think of education. Social media, however, can play a significant role in education. If used correctly, both formal and informal settings can benefit as social media offers various opportunities for learners, teachers and institutions to enhance learning experiences and facilitate communication and collaboration. As pedagogical tools, social media applications offer many benefits due to their distinct features, paving the way for creative teaching and learning opportunities. This study aimed to explore how grade 6 and 7 teachers use social media applications as pedagogical tools. The specific social media applications examined in this study encompassed Facebook, X (previously called Twitter), YouTube, Instagram, TikTok, and WhatsApp. The existing body of literature suggests that social media applications tend to have more advantages than disadvantages when integrated into the educational system. They can be especially helpful in teaching English as a foreign language, as they have been shown to enhance learners’ confidence and motivation. It is worth noting that there is a limited focus on using social media applications as pedagogical tools at the primary school level in current research. Employing the Technological Pedagogical Content Knowledge (TPCK) framework as a guide, this study primarily emphasised the Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) components. This study employed a qualitative approach within a case study research design to bridge the gap in the literature, conducted at a public primary school in Cape Town, South Africa, involving seven grade 6 and 7 teachers. The data collection process encompassed a survey, document analysis, and semi-structured virtual interviews. Content analysis was chosen as the data analysis method. The findings of this study revealed that while most participants commonly cited WhatsApp for educational purposes, most teachers chose to integrate YouTube and TikTok into their actual lessons. YouTube served as a valuable tool for consolidating lesson content, typically introduced at the beginning of a lesson or topic to provide learners with an initial understanding or demonstration of what they would be studying. All participants unanimously agreed that the use of social media applications enhanced student collaboration, creativity, and, in some instances, confidence. Finally, the teachers concurred that these applications effectively supported teaching and learning to achieve lesson objectives.
Teachers’ pedagogical content knowledge and learners’ performance in electromagnetic induction following a generic intervention
(University of Pretoria, 2023-10) Gaigher, Estelle; Coetzee, Corene; munodadz@gmail.com; Dzikiti, Lister Munodawafa
This study investigated the effect of a generic intervention on in-service teachers’ pedagogical content knowledge (PCK) and on their learners’ performance in Grade 11 electromagnetic induction (EMI). The sub-topic of EMI was selected as it received little attention in the literature. The conceptual framework was adapted from the refined consensus model for PCK, viewing the intervention as knowledge flow from collective PCK to personal and enacted PCK, enhancing learner outcomes. The research problem required a pragmatic perspective, using a mixed methods case study approach with teachers’ PCK constituting qualitative data while learner performance provided quantitative data in a two-group, baseline-test / post-test design. Eight schools were conveniently selected to participate in the study. PCK data was collected from the four teachers in the treatment group before and after the intervention to track the development of their PCK in EMI. Several data collection instruments were used. A standard PCK instrument, the CoRe tool, was applied before and after the intervention. Furthermore, video-recorded lesson observations, video-stimulated recall interviews and a semi-structured interview were used to assess PCK development. A total of 411 Grade 11 Physical Sciences learners from the treatment and control groups wrote a baseline test on a previously completed Grade 11 topic before the intervention. A post-test on EMI was written after the teaching of the topic EMI was completed. The Mann-Whitney test, conducted at a 5% level of significance, showed that there was no significant difference between the groups’ performance prior to the intervention, but that the treatment group performed significantly better than the control group in the post-test. This difference is ascribed to the PCK development of the treatment group teachers following the intervention. The results of the study added new knowledge about transfer of generic PCK to a specific sub-topic. Furthermore, it expanded the scarce literature on the influence of PCK interventions on learners’ performance. In the field of Physics Education, the study also added new knowledge about teaching EMI in Physics Education.
Teachers' and learners' acceptance of the use of robotics in the intermediate phase
(University of Pretoria, 2023-07) Mihai, Maryke Anneke; Mthelebofu, Golekane; u12089843@tuks.co.za; Mapheto, Doctor
The purpose of this study was to explore teachers’ and learners’ acceptance of the use of robotics in the Intermediate Phase. The study explored teachers’ and learners’ acceptance of the use of robotics based on their attitudes and experiences in two primary schools, which integrate robotics as a learning tool. Robotics is the current digital technology in the educational sector and offers new possibilities for modelling teaching and learning. Hence, user acceptance is one of the key aspects, which should be taken into consideration when new technology is introduced. The study used the Technological Acceptance Model (TAM) as the theoretical framework. Data was composed by integrating a qualitative approach through field notes, data analysis and semi-structured interviews. The researcher purposively sampled nine learners and nine teachers from the two identified schools in Pretoria, Gauteng. Content analysis was utilised to summarize the data collected and to draw up conclusions based on the findings. The data was analysed using data analysis steps by arranging, reassembling and managing the data in a systematic way. The study discovered that the integration of robotics in education is demanding, costly, time consuming and requires adequate resources. Hence, it necessitates additional time to design educational programs, requires more time for workshops and solving technical glitches, and puts more pressure on teachers. Teachers need support with the resolving of hardware and software issues as well as technical maintenance. Learners perceive robotics as a positive and exciting technological learning approach, which promotes teamwork and hands-on learning.
Primary school mathematics teachers' planning and teaching of word problems
(University of Pretoria, 2023) Sekao, David; Ogbonnaya, Ugorji; lehlohonolodlamini1@gmail.com; Dlamini, Lehlohonolo V.
Word problems in mathematics often pose a problem for both teachers and learners because they are language-rich and based on real-life contexts. The purpose of this study was to explore how primary school mathematics teachers plan and teach word problems. I used a qualitative interpretivist case study involving two Grade 7 teachers from different schools to gain insight into this problem, and I was guided by two theoretical lenses, namely Realistic Mathematics Education and Pedagogical Content Knowledge. Data collection was done through lesson observations and document analysis. The findings revealed that in situations where lesson planning was done, the important features of a lesson plan, such as lesson objective, prior knowledge, and learner engagement (teacher’s and learners’ activities) were omitted; however, learners were actively involved in the lesson presentation. In addition, although learners were able to translate mathematical word problems into mathematical symbols, they were not conscious of translating their solution into the context in which the question was posed and thereby answering the question based on a mathematical word problem in real-life context. I conclude that lack of proper and thorough lesson planning can compromise the effective teaching (and learning) of word problems because teachers tend to teach word problems in an unstructured and haphazard manner. Word problems, by their nature, are context-embedded and language-rich, and therefore, require thorough planning to enable learners navigate between real-life context, everyday language, and mathematical language.
An analysis of Euclidean geometry learning opportunities in Grade 11 mathematics textbooks
(University of Pretoria, 2023-06) Ogbonnaya, Ugorji; Van Putten, Sonja; u16302011@tuks.co.za; Mthethwa, Halalisani Mzomuhle
In the present study, Euclidean geometry learning opportunities in four Grade 11 mathematics textbooks used in South African schools were investigated. The study adopted the Kurz Opportunity to Learn (OTL) Model as the theoretical foundation with a focus on content coverage and the quality of tasks (cognitive levels, nature, and contextual features of tasks in the textbooks). The study was a qualitative case study. Four approved Grade 11 mathematics textbooks were explored through deductive content analysis. The study revealed that the four textbooks covered almost all the Euclidean geometry topics in depth, but that there was no balance among different cognitive levels of questions. Most of the Euclidean geometry questions in the textbooks were focused more on routine and complex procedures, with very few questions focused on knowledge and none of the four textbooks providing learners with an opportunity to solve problems. It is recommended that the textbook writers include this content in updated versions of these textbooks. Moreover, the Euclidean geometry tasks provided in the four textbooks were mostly routine and interpretation tasks. The researcher advises that the textbooks should provide a balanced range of cognitive levels of questions, and that more representation, modelling, and interpretation tasks should be included to help learners improve their interpretation, representation, modelling, and understanding abilities. Finally, all the questions were of intra-mathematical context (non-application context). Therefore, it is also recommended that more tasks with realistic (fictitious) and authentic context be integrated in the textbooks, rather than using only intra-mathematical context.
Hello world : preparing foundation phase teachers in KZN to teach coding
(University of Pretoria, 2023-08) Callaghan, Ronel; sithandwayinkosi@gmail.com; Goba-Hlongwane, Sithandwayinkosi Bathobile Chista
The fast-evolving pace of technology demands an equally evolving workforce. This necessitates that education incites critical thinking, creativity, and problem solving from the Foundation Phase (FP). Coding is recognised as such an evolutionary subject that lacks trained teachers. This research investigated how Foundation Phase teachers in a district in the Kwa Zulu Natal province in South Africa can be prepared to teach coding. The qualitative approach to this research was utilised within an Action Research (AR) strategy with two cycles. Document data pertaining to the introduction of coding in the FP was first analysed. The researcher then observed an introduction to coding training workshop offered to FP teachers, in the first research cycle. FP teachers from three schools from the province were sampled from a population of teachers who attended the workshop. They provided survey and focus group data in the second cycle of the AR process. The data was analysed thematically, according to the Assessment of Education Technology Professional Development (ETPD) framework. This framework integrates organisational learning; participant and research inquiry; and the Technological Pedagogical Content Knowledge (TPACK) framework. The research produced a set of guidelines that is supported by, and expands on the Assessment of ETPD framework. The framework is realised in a practically applicable manner for the professional development structures needed to introduce coding in the FP. The findings offer a professional development process outlining the necessary factors that can lead to the preparedness of FP teachers to teach coding.

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