Learning In South Africa Research Articles

Breaking the cycle of poor critical reading comprehension: A strategy-based intervention

Critical reading comprehension is a crucial skill for lifelong learning, but many learners struggle with effectively extracting meaning from texts. This study aimed to address this issue by investigating how a strategy-based instruction intervention could impact learners’ critical reading comprehension competence. The study employed a quantitative approach with a quasi-experimental pre- and post-test control group design. The participants were 155 Grade 9 English first additional language (FAL) learners from two high schools in Gauteng, South Africa. The intervention programme was based on Bloom’s taxonomy categories for learning, teaching and assessing, modified into six strategies: (1) knowledge (pre-reading), (2) comprehension (extracting meaning), (3) application (asking questions), (4) analysis (reflection), (5) evaluation (outlining key concepts and decision-making) and (6) synthesis (summarising). Using a two-way mixed analysis of variance (ANOVA) paired sample t-tests, the study found that while both groups’ critical reading comprehension competence increased, the experimental group that received the strategy-based instruction intervention performed significantly better in the post-test, showing a significant improvement compared to the control group. The findings demonstrated that providing clear explanations, instruction and support on reading strategies can enhance learners’ critical reading comprehension, highlighting the mutual reliance between teaching and learning. The teacher’s instructional approach in guiding learners to effectively use reading strategies is crucial for enhancing critical reading comprehension in the English FAL classroom. In conclusion, the results suggest that the intervention effectively enhanced critical reading comprehension competence, and if implemented by teachers, it could potentially help break the cycle of poor critical reading comprehension among English FAL learners.Contribution: The contribution of this study lies in its provision of empirically supported perspectives and insights into the effectiveness of strategy-based instruction interventions. It emphasises the necessity of employing explicit reading comprehension pedagogies and targeted interventions, along with explicit instructional strategies, to address the reading comprehension challenges encountered by English FAL learners in South Africa and beyond.

Unlocking Potential: The Transformative Role of Gaming in Rural Higher Learning Institutions of South Africa - A Systematic Exploration

The aim of this study resonated with the pursuit of achieving enhanced engagement in teaching and learning that informs critical thinking, and knowledge retention among students. Despite the growing trend of technological integration in teaching and learning, however, there exists a lack of empirical evidence and comprehensive studies that investigate the effectiveness of gaming in promoting educational objectives within rural institution of higher learning in South Africa. To investigate this gap, a systematic review method was employed, which provides a comprehensive and logical analysis of existing literature on the significance of gaming in teaching and learning within rural institutions of higher education. Inclusion and exclusion criteria were used in the study to enhance the rigor and transparency of the research process, by providing a solid foundation for synthesizing and interpreting existing literature relevant to the study. The systematic review findings revealed that the significance of gamification in teaching and learning in rural higher education lies in its ability to overcome accessibility challenges, provide personalized learning experiences, address motivation and retention issues, and enhance digital literacy. It was recommended that by incorporating gamified approaches, rural higher educational institutions can create a more inclusive, engaging, and effective learning environment for students within the rural institutions of higher learning in South Africa.

Assessing the Intersectionality of Language Anxiety and Outcomes for African Learners Writing Examinations in English

This study investigated the intersectionality of language anxiety, writing examinations in English, and outcomes for non-English mother-tongue learners in South Africa. The study focused on the impact of these three factors on learner performance and delved into this intersectionality by reviewing the literature on anxiety stemming from writing examinations and the impact of the language medium used in assessing learners. Qualitative document analysis was used to collect and analyse the data for this study. It involved gathering literature from psychology, education, and language studies to reveal a correlation between anxiety, writing examinations, and the Language of Learning and Teaching (LOLT). The study concluded that using English as a medium for examinations can have a negative impact on learners who may not be linguistically competent to express themselves effectively in English, even if they were taught using translanguaging pedagogies. It argued that the true potential and outcomes of learners will only be fully realised through the exam process if they are allowed to write examinations in their mother tongues; and recommended that the Department of Basic Education (DBE) should allow for examinations to be conducted in all official languages for all grades and encourage learners to write examinations in their mother tongues. The only examinations they should be required to write in English are those for English Additional Language, like Afrikaans mother tongue speakers who can write all their examinations in Afrikaans except for English as a subject. Keywords: Anxiety, English Hegemony, Examinations, Language of Learning and Teaching, Linguistic Injustice

Making Mathematics Accessible to Visually Impaired High School Learners in South Africa: Teachers’ Instructional Approaches, Assistive Devices and Challenges

ABSTRACT This case study explored the instructional approaches and assistive devices employed by high school mathematics teachers in teaching visually impaired (VI) learners and the challenges encountered by the teachers in facilitating the learners’ construction of mathematical knowledge. The participants were two high school mathematics teachers from a special school for the visually impaired in South Africa. Data was collected via semi-structured interviews and lesson observation. Inadequate skills in using Braille codes, time constraints, lack of learners’ home support structure, and technology failure are some of the challenges encountered by the teachers in teaching the VI learners. The approaches used by the teachers to teach mathematics to the VI learners in this study are direct instruction, contextual linking, scaffolding, peer tutoring, and problem-solving. The technologies the teachers used included text enlargers, text translators, text embossers, structure embossers, and scientific talking calculators. The study recommends in-service training for teachers teaching mathematics to

Clinical learning of nursing students during the COVID-19 pandemic in Limpopo province, South Africa.

The Nursing Education Programme was affected during the coronavirus disease 2019 (COVID-19) pandemic, resulting in nursing students being unable to participate in the clinical experiential learning required by the South African Nursing Council. The study seeks to explore and describe nursing students' experiences of clinical experiential learning during the COVID-19 pandemic. A qualitative, explorative and descriptive, research design was used in the study. A non-probability purposive sampling method was used, and 55 nursing students participated in the study. Data were collected through six focus group discussions, consisting of 8-12 nursing students in each group. Data were analysed following Tesch's open coding method. Three themes emerged from the study's findings: The impact of COVID-19 on the clinical experiential learning of nursing students, the effects of COVID-19 on the mental well-being of nursing students, and nursing students' experiences of support during the COVID-19 pandemic. Notably, 11 sub-themes emerged. The findings of this study reveal that the COVID-19 pandemic severely disrupted the Nursing Education Programme, highlighting the challenges of inadequate clinical hours, restricted clinical access and the significant psychological impact on students.Contribution:This study adds to the literature on students' experiences during clinical experiential learning in South Africa during the COVID-19 pandemic.

Students’ reading self-concepts at an institution of higher learning in South Africa

Background: South Africa’s reading problems are evident in tertiary education, particularly among students studying in a foreign language. Therefore, many reading researchers in South Africa have argued that poor reading skills among tertiary students are a direct result of poor reading skills at school. Some research has found that psychological factors such as test anxiety, self-concept, and attitude have a negative and significant impact on student academic performance.Objectives: Therefore, the current study focuses on self-concept as it specifically explores university students’ self-perceptions as readers.Method: The study followed a qualitative research approach, and a case study design was deemed relevant for the study. A targeted sample of 65 respondents was selected to answer the open-ended questionnaire. Thematic analysis was used to analyse the collected data.Results: The findings showed that university students defined themselves as readers in different ways and their reading self-concepts were based on their reading behaviour. The students specifically described themselves as readers who enjoy reading, analytic readers, or reluctant readers with poor and slow reading abilities displaying inconsistent reading habits; they admitted that they only read for academic purposes including tests and exams.Conclusion: Students’ reading self-concept has implications for reading instruction, student support, choice of reading material, reading motivation, and syllabus design.Contribution: The findings of the study provide data that could create English lecturers’ awareness of their students’ reading self-concepts so that they could change their students’ reading culture.

Exploring selective learning in enhancing effective learning interest among grade 10 learners in schools in the Motheo district

Teaching and learning in South Africa has been a concern. Schools have inflexible curriculum to accommodate learning interests of the learners. This causes numerous disadvantages to learners, such as dropping out, unstable teaching and learning environments, lack of readiness for higher education, and many more. The study explores how selective learning could enhance effective learning interest among grade 10 learners at schools in the Motheo district, Free State province, South Africa. Selective learning is the learner’s decision to select and learn relevant subjects within the curriculum framework, guided by one’s learning interest. This study adopted a qualitative approach and used a qualitative case study research design and interpretive paradigm. Semi-structured interviews with open-ended questions were used as a data collection instrument. Eight participants were purposively selected from two high schools. Participants were teachers from rural and urban-based schools with more than two years of teaching experience. Thematic analysis was used to analyse qualitative data. The results showed that selective learning could enhance effective learning interest by creating tolerable learning, enhancing cognitive skills, engaging teaching and learning, and creating academic excellence. Thus, this study concludes that selective learning can enhance effective learning interest among grade 10 learners in schools in the Motheo district of the Free State province.

Enhancing Energy Supply Reliability for University Lecture Halls Using Photovoltaic-Battery Microgrids: A South African Case Study

Institutions of higher learning in South Africa are grappling with occasional power outages in lecture halls, leading to disruptions in academic activities and occasional loss of lecture hours. Therefore, this study presents a comprehensive evaluation of a grid-connected solar PV/Li-ion battery microgrid (μG) system aimed at maintaining a constant power supply to selected lecture halls at a university in the Western Cape, South Africa. The microgrid design, modelling, and simulations, conducted in the MATLAB/Simulink environment, include the solar PV, Li-ion battery, energy consumption of the lecture halls (load profile), boost converter, bidirectional converter, and grid. Using the detailed design, modelling, and simulation, the study evaluates the economic and environmental impacts of integrating μGs, focusing on enhancing energy reliability, reducing operational costs, and mitigating CO2 emissions. The results indicate that integrating the microgrid resulted in a significant 51% reduction in energy cost and a decrease in greenhouse gas emissions by 530 kgCO2e per hour. In Cases 2 and 4, where the battery supplied power, the annual battery degradation costs are 6.08% and 14.9% of the initial cost, respectively. The μG ensures an uninterrupted power supply and improves the overall reliability of the university’s energy infrastructure. It promotes environmental sustainability goals of zero emissions and maintains continuous academic activities during grid outages. Furthermore, it fosters a conducive learning environment, supports innovation and creativity in sustainable energy technologies, and sets a standard for other higher education institutions to integrate renewable energy-powered μGs.

An Afro-centric perspective on physical activity: A systematic review of the role of indigenous games among learners in South Africa

An Afro-centric perspective on physical activity: A systematic review of the role of indigenous games among learners in South Africa

Translanguaging, Coloniality and Decolonial Cracks: Bilingual Science Learning in South Africa

Translanguaging, Coloniality and Decolonial Cracks: Bilingual Science Learning in South Africa

Book Notes

Book Notes

Textism in the Classroom: A Writing Destruction for School Learners in South Africa

The rise of the Third Industrial Revolution (3IR) introduced various interactive digital platforms such as computer-mediated communication (CMC). These platforms include social media platforms such as Facebook, WhatsApp, X (formerly known as Twitter), and Instagram. During the exchange of messages, social media users use language distinctively to express their thoughts. Both conventional and non-conventional writing styles manifest. For instance, while others use well-formed language in line with the conventions of a standard language, some use unconventional language, which is termed multiple names such as textism, texteese, and social media language. Since most of the social media users’ age profiles match the age group of learners in secondary schools, it became necessary for this study to explore the possible impact of social media on learners’ academic writing, particularly in the official indigenous languages of South Africa. This study used a qualitative research approach to explore the impact of social media on learners’ writing of the Sepedi language in 10 secondary schools in the Limpopo Province, South Africa. Using focus group interviews and document analysis, the paper discovered that learners’ application of writing mechanics such as grammar and punctuation marks are affected by social media. The paper is conceptualised through cultivation theory.

Decolonizing the Teaching and Learning of Indigenous Nguni Music Instruments in Higher Institutions of Learning in South Africa

This is an ethnographic study which was carried out to determine appropriate and effective models, approaches, strategies and techniques, for the transmission of Indigenous African Music (IAM), as practised in the communities of Tsembeyi village in the Eastern Cape Province and Impunga Village in KwaZulu-Natal Province of South Africa to the institutions of higher learning. The research explored pedagogical intervention measures for transplanting the teaching and learning of indigenous Nguni music instruments at Walter Sisulu University. This enquiry is underpinned by the praxial and Ubuntu theories, which ensure that participants are practically involved in doing, making, and experiencing learning as a collective. The study adopted an interpretive paradigm entrenched in a qualitative approach. Semi-structured interviews and participant observation were administered to collect data from 13 preservice music teachers including the main researcher and 3 community music experts drawn from the amaXhosa and AmaZulu, who are part of the Nguni nation in the Eastern Cape, and KwaZulu-Natal provinces. The thematic analysis revealed that the importance of engagement of the community in teaching and learning Nguni music instruments, underlying philosophical knowledge, and the understanding and approach to the construction and playing of IAM instruments. The authors argue for the possibility of breaking down the barriers of marginalization, and discrimination and celebrating human capabilities through the use of local resources and engagement of the community, thus, striking a meaningful and appropriate balance between the approaches that are used in traditional communities and institutions of higher learning. Keywords: Decolonization, Transmission, Curriculum, Indigenous African Music, and Nguni.

Strategies to enhance employee wellbeing in an institution of higher learning in South Africa

Employee wellbeing is a crucial challenge in many organisations in South Africa and abroad. Interventions at a management level are vital to ensure that organisations do not lose quality employees due to poor employee well-being. Therefore, the paper assessed the strategies that can be used to enhance the well-being of academics in an institution of higher learning in South Africa. The paper employed a qualitative approach to collect data from the Management Committee (MANCO) at the Durban University of Technology in Durban, South Africa. Purposive sampling was be used to collect data directly from the MANCO. All data are analyzed using Nvivo. Findings from the study revealed that leadership plays a pivotal role in the well-being of employees. The findings of the paper can assist the management of the university with solutions related to the turnover of academics and will also be a wake-up call to other universities on the subject matter.

Impact of COVID-19 on school attendance in South Africa. Analysis of sociodemographic characteristics of learners

The outbreak of COVID-19 had resulted in the complete closure of schools in nearly all countries across the globe. However, reopening after prolonged closure may adversely affect the school attendance of learners, with long-term implications for life outcomes. Given the limited studies on the subject, this study aims at examining the impact of COVID-19 on the school attendance of learners in South Africa and how this outcome is exacerbated by underlying socioeconomic factors using National Income Dynamics Study-Coronavirus Rapid Mobile Survey data (NIDS-CRAM). The findings reveal that COVID-19 has led to a sharp drop of 48.2% in the school attendance of learners following the reopening of schools after the state of national disaster-based lockdown. The study has demonstrated that the impact of COVID-19 on the school attendance of learners varies according to socioeconomic factors such as gender, race, geographical area, family size, and the economic status of the learners’ parents and provincial location. Sociodemographic characteristics such as African race, coloured race, Asian race, female gender, rural location, large household size, and Eastern Cape are associated with lower school attendance among learners. Based on these findings, educational-based policy needs to include these sociodemographic factors to promote a high school attendance rate among learners. This may include a shift from a blanket approach to geographical, racial, family, and gender-based interventions.

Is Load Shedding another Pandemic, Post COVID-19 at Institution of Higher Learning in South Africa?

In 1994, the African National Congress (ANC)-led government implemented a Reconstruction and Development Programme (RDP) program that entailed providing South Africans with stable and regular electricity supplies. Government through the state president declared COVID-19 a pandemic in 2019. Institutions of higher education resorted to introduce online teaching and learning as a method of ensuring that section 27 (1) (a) (b) of the Constitution of the Republic of South Africa was executed. Load shedding brought numerous challenges in the education settings in the institutions of higher learning. The crisis led to institutional economy and disrupted academic performance at institutions of higher learning. The purpose of this study is to examine whether load shedding can be regarded as a pandemic post COVID-19. Access the impact of load shedding at institutions of higher learning. Therefore, this is a conceptual paper and it relied on existing data for analysis and interpretation. The study recommends that institution of higher learning should invest in alternative sources of energy, and develop an effective communication strategy.

Book Review: Translanguaging, Coloniality, and Decolonial Cracks: Bilingual Science Learning in South Africa

Book Review: <i>Translanguaging, Coloniality, and Decolonial Cracks: Bilingual Science Learning in South Africa</i>

The Role of STEM Education in Teaching and Learning in South Africa’s Underprivileged Societies

STEM (Science, Technology, Engineering, and Mathematics) education in some quarters of African society is wrongly perceived because the importance of this contemporary educational approach to knowledge is not properly taught, understood, and harnessed among teachers and learners. The fact that STEM education is a recent educational development and a subject of interest, especially within African educational institutions, suggests that its benefits in teaching and learning are not well-maximized and enjoyed by teachers and students. Using particular pieces of literature and the outcomes of a case study of several discussions with some students and teachers in Cosmo City, this researcher highlights that some underprivileged people’s perceptions regarding the current status and the importance of STEM education were misunderstood. The researcher used the concept of “travel” as a topic to explore how STEM education can be taught and understood among students. Other objectives of this research are to encourage government educational agencies and other organizations concerned with educational development to know and assist underprivileged schools in effectively providing STEM education. The study was achieved by expounding on some of the problems underprivileged schools in South Africa face concerning STEM education. The result obtained from this research indicates that the poor or inadequate utilization of STEM education is responsible for its wrong perception in underprivileged communities in most African societies. The researcher concludes that adequate STEM education that includes the provision of necessary study materials and trained teachers will result in the best maximization of this form of knowledge among all sundry, irrespective of an individual’s socio-economic background.

The Possibility of Using African Languages as Media of Teaching and Learning in South Africa

The Possibility of Using African Languages as Media of Teaching and Learning in South Africa

Massification at Higher Education Institutions; Challenges Associated with Teaching Large Classes and How it Impacts the Quality of Teaching and Learning in South Africa

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.