An exploration of working with grade 11 life sciences educators on the use of Virtual Lab to mediate learning of energy transformations
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
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- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
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An investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms : a case study
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
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- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
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Web-based M-learning system for ad-hoc learning of mathematical concepts amongst first year students at the University of Namibia
- Authors: Ntinda, Maria Ndapewa
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Higher) -- Namibia , Mathematics -- Technological innovations , Mobile communication systems in education , Teaching -- Aids and devices , Educational innovations , Open source software
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4701 , http://hdl.handle.net/10962/d1013174
- Description: In the last decade, there has been an increase in the number of web-enabled mobile devices, offering a new platform that can be targeted for the development of learning applications. Worldwide, developers have taken initiatives in developing mobile learning (M-learning) systems to provide students with access to learning materials regardless of time and location. The purpose of this study was to investigate whether it is viable for first year students enrolled at the University of Namibia (UNAM) to use mobile phones for ad-hoc learning of mathematical concepts. A system, EnjoyMath, aiming to assist students in preparing for tests, examinations, review contents and reinforce knowledge acquired during traditional classroom interactions was designed and implemented. The EnjoyMath system was designed and implemented through the use of the Human Centred Design (HCD) methodology. Two revolutions of the four-step process of the HCD cycle were completed in this study. Due to the distance between UNAM and Rhodes University (where the researcher was based), the researcher could not always work in close relation with the UNAM students. Students from the Extended Study Unit (ESU) at Rhodes University were therefore selected in the first iteration of the project due to their proximity to the researcher and their similar demographics to the first year UNAM students, while the UNAM students were targeted in the second iteration of the study. This thesis presents the outcome of the two pre-intervention studies of the first-year students' perceptions about M-learning conducted at Rhodes University and UNAM. The results of the pre-intervention studies showed that the students are enthusiastic about using an M-learning system, because it would allow them to put in more time to practice their skills whenever and wherever they are. Moreover, the thesis presents the different stages undertaken to develop the EnjoyMath system using Open Source Software (PHP and MySQL). The results of a user study (post-intervention) conducted with participants at UNAM, ascertained the participants' perception of the usability of the EnjoyMath system and are also presented in this thesis. The EnjoyMath system was perceived by the participants to be "passable"; hence an M-learning system could be used to compliment an E-learning system at UNAM.
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- Authors: Ntinda, Maria Ndapewa
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Higher) -- Namibia , Mathematics -- Technological innovations , Mobile communication systems in education , Teaching -- Aids and devices , Educational innovations , Open source software
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4701 , http://hdl.handle.net/10962/d1013174
- Description: In the last decade, there has been an increase in the number of web-enabled mobile devices, offering a new platform that can be targeted for the development of learning applications. Worldwide, developers have taken initiatives in developing mobile learning (M-learning) systems to provide students with access to learning materials regardless of time and location. The purpose of this study was to investigate whether it is viable for first year students enrolled at the University of Namibia (UNAM) to use mobile phones for ad-hoc learning of mathematical concepts. A system, EnjoyMath, aiming to assist students in preparing for tests, examinations, review contents and reinforce knowledge acquired during traditional classroom interactions was designed and implemented. The EnjoyMath system was designed and implemented through the use of the Human Centred Design (HCD) methodology. Two revolutions of the four-step process of the HCD cycle were completed in this study. Due to the distance between UNAM and Rhodes University (where the researcher was based), the researcher could not always work in close relation with the UNAM students. Students from the Extended Study Unit (ESU) at Rhodes University were therefore selected in the first iteration of the project due to their proximity to the researcher and their similar demographics to the first year UNAM students, while the UNAM students were targeted in the second iteration of the study. This thesis presents the outcome of the two pre-intervention studies of the first-year students' perceptions about M-learning conducted at Rhodes University and UNAM. The results of the pre-intervention studies showed that the students are enthusiastic about using an M-learning system, because it would allow them to put in more time to practice their skills whenever and wherever they are. Moreover, the thesis presents the different stages undertaken to develop the EnjoyMath system using Open Source Software (PHP and MySQL). The results of a user study (post-intervention) conducted with participants at UNAM, ascertained the participants' perception of the usability of the EnjoyMath system and are also presented in this thesis. The EnjoyMath system was perceived by the participants to be "passable"; hence an M-learning system could be used to compliment an E-learning system at UNAM.
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