A revised checklist of extant freshwater fishes of the Zambezian Lowveld Ecoregion, with taxonomic revision of the lowveld largescale yellowfish, Labeobarbus marequensis
- Authors: Ntokoane, Tholoana
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435943 , vital:73214
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Ntokoane, Tholoana
- Date: 2024-04-05
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/435943 , vital:73214
- Description: Access restricted. Expected release in 2025. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-05
The effect of Gracilaria gracilis (Rhodophyta) on growth and behaviour of farmed abalone Haliotis midae when included in the abalone diet
- Madlala, Njabulo Praiseworth
- Authors: Madlala, Njabulo Praiseworth
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435332 , vital:73148
- Description: Abalone feed naturally on algae, but commercial abalone farms rely on formulated feed. The inclusion of algae with the formulated feed in the diet improves growth, health and feed conversion ratio (FCR). However, the kelp that is currently included in the feed is wild harvested and this resource is limited and under increasing pressure. Thus, there is a need to develop an alternative sustainable source of algae. The aim was to use Gracilaria gracilis algae (that was produced with mussel in an integrated multitrophic aquaculture system; IMTA) which was then included into abalone feeds and its influence on abalone growth, FCR and behaviour was evaluated. Sea-based G. gracilis was harvested off an existing IMTA system, manufactured into Abfeed® and fed to abalone to determine growth efficiency. Abalone (30 - 40 g abalone-1) originated from the same cohort at Whale Rock Abalone Farm (Pty) Ltd., Hermanus. Abalone were fed either: Abfeed® S34 only with no algae (G0, the control); Abfeed® with sea-based IMTA G. gracilis included in the formulated feed at 0.75 % (G0.75); 1.50 % (G1.50); 3.00 % (G3.00); 6.00 % (G6.00); and 12.00 % (G12.00) inclusion; and Abfeed® S34 with fresh-live G. gracilis (cultured at Whale Rock Abalone Farm (Pty) Ltd.; Gfresh + S34s). Abalone shell length, whole body mass and FCR were measured at a four-months interval over eight months (two growth cycles). Differences in behaviour (i.e., level of activity and feeding activity) were also monitored and comparing between treatments. There was significant difference in mean whole-body mass between treatments (RMANOVA, F(6, 29) = 3.71, p = 0.007). Abalone fed the diet with the highest inclusion of dry G. gracilis (G12.00) had a lower mean whole-body mass value (74.13 ± 2.94 g abalone-1) than abalone from all the other diets after eight months. There was a negative relationship between the condition factor and dry G. gracilis inclusion rate for the first growth cycle (y = - 0.0044x + 1.222, R2 = 0.24, p=0.009) and second-growth cycle (y = - 0.0096x + 1.2233, R2 = 0.51, p = 0.00002). Abalone receiving fresh G. gracilis were less quiescent and more alert on the first hours after food distribution (p < 0.05). The same proportion of abalone with G0, G0.75, and G6.00 G. gracilis inclusion were feeding all along the 9 hours post-feeding. This study will potentially reduce the dependence of abalone farms on wild-harvested kelp in formulated feed. This will improve their contribution to a more environmentally sustainable global production of sea food products, making them more competitive on international markets. , Thesis (MSc) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Madlala, Njabulo Praiseworth
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435332 , vital:73148
- Description: Abalone feed naturally on algae, but commercial abalone farms rely on formulated feed. The inclusion of algae with the formulated feed in the diet improves growth, health and feed conversion ratio (FCR). However, the kelp that is currently included in the feed is wild harvested and this resource is limited and under increasing pressure. Thus, there is a need to develop an alternative sustainable source of algae. The aim was to use Gracilaria gracilis algae (that was produced with mussel in an integrated multitrophic aquaculture system; IMTA) which was then included into abalone feeds and its influence on abalone growth, FCR and behaviour was evaluated. Sea-based G. gracilis was harvested off an existing IMTA system, manufactured into Abfeed® and fed to abalone to determine growth efficiency. Abalone (30 - 40 g abalone-1) originated from the same cohort at Whale Rock Abalone Farm (Pty) Ltd., Hermanus. Abalone were fed either: Abfeed® S34 only with no algae (G0, the control); Abfeed® with sea-based IMTA G. gracilis included in the formulated feed at 0.75 % (G0.75); 1.50 % (G1.50); 3.00 % (G3.00); 6.00 % (G6.00); and 12.00 % (G12.00) inclusion; and Abfeed® S34 with fresh-live G. gracilis (cultured at Whale Rock Abalone Farm (Pty) Ltd.; Gfresh + S34s). Abalone shell length, whole body mass and FCR were measured at a four-months interval over eight months (two growth cycles). Differences in behaviour (i.e., level of activity and feeding activity) were also monitored and comparing between treatments. There was significant difference in mean whole-body mass between treatments (RMANOVA, F(6, 29) = 3.71, p = 0.007). Abalone fed the diet with the highest inclusion of dry G. gracilis (G12.00) had a lower mean whole-body mass value (74.13 ± 2.94 g abalone-1) than abalone from all the other diets after eight months. There was a negative relationship between the condition factor and dry G. gracilis inclusion rate for the first growth cycle (y = - 0.0044x + 1.222, R2 = 0.24, p=0.009) and second-growth cycle (y = - 0.0096x + 1.2233, R2 = 0.51, p = 0.00002). Abalone receiving fresh G. gracilis were less quiescent and more alert on the first hours after food distribution (p < 0.05). The same proportion of abalone with G0, G0.75, and G6.00 G. gracilis inclusion were feeding all along the 9 hours post-feeding. This study will potentially reduce the dependence of abalone farms on wild-harvested kelp in formulated feed. This will improve their contribution to a more environmentally sustainable global production of sea food products, making them more competitive on international markets. , Thesis (MSc) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
- Full Text:
- Date Issued: 2024-04-04
Dictionaries as pedagogic tools: a case study of selected schools in Makhanda, Eastern Cape
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Wababa, Zola Richman
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434651 , vital:73093 , DOI 10.21504/10962/434656
- Description: The importance of dictionaries in society has been confirmed in relevant literature while their specific role in education is underlined by several studies focused on the use of dictionaries in teaching and learning. This study focuses on mother-tongue or first language (L1) isiXhosa learners and their use of dictionaries across subjects in the Intermediate Phase of primary schooling. The research sought to examine how dictionaries are used in teaching and learning and how they could be used more effectively in the teaching and learning processes, with a focus on isiXhosa L1 learners in the Makhanda area of the Sarah Baartman District of education, Eastern Cape. The general aim of this study was to improve the process and practice of using and producing Language for General Purpose (LGP) and Language for Specific Purpose (LSP) dictionaries across subjects. The study also sought to contribute to improving the functional value and user-friendliness of teaching support materials, such as dictionaries. The Curriculum and Assessment Policy Statement (CAPS) policy document states that dictionaries are essential in teaching and learning of both language and content subjects. In relation to language subjects, the CAPS is explicit about the use of dictionaries in the acquisition of vocabulary, meaning, spelling, pronunciation, and grammar, among other types of information that are integral in language attainment and learning. Nonetheless, the CAPS document does not clearly articulate the use of dictionaries in content subjects. The study draws on two branches of lexicography – namely, dictionary user research and dictionary criticism – to examine the extent to which dictionaries are problem-solving tools which assist users to meet their cognitive and communicative needs. Thus, the study seeks to influence policy and practice of the use of dictionaries as teaching and learning resource materials that could help teachers and learners better understand key concepts across subjects. A mixed-method approach was used to collect both quantitative and qualitative data using a variety of data collection instruments, viz., observation schedules, questionnaires, and interviews. The study found that although teachers were aware of dictionaries, they did not use them as a resource in teaching. Furthermore, teachers lacked skills in the use of dictionaries, therefore, they were not able to effectively integrate dictionaries in their lessons. The research also found that learners had little awareness of dictionaries and did not fully understand their role in language acquisition or content. Lastly, the study offered some insights on how dictionaries could be integrated in teaching and learning, and how their use could address some communicative and cognitive problems faced by non-mother tongue English speakers in a context where English dominates teaching and learning at the expense of learners’ L1. , Thesis (PhD) -- Faculty of Humanities, School of Languages and Literatures, 2024
- Full Text:
- Date Issued: 2024-04-03
Electricity demand and supply in South Africa: is nuclear energy a feasible alternative to coal for baseload energy supply in South Africa?
- Authors: Maqanda, Vuyani
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434802 , vital:73106 , DOI 10.21504/10962/434802
- Description: Climate change mitigation has created pressure on the energy mix choices of all countries. Highly polluting energy sources are increasingly unpopular. Renewable energy options have emerged as preferred choices for the low-emissions transition. Proponents of nuclear power have promoted the technology as a low-emissions technology by focusing on the operational phase and ignoring the other polluting phases. South Africa generated about 83% of its electricity supply from coal in 2019 and was rated as the 12th most polluting country in the world. In addition to the high pollution levels, the ageing coal fleet suffered from poor maintenance that resulted in frequent power blackouts. One of the government’s energy plans from 2010 proposed the addition of 9 600 MW of nuclear capacity by 2030. However, this plan was not implemented. This study investigates why nuclear power historically never expanded beyond a single power facility in South Africa as well as the possible future role of nuclear power in alleviating South Africa’s current electricity supply constraints and emissions commitments in the period up to 2050. Qualitative analysis is used for this study with a focus on historical document analysis and interviews with energy experts. Two research methods, case studies, and expert opinions were used in this study with data sourced from policy documents, Statistics South Africa, the World Bank, and published articles from various platforms. The Hotelling model, focusing on the impact of price differentials on energy transitions, was used as a theoretical framework. The conclusion from applying the model was that nuclear power was more expensive than the other options even when internalisation of pollution externalities was considered and therefore nuclear power could not displace the cheaper alternatives like coal based on price factors alone. The Multi-Level Perspective, working through institutions, revealed that the institutional setting did not support a transition to nuclear energy. The lack of coordination of strategies derailed the transition. The comparative case study analysis of Germany, the UK, Australia, and India reaffirmed this as countries with better coordination succeeded in transitions. Energy experts offered differing views on the feasibility of nuclear power but many agreed that South Africa should focus on technologies it has better competencies in. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-04-03
- Authors: Maqanda, Vuyani
- Date: 2024-04-03
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/434802 , vital:73106 , DOI 10.21504/10962/434802
- Description: Climate change mitigation has created pressure on the energy mix choices of all countries. Highly polluting energy sources are increasingly unpopular. Renewable energy options have emerged as preferred choices for the low-emissions transition. Proponents of nuclear power have promoted the technology as a low-emissions technology by focusing on the operational phase and ignoring the other polluting phases. South Africa generated about 83% of its electricity supply from coal in 2019 and was rated as the 12th most polluting country in the world. In addition to the high pollution levels, the ageing coal fleet suffered from poor maintenance that resulted in frequent power blackouts. One of the government’s energy plans from 2010 proposed the addition of 9 600 MW of nuclear capacity by 2030. However, this plan was not implemented. This study investigates why nuclear power historically never expanded beyond a single power facility in South Africa as well as the possible future role of nuclear power in alleviating South Africa’s current electricity supply constraints and emissions commitments in the period up to 2050. Qualitative analysis is used for this study with a focus on historical document analysis and interviews with energy experts. Two research methods, case studies, and expert opinions were used in this study with data sourced from policy documents, Statistics South Africa, the World Bank, and published articles from various platforms. The Hotelling model, focusing on the impact of price differentials on energy transitions, was used as a theoretical framework. The conclusion from applying the model was that nuclear power was more expensive than the other options even when internalisation of pollution externalities was considered and therefore nuclear power could not displace the cheaper alternatives like coal based on price factors alone. The Multi-Level Perspective, working through institutions, revealed that the institutional setting did not support a transition to nuclear energy. The lack of coordination of strategies derailed the transition. The comparative case study analysis of Germany, the UK, Australia, and India reaffirmed this as countries with better coordination succeeded in transitions. Energy experts offered differing views on the feasibility of nuclear power but many agreed that South Africa should focus on technologies it has better competencies in. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Date Issued: 2024-04-03
Assessing rural senior primary school natural science teachers’ TPACK: a case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Exploring senior phase teachers’ use of Kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
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