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An assessment approach for competency-based nursing education in a low-income country
(University of the Free State, 2023) Mukurunge, Eva; Nyoni, C. N.; Hugo-Van Dyk, L.
𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱: Nursing education institutions in Lesotho were directed by the government to adopt a competency-based curriculum, which required a paradigm shift in assessment methods from traditional to programmatic assessment. However, the implementation of the new assessment approach faced several challenges. Firstly, most nurse educators were unfamiliar with programmatic assessment since it was not included in their formal nursing training. Secondly, during the preparatory stages of programmatic assessment implementation, nursing training institutions could financially afford the initial training opportunity for nurse educators by the assessment experts, which, unfortunately had no follow up trainings. Lastly, unclear programmatic assessment implementation guidelines and a lack of support posed challenges to most of the institutions.
𝗣𝘂𝗿𝗽𝗼𝘀𝗲: The study sought to develop a contextually relevant assessment approach for competency-based nursing education in a low-income country.
𝗠𝗲𝘁𝗵𝗼𝗱𝘀: The development of the assessment approach was guided by multiple methods, which were informed by the Design Science Research methodology. The approach was developed through a multi-phased process. In the first phase, a mapping review was conducted to synthesise literature on the various assessment approaches that have been used in health professions education since the year 2000. The second phase involved engaging with nurse educators to describe the contexts of the nursing education institutions in Lesotho where programmatic assessment was implemented. In the final phase, the findings from the first two phases were used to develop a contextually relevant assessment approach, which was then validated by a panel of assessment experts.
𝗥𝗲𝘀𝘂𝗹𝘁𝘀: The outcome of this study was a contextually relevant assessment approach for competency-based nursing education in a low-resource countries.
𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻: To successfully implement educational innovations, it is important to have a clear understanding of the context of nursing education institutions. This enables the development of relevant implementation strategies that take into account the specific needs and challenges of the institution. Moreover, the development of educational innovations should be based on scientific methodology and should incorporate strategies that have been proven to work. Nursing education institutions in low-income countries need to take an active role in developing contextually relevant educational innovations, rather than relying solely on innovations developed in high-income countries.
Evaluating the impact of government support programme on the development of land reform farms in South Africa
(University of the Free State, 2023) Mphahlele, Ramakgodu Benjamin; Qwabe, Q. N.; Swanepoel, J. W.
Concerns have been raised in various studies regarding the unproductive use of agricultural land acquired through land reform programme. Given the vital role of agriculture in creating jobs and ensuring food security, it is essential to make concerted efforts to promote the development of land reform farms for commercial purposes. This study aims to evaluate the initiatives undertaken by various stakeholders to facilitate the commercial use of land reform farms and contribute empirical evidence to shape support programs.
The study is guided by the development theory, which emphasises the importance of considering the actors and structural powers in the development process, as their influence plays a pivotal role in the relevance of policies. The researcher sought to demonstrate how the development theory has informed the existing policies related to the development of land reform farms. To gather comprehensive data, a mixed-method approach was employed, allowing for the triangulation of findings from various sources. Quantitative data was collected from 122 participants using survey questionnaires, while qualitative insights were obtained through three focus group discussions with farmers and four open-ended discussions with commodity organizations. For data analysis, Microsoft Software Package (Version 2020) was utilised, and a Pearson Correlation Coefficient approach was applied to examine the nature, strength, and direction of the key variables being measured. Additionally, a correlation coefficient was used to assess the frequency and direction of interactions between these variables.
The study indicates that most farmers gained income from farming due to land access and support. Partnership effectiveness was insufficient for enhancing most farmers' skill sets. Although Land Development Support (LDS) fulfilled most of farmers' desires for commercial farming, farm sustainability might suffer due to insufficient entrepreneurial aptitude. Additionally, comprehensive stakeholder consultation in policy development could enhance policy relevance for addressing potential challenges in farm sustainability. Land size and its utilisation (r= -0.2700); Funding sufficiency for farm production (r=0.1775); Income derived after LDS ( r=0.5212); Aspirations of farmers (r=0.0757); Partnership arrangement and sustainability of production (r=0.0044) emphasises the importance of remodelling the partnership arrangement to cub its current challenges.
In conclusion these findings underline the need for a more streamlined approach that involves the active participation of relevant stakeholders, a well-defined funding model, and the selection and capacity building of farmers involved in developing land reform farms. This holistic approach is essential to address the challenges associated with unproductive land use and to foster the successful development of land reform farms for commercial purposes, thereby contributing to enhanced food security and job creation.
Physical science teachers’ perspectives on information and communication technology professional development in Lesotho secondary schools
(University of the Free State, 2023) Dlamini, Maserialong; Jita, T.; Bada, A.
Recent studies show that integrating ICTs in the teaching and learning of Physical Science may contribute towards the improvement of learners’ academic achievement. However, education systems in developing countries need help to afford educational opportunities for the 4th Industrial Revolution. Professional development programmes are essential in equipping teachers with ICT knowledge and skills for improving teaching and learning. Education reforms in Lesotho have the expectation that ICT be used to expand access to education as well as improve the quality of education. As a result, this research aims to investigate Physical Science teachers’ perspectives of ICT professional development. This case study also aims to fill a gap in the research on ICT integration by giving insights into the effectiveness of the professional development of Physical Science teachers in Lesotho. Data were collected using interviews with four (4) purposely selected Physical Science teachers who had at least five (5) years of teaching experience and have been involved in at least one (1) professional development activity. The qualitative research approach located within the contours of the interpretive paradigm was employed to facilitate a more focused exploration of the research questions. The study’s theoretical frameworks are Technological Pedagogical Content Knowledge and the Concern-Based Adoption Model. Data were coded and thematically analysed. The findings show that more professional development towards ICT integration is needed to ensure the provision of ICT practices in teaching activities. Teachers regard inadequate professional development toward ICT integration as the cause of unpreparedness to integrate ICT in instruction. The findings also revealed that teachers use ICTs to gather and disseminate information and rather insignificantly for effective teaching practice. The study recommends providing hands-on activities-training for in-service teachers. The study considers a well-developed professional development for in-service teachers’ to be included in Lesotho Physical Science syllabus guidelines.
Enhancing skills acquisition in electrical infrastructure construction studies
(University of the Free State, 2023) Lehlakola, K. D.; Tlali, M. F.; Dlamini, M. E.
This study was a qualitative study with the aim to contribute towards the enhancement of skills acquisition in electrical infrastructure construction (EIC) among youth with the purpose of providing them competences that have the potential of heightening chances of their employability. The study achieved the identified aim by responding to the research question: How can youths’ acquisition of skills in EIC be strengthened to empower them to be self-employed and employable?
The problem in this study was that a significant percentage of the South African workforce, which includes technical and vocational education and training (TVET) students who are accessing higher education, lack specific technical skills and this results in poor employability prospects. The delivery of quality TVET courses and content is dependent on the competences of the lecturers for enhancing skills acquisition in EIC studies. The framework guiding this study was critical emancipatory research for it is transformative and emancipatory. Youth participatory action research was used as method of data collection with critical discourse analysis to analyse the data according to discursive, textual and social settings. The findings of the study may empower TVET colleges to prepare students with skills for the EIC industry and contribute to socio-economic development of the economy of South Africa. The workforce needed comprises engineers, technicians and the tradesmen from South African universities and TVET colleges.
Balancing mathematics assessment tasks to accommodate problem-solving in Grade 7 classes
(University of the Free State, 2023) Bhekiswayo, Nomthandazo Moureen; Moleko, M. M.
The present South African mathematics curriculum, The Curriculum and Assessment Policy Statement, requires that learners be given the opportunity to acquire the ability to be systematic, generalise, solve problems, and think critically. These goals necessitate the use of assessment tasks that encourage learners' engagement in the development of mathematical thinking and reasoning. This means that teachers must exercise caution while designing assessment tasks and developing assessment strategies. Teachers must also be aware of the cognitive demands and nature of tasks and should include all in their assessment tasks. This study focused on to exploring how teachers balance mathematics assessment tasks to accommodate problem-solving and high-order cognitive demand in Grade 7. The model of mathematical task progression was adopted as a conceptual framework of this study. The selection of the model of mathematical tasks progression provided a lens through which the researcher could analyse the data and generate the empirical findings.
The research followed a qualitative approach guided by a descriptive case study. The study was carried out in five schools, four township schools and a school in an urban area. Data were collected through semi-structured interviews, lesson observations document analysis. Social constructivism underpinned this study as it enabled the researcher to observe the participants in their own social settings. Through the use of thematic data analysis, the researcher was able identify themes. The findings revealed that teachers lack pedagogical content knowledge, that is, knowledge and skills in balancing their own assessments tasks; secondly, the study revealed that teachers excluded problem -solving in their assessment tasks as their understanding of problem-solving was limited; thirdly, teachers used textbooks as their source of assessment tasks and insufficient time was given to learners to work on tasks; fourthly, high-order questions were excluded during learning assessment and low-level cognitive demands were dominant in all the assessment tasks. Finally, teachers used only a teacher-centred approach and used teacher-learner dialogue as their teaching and assessment strategy. The challenges that emerged from the study had implications for assessment and thus required the assessment of mathematics in Grade 7 to be approached differently to enable learners to engage more in meaningful and balanced assessment tasks. Further training for teachers is needed in order to address the complexities that exist within the balancing of mathematics assessment tasks to include problem-solving.
Exploring how career guidance influence job fulfilment in later years
(University of the Free State, 2023) Muller, Natasia; Nieuwenhuis, Jan F.; Venter, Zettie E. P.
Through this study, I explored the influence of different levels of career guidance during secondary schooling and job fulfilment in later years. The literature review led to the developing of a theoretical framework highlighting important intrinsic factors and exploring career guidance that might influence the job fulfilment of young adults who participated in my study. I employed a qualitative approach and generated data through three phases of semi-structured interviews with each participant. The first interview focused on past experiences with career guidance, the second examined present job fulfilment, and the third explored participants' experiences on future job fulfilment influenced by career guidance. Participants were selected according to a purposive sampling approach. The participants and I also had the opportunity to use reflective journal notes that supported each interview. The interviews were transcribed, coded, and analysed using the NVivo software. Integrating this process with the theoretical framework developed during the literature review revealed themes such as belonging, feeling valued, a sense of meaning, and skilled operation. These findings contributed valuable insights to developing career guidance programmes in secondary schooling, particularly in the South African context.
Exploring EFAL teachers’ implementation of authentic assessment in selected Rammolutsi secondary schools
(University of the Free State, 2022) Tlhabanelo, Keabetswe Gabriel; Ntsala, S. A.
This study explored how EFAL teachers from Rammolutsi secondary schools in Fezile Dabi district employed authentic assessment. Purposive sampling was used in this qualitative case study of six EFAL teachers. Open-ended semi-structured interviews with six teachers were employed to generate data. Thematic analysis was undertaken to determine themes and subthemes. The findings reveal that EFAL secondary school teachers experience numerous problems when implementing authentic assessment due to a lack of guidelines. This study provided some insights into the preparations and use of authentic assessment as part of their teaching and learning process. Guided by the conceptual framework according to Hargreaves, Earl and Schimdt (2002), the study’s findings reveal that AA significantly increased teachers’ academic achievement and attitude toward educational measurement. Additionally, it is an approach that can serve to forge cooperation between theory and practice, which is a major problem in the field of teacher training in South Africa. Based on these findings, AA procedures can be integrated into teacher education as much as possible. Seminars, workshops, and courses can be organised to help teachers understand and use AA. Future research on it for other levels of education is possible. Future research could look into learners’ viewpoints to see how AA aids their learning. Studies on the effects of AA on various dependent variables are possible.
Exploring the teaching and learning of circle geometry in rural schools
(University of the Free State, 2023) Mpheti, Vincent Molebogeng; Mpalami, Nkosinathi
This report presents a qualitative case study exploring the teaching and learning of circle geometry in rural schools. The study involved six educators and was carried out in Bohlabela District, Mpumalanga. Data was collected through lesson observations of six consecutive lessons during the content workshop, lesson observations during class visits, learners’ scripts, and semi-structured interviews with the educators. The Duval’s cognitive theory guided the study. The findings indicate that educators that participated in this study were able to teach the correct content following the annual teaching plan. Learners were able to complete tasks set on circle geometry during teaching and learning in the classroom.
On the other hand, the educators could not emphasise the issue of composing and decomposing shapes, the application of visualising shapes before proving the theorems, the relationship of shapes within the orientation of the circle and encouraging learners in solving circle geometry problems. Learners could not solve geometric problems, provide statements and prove theorems. The findings of this study might be useful to all secondary school mathematics in improving the teaching and learning of circle geometry. This study recommends using the cognitive processes when teaching circle geometry and assessing learners in mathematics classrooms.
Exploring the teaching of Grade 10 accounting in Thabo Mofutsanyana district
(University of the Free State, 2023) Sebusi, Mmabatho Boitumelo; Sekwena, G. L.; Motsoeneng, T. J.
The literature revealed significant challenges affecting numerous teachers in the Thabo Mofutsanyana district, such as a lack of pedagogical content knowledge, changes in Curriculum and assessment policy statements, the predominant use of teacher-centred methods, shortage of textbooks in schools and teachers' lack of professional development.
A qualitative research approach was used along with the interpretivist paradigm to underpin this study. Semi-structured individual interviews were used as an instrument for collecting data. They were used to explore the views of five Accounting teachers who were purposively sampled in three schools.
The study's conceptual framework is from Shulman's (1986) theory on teachers' knowledge. Pedagogical Content Knowledge (PCK) is one of the most essential components of teachers' knowledge. This means teachers must have content knowledge and knowledge used for delivering content. Furthermore, teaching needs more than just being able to deliver subject content knowledge to learners. It is more to ensure effective learning, and learners absorb more for later accurate repetition. The study focuses on exploring the teaching of Grade 10 teachers in Thabo Mofutsanyana district. The data generated was analysed thematically. The study's findings revealed that teachers have sufficient pedagogical content knowledge but still use the predominant teaching method when teaching Accounting, which led to poor learner performance in Accounting and enrolment.
The researcher concludes that teaching Grade 10 Accounting requires teachers to use teaching methods promoting participation and active learning in class.
The use of entrepreneurial games as a pedagogical application in teaching entrepreneurship in Grade 10 business studies
(University of the Free State, 2020) Letebele, Simon Bushman; Sekwena, Gailele
The study advocates the incorporation of Entrepreneurial games in teaching entrepreneurship to create learner interest and promote a better understanding of this topic. However, this topic is predominantly taught in a more teacher-centred and theoretical approach, leaving a wide wedge between theory and practice, lower levels of learner interest, and an inability of learners to perform well in this topic. The study also focused on identifying the suitable conditions for incorporating entrepreneurial games in Business Studies Class and how best to mitigate the possible challenges that may hinder using these games in the class.
Therefore, this study aims to explore using entrepreneurial games as a pedagogical application in teaching entrepreneurship in grade 10 Business Studies to address the preceding challenges. Social Constructivism by Levy Vygotsky is selected as the theoretical framework underpinning the study. In this theory, knowledge is co-constructed through social interaction. This study used an exploratory case study that allowed for a far-reaching review of an unclear or new phenomenon. At the same time, it retains the complete and meaningful characteristics of real-life events. Semi-structured interviews were used to collect data with four grade 10 Business Studies teachers.
A thematic analysis method was used to analyse the data generated. The data generated demonstrates that teachers still use teacher-centred teaching methods and a theoretical approach in the classroom because they are constantly pressured to complete the Annual Teaching Plan. Furthermore, the study found that using entrepreneurial games in the classroom creates an active learning environment that generates learner interest and an enhanced understanding of the topic. The study also found that these games bridge the gap between theory and practice and motivate learners through the practical elements they bring to the teaching and learning process.