Doctoral Degrees (School of Mathematics, Natural Sciences and Technology Education)

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Open Access
Controversial topics in the school curriculum: a case study on the teaching of evolution in South Africa
(University of the Free State, 2022) Mukatuni, Gumani Enos; Jita, Loyiso; Tsakeni, Maria
This study sought to explore how Life Science teachers in South Africa deal with challenges of teaching evolution in a country where Christianity remains dominant and is celebrated through public and/or national holidays. The theoretical framework underpinning this study is a cognitive framework of implementation, enabling the exploration of how teachers can construct understandings of the policy message; construct an interpretation of their own practice and how they integrated the policy signals in their practice. A qualitative approach was employed using an in-depth case study design in order to explore how three Life Sciences teachers in South Africa negotiate controversial topics like evolution within the Curriculum and Assessment Policy Statement, and what the challenges and opportunities are for teaching about evolution. Data were collected using semi-structured interviews and classroom observations. Five major findings emerged from this cross-case analysis. First, it could be observed that two of the teachers did not study evolution when they trained to become teachers, whilst the topic of evolution was part of the third teacher’s training programme. The second finding speaks to the influence of teachers’ beliefs and perspectives on evolution during the lesson. The third finding shows that teachers demonstrated that they could use both teacher-centred and learner-centred approaches when teaching evolution. However, teacher-centred instructional strategies were dominant. The fourth major finding indicates that the teachers experienced challenges that stood in the way of teaching the topic of evolution effectively, which includes the notion that evolution stands as a competing worldview to the learners’ and teachers’ beliefs on the origins of the earth and its people. The fifth major finding shows that the teaching and learning of evolution exposed learners to critical thinking. The study recommends that decision makers, policy makers and educational authorities responsible for the education system in Gauteng and similar school contexts provide clear policy guidelines on the teaching and learning of evolution as a controversial topic and, where possible, provide continuous professional development programmes at various educational levels to equip teachers’ pedagogical practices.
Open Access
The effect of metacognitive intervention on learner metacognition and achievement in mathematics
(University of the Free State, 2013-02) Du Toit, Daniël Stephanus; Du Toit, G. F.; Wilkinson, A. C.
English: International and national measures point to the poor mathematics achievement of South African learners. The enhancement of the quality of mathematics education is a key priority of the Department of Basic Education in South Africa. Several studies have found a correlation between learner metacognition and mathematics achievement. Metacognition entails knowledge and regulation of one’s cognitive processes. Previous studies point to the positive effect of metacognitive interventions on learner metacognition and mathematics achievement. The purpose of this study was to investigate the effect of a metacognitive intervention (MI) on learner metacognition and the mathematics achievement of Grade 11 learners in the Free State from a predominantly pragmatic perspective. The MI was developed by combining aspects of a mathematical perspective on De Corte’s (1996) educational learning theory with aspects of previous metacognitive intervention studies in mathematics. A mixed methods research design was employed where qualitative data were embedded within a quasi-experiment. Data were collected from an experimental group (N=25) and a control group (N=24). Quantitative data on learner metacognition were obtained from the Metacognitive Awareness Inventory (MAI), while quantitative data on mathematics achievement were obtained from the learners’ Terms 1 and 4 report marks. Qualitative data were acquired by means of teacher interviews, problem-solving sessions, and learner and teacher perspectives on the MI process. The mixed methods research question investigated the extent to which the findings from the qualitative phase of the study support the findings from the quantitative phase regarding the effect of MI on learner metacognition and mathematics achievement. The quantitative findings indicated that MI had a statistically significant impact on learner metacognition in respect of the MAI total score, the Knowledge of cognition (KC) factor, the Regulation of cognition (RC) factor, and the subscales Declarative knowledge, Planning, and Monitoring. The impact of MI on mathematics achievement was less pronounced, as inferences had to be drawn from the correlation between learner metacognition and mathematics achievement. The quantitative findings showed a statistically significant correlation between KC and mathematics achievement, as well as between Declarative knowledge and mathematics achievement. Since MI had a statistically significant impact on KC and Declarative knowledge, it is concluded that MI also had a positive impact on mathematics achievement. The qualitative findings strongly support the quantitative findings regarding the positive impact of MI on learner metacognition. The quantitative findings in respect of the correlation between learner metacognition and mathematics achievement were only partially supported by the qualitative data. Main recommendations emerging from this study relate to the improvement of learners’ mathematics achievement by enhancing their Declarative knowledge, the enhancement of learners’ problem-solving skills, and the need to implement metacognitive interventions in mathematics particularly in schools where the teachers are inexperienced or underqualified.
Open Access
The effects of pedagogical content knowledge in learning Grade 12 mathematics using problem-based learning
(University of the Free State, 2023) Bhagwonparsadh, Yudvir; Pule, K.G.
This study investigated the effects of teacher’s pedagogical content knowledge in learning Grade 12 Mathematics using problem-based learning (PBL) in two selected secondary schools in the Amajuba district in KwaZulu-Natal. The problem behind the poor performance of Grade 12 Mathematics learners in the National Senior Certificate (NSC) for 2019, 2020, and 2021 is that most learners find it difficult to analyse and evaluate problem-based questions because they may be taught by some unqualified Mathematics teachers with insufficient MPCK and their low knowledge of subject content knowledge and low pedagogy. This study used Vygotsky's social constructivist theory and an inductive, exploratory qualitative case study approach. Data was collected by posing semi-structured interview questions to Mathematics teachers and open-ended questions to focus groups on learners and observing how Mathematics teachers interact with learners in the classroom. This was done to answer the "what" and "how" questions to generate theoretical insights into the phenomena under review. The findings suggest that teachers' MPCK equipped them to use inclusive educational strategies for teaching and learning Grade 12 mathematics, and had a positive outcome on learners' performances. Furthermore, the study's findings proposed that Mathematics teachers should be masters of the content, producing learning content to cognitively stimulate learners to work independently and strive for improved achievements in their current learning. More so, Mathematics teachers should be skilled at applying various teaching and learning methodologies appropriate to the learning abilities of all learners in the classroom so that learners can successfully acquire the content. The success of Grade 12 Mathematics learners adequately learning Mathematics depends on, amongst others, the teachers' ability to facilitate lessons by concretising abstract content using interactive activities in collaborative group learning. The study recommends that Grade 12 Mathematics teachers need training in using PBL as an instructional approach to teaching Mathematics. DBE needs to review the scope of the Grade 12 CAPS document so that PBL, as the preferred instructional strategy, can be adopted in teaching and learning Mathematics.
Open Access
Enhancing the teaching and learning of algebraic expressions and equations through reasoning in Grade 9
(University of the Free State, 2021) Lika, Mohau Armstrong; Tlali, Moeketsi F.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 This study sought to enhance the teaching and learning of algebraic expressions and equations using reasoning in grade 9. It is a participatory action research study underpinned by bricolage paradigm and construction theory. The underpinnings guide and enable learners to use what is at their disposal to construct reasoning constructs. The constructs help learners to forge rich algebraic and mathematical conceptual connections and interrelations. In this manner, the constructs help the instruction (teaching and learning) to achieve deep conceptual understanding (DBE 2011:8) rather than limiting it to procedural orientation. The evidence presented in literature about international best practices shows that procedure-oriented instruction and procedure fluency are, and should be, nested in conceptual knowledge. This study initiated the instruction that ensures that the nesting does not manifest in nature only, but throughout the teaching and learning processes as well. The initiative draws from the South African curriculum policy, CAPS, which requires that learners should achieve a deep conceptual understanding of the subject matter (DBE 2011:8). The operationalisation of reasoning to conceptualise procedural instruction draws from the underutilisation of the reasoning skill, despite it being the curriculum policy imperative. Reasoning attaches sensible meaning (Yackel 2001:1) to algebraic content matter and provides direction and cushion for logical arguments aimed at attaining high order cognition. Pursuant to the study underpinnings, the reasoning-based instruction deploys learners’ own reasoning constructs to ensure participatory and contextual conceptualisation. In the process, learners develop critical thinking and high order cognitive skills. These are the skills that the learners are expected to attain from the meaningful learning (Pramesti & Retnawati 2019:3) of algebra and mathematics inspired in the reasoning-based instruction. The study has come up with the components of solution and strategies to address the research question and challenges underlying the research. The primary challenge that guides the study, namely the non-alignment between the instruction and requirements of the curriculum policy, manifests under procedure-oriented instruction; assessment; teachers’ competences and curriculum-time contestation. In addition, the abstraction and complexity of algebra amidst insufficient basic mathematics competency, escalate the supremacy of algebra in the teaching and learning of mathematics. The net resultant thereto is an inherent sifting nature of algebra. The data analysis and interpretation presented enough evidence that the reasoning-based instruction is couched in multi-layered components of solution and strategies that respond adequately to the research question. The instruction proved the potential to break through the integrated challenges underlying algebraic instruction. The process of conceptualisation is an encompassing component of the solution. It entails contextualising and concretising textual representations of algebra in a manner that the representations make meaningful sense to learners; so much that the learners can apply algebra purposefully in advanced mathematics and related learning. Contextualisation often involves refocusing, integration and re-organisation of content matter in a manner that meets the subject and learners’ needs. Concretisation includes the use of materials and examples within learners’ reach to explain algebraic concepts. The analysis of the conditions necessary for successful implementation and that of the risks and threats likely to impede the implementation reaffirmed the sustainability of the reasoning-based instruction. The indicators of success confirmed that the study has succeeded in the reform, transformation and enhancement of the teaching and learning of algebra as sought and anticipated. The study has further empowered co-researchers to use what is at their disposal to develop sustainable solutions. It can then be concluded that the research empowered the initiatives to overcome the ‘lock-ins’ to existing protocols and approaches, which have not been effective for the majority of teachers’ and learners’ populations in South Africa and the world. ___________________________________________________________________
Open Access
Integrating Information and Communication Technologies into the teaching and learning of science in Lesotho
(University of the Free State, 2023) Taolane, Bonnqe ‘Mamolibeli; Jita, Thuthukile; Jita, Loyiso
Information and communication technology (ICT) integration in Basic education has been regarded a struggle in some countries, even though the value of technology in education is globally appreciated. Scholars recognised the underutilisation of ICT and many schools in developing countries either have no ICT infrastructure or conditions do not match those where training on ICT integration was held, Lesotho included. This qualitative multiple case study investigated how teachers use ICT in science, currently referred to as Science and Technology at Basic Education in Lesotho, from the interpretive perspective. Three purposively selected Grade 6 - 7 teachers were studied through the Technological Pedagogical Content Knowledge (TPACK) theory, supported with the High Possibility Classroom (HPC) model with their principals engaged in exit interviews. The study reveals the discourses that inform teachers’ ICT integration practices in Lesotho and document classroom practices of ICT integration into the teaching of science and technology in the reviewed curriculum. Lastly, it accounts for the way teachers integrate ICT into teaching of science in Lesotho. Findings from content analysis of interviews, classroom observations and policy framework revealed some interesting factors that contribute to the way teachers integrate ICT in Lesotho. Specifically, the study highlights the status of teachers’ exposure to productive discourses motivating ICT integration. It further reveals the selected teachers’ patterns of classroom practices of ICT integration, incorporating assessment of learners’ 21st-century skills and how contextual constraints to ICT integration were confronted. The study highlights pointers of ICT integration in the Policy frameworks and gaps in Curriculum and Assessment Policy, 2009 and the Science and Technology curriculum for Grade 7. The study recommends Continuous Professional Development for teachers to strengthen their ICT competences and pedagogy; teachers taking responsibility for improving their careers to fit into the global world; support for experienced ICT-integrating teachers to become model teachers for ICT pedagogy and developing Communities of Practice on ICT integration. The study proposed the model for effective ICT integration in primary schools that could inform the education system, curriculum developers, teachers and policy makers especially, of ICT policy for education in Lesotho currently at draft stage. The study further suggests direction for future studies.
Open Access
Learning to teach secondary school mathematics from practice: an exploration of the Zimbabwean pre-service teachers’ year-long field experiences
(University of the Free State, 2016) Makamure, Chipo; Jita, L. C.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Previous research in teacher education has examined teaching practice (TP) as an important part of teacher preparation. Accordingly, a number of Zimbabwean researchers have also focused on teaching practice in order to explore its influence on ‘learning to teach’ generally. In mathematics education, the focus on TP partly reflects the belief that ‘learning to teach’ mathematics without practice would be difficult, if not impossible. Despite the importance that is attached to mathematics as a subject and teaching practice as playing a pivotal role in the improvement of mathematics teaching, pre-service teachers’ training has not been helpful in addressing performance deficits in secondary school mathematics. Student achievement in mathematics has remained low in Zimbabwe and across the world. In search of possible solutions to this challenge of poor performance in mathematics, the present study explored the significance and possible contribution of teaching practice to teacher knowledge and expertise which are required to improve secondary school mathematics in Zimbabwe. A mixed methods research approach, based on a sequential explanatory design, was selected for the study. Pre-service teachers and school-based mentors answered questionnaires and focus group interviews. At the same time, college supervisors participated in semi-structured interviews on the connections between pre-service teachers’ expectations and experiences of TP. The first set of findings from the study suggests that before going on TP, pre-service teachers have positive, but perhaps exaggerated, expectations about teaching mathematics and these expectations seem to affect the way they teach in the classroom during TP. The study thus recommends that teacher education needs to address these expectations more directly prior to school placement. The second set of findings point to the apparent discord between the mathematics content that is taught to pre-service teachers during teacher preparation and what they are expected to teach in schools during TP. A better alignment between the college mathematics curriculum and the school curriculum is suggested. This does not mean teaching the high school curriculum in college, but points to the need to align topics and/or themes between the two sets of curricula. Thirdly, the study uncovered a disturbing imbalance between the focus on content knowledge (CK) on the one hand and the pedagogical content knowledge (PCK) and curriculum knowledge on the other. It is therefore suggested that for effective mathematics teaching during TP, the development of mathematics teachers needs to be approached in a holistic manner where content knowledge (CK), pedagogical content knowledge (PCK) and curriculum knowledge are integrated deliberately during teacher preparation. Finally, the findings suggest that there is a difference between pre-service teachers’ expectations before TP and their experiences during TP. The pre-service teachers’ struggle with the transfer of learned skills into classroom practice and the variable quality of the school-based mentorship practices by supervisors explain much of the differences between the expectations and actual experiences. A review of the college syllabus to include more mathematics pedagogy is thus called for, together with a more robust training programme for school and college-based supervisors, in addition to improved incentives for school-based supervision. In conclusion, the current study re-affirms the importance of teaching practice in teacher education in Zimbabwe, as it is in other countries. Teaching practice provides opportunities for mathematics pre-service teachers to spend time in real classrooms and ‘learn to teach’ from experience. However, the study has also established that teaching practice is not just about the time spent in the field, but more about the development of skills and competences for effective teaching and application of principles studied to teach and to bring about change in practice.
Open Access
Middle management and instructional leadership: a case study of natural sciences’ heads of department in the Gauteng Province
(University of the Free State, 2016-02) Malinga, Cynthia Baxolile Balamlile; Jita, L. C.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 Natural Sciences (NS) Heads of Department (HODs) in schools often find themselves in the middle, shuttling between a role in the management of the school and another as ordinary classroom teachers. This is in addition to their role as subject leaders, a role which is made even more complex by the fact that NS is a conglomerate subject which brings together at least four science disciplines, each with its own disciplinary culture and expectations. Leading such a multidisciplinary subject department requires, among others, competence in each of the sub-disciplines and how to teach them effectively together with the ability to provide support and guidance to other members of the department by setting and monitoring standards of performance in the classrooms. This is a tall order for many HODs under the best of circumstances. The history of under-privilege in many South African schools and the relatively weak subject matter competence among many of the science teachers and HODs makes this even more complicated. How do NS HODs in South Africa negotiate their roles as middle managers to provide effective instructional leadership in their subject departments? Furthermore, what is their capacity to provide such subject leadership and how can it be enhanced? The study uses a mixed methods research approach with questionnaires, semi-structured interviews and observation of subject department meetings as data sources to understand the realities of providing subject leadership for NS in selected schools within the Gauteng province of South Africa. The findings are reported in five articles that address different research questions. The first article explores the ways in which HODs in South Africa provide instructional leadership for NS specifically. The second article examines the nature and quality of support and guidance that the HODs receive from their principals and the subject advisors in respect of the multidimensional roles as subject leaders and middle managers. The third article provides a comparative perspective of instructional leadership for NS among six formerly segregated schools in the Gauteng province. The fourth article examines the perceptions of the NS teachers on the quality of instructional leadership provided by the science HODs. The final article discusses the issue of “capacity to lead” and examines the possibilities and opportunities for enhancing the capacities of the NS HODs. The first set of findings suggests that most science HODs do not teach NS and/or do not have the instructional experience needed for all the sub-disciplines under their leadership. Some are not adequately qualified to teach NS at all and/or do not have the subject matter competency, the Pedagogical Content Knowledge (PCK), or the professional credibility to lead NS instruction. As a result, they often resort to monitoring instruction through desk-top reviews of teachers’ and students’ work rather than conduct any meaningful classroom observations or spend time discussing curriculum issues with the teachers. This limits their capacity to provide effective instructional leadership. The second set of findings have to do with the conglomerate arrangement of the science departments in the schools, which makes it difficult for science HODs to focus attention on NS relative to the other subjects in the mix. As a result, the NS teachers feel marginalised and are overshadowed by the senior secondary subject teachers, whose subjects receive more attention because of their prominence in the Grade 12 national examinations. The third set of findings uncovered the rather weak position of the science HODs as middle managers within the overall leadership hierarchy of the school. By virtue of their position within the school leadership hierarchy, the science HODs do not have much of a say on who gets allocated to teach NS, how the subjects are grouped within the science departments and how time is allocated and/or protected for subject meetings and professional development of teachers. The fourth set of findings unpack the observation that subject advisors and other district support officials often choose to work directly with the NS teachers in providing professional development and/or curriculum support on the new Curriculum and Assessment Policy Statement (CAPS) with no similar support for the HODs specifically. While the HODs benefit from such support by the district, the benefits relate more to their roles as teachers rather than as subject leaders. The final set of findings show that neither the school leadership teams nor the district offices engage in any periodic reviews of the school-based subject leadership structures and practices to determine their effectiveness, thereby limiting the possibilities and opportunities for enhancement of subject leadership at the school level. The study concludes with a discussion of the complexities of leading NS departments within the current school contexts and configurations. Firstly, the requirements for multi-disciplinary expertise and competency in all of them represent a tall order for many HODs. Secondly, the current allocation of NS teachers by school leaders does not carefully consider their specialisation and that of the HODs who are expected to provide support for improved instruction. Thirdly, the success of the science HODs in supporting instruction depends on how the school arranges its systems and infrastructure to support instruction and its improvement in each subject. Lastly, the capacity of science HODs to provide effective instruction leadership is compromised by their middle management position, which provides neither the time and resources nor the required authority for such subject leadership. The study recommends a review of the structures and practices for subject leadership in schools in order to provide the time, resources and authority for HODs to improve their capacity to lead. School leaders and district officers need to re-examine their criteria and processes for allocation of both the NS teachers and the HODs in order to foster subject competence and better leadership. Furthermore, subject specific training and support in the NS sub-disciplines, especially the physical sciences strands, is required for science teachers and their HODs. Finally, the relationship between HODs and subject advisors needs to be strengthened by forming a professional learning community (PLC) for these subject leaders in order to enhance the capacity to lead NS in schools. ___________________________________________________________________
Open Access
'n E-onderwysgebaseerde benadering tot die implementering van die Nasionale Kurrikulumverklaring vir fisiese wetenskappe: 'n didaktiese perspektief
(University of the Free State, 2012-11-11) Van Breda, Jacobus; Du Toit, E. R.
English: Since the South African government decided in 1997 to replace traditional education with outcomes-based education, curriculum transformation has as yet for various reasons not realised in the Physical Sciences classroom, thus resulting in poor marks in Physical Sciences. This study was prompted by the above realities and the fact that education reform in South Africa cannot occur in isolation from globalisation and the demands of 21st-century teaching-and-learning. The overarching aim of the study thus was to propose guidelines for an ICT-integrated approach to teaching and for a learning environment that can lead to the successful implementation of the Physical Sciences curriculum in the classroom. In order to achieve this aim, the research had, on the one hand, to focus on those aspects against which successful curriculum implementation can be measured and, on the other, be directed at the contribution which the use of digital technology could make in curriculum implementation. The above led to a comprehensive literature study during which Physical Sciences curriculum documents and other teaching-and-learning literature were investigated within the context of UGO, constructivism as well as effective principles of learning. Ultimately eleven so-called “implementation principles” were identified (see 2.7.1). Thereafter it was established how different ICT usages can be practically and feasibly used in order to contribute to the realisation of the implementation principles in the Physical Sciences classroom. Due to the fact that today’s learners belong to the Y generation, with their unique needs, as well as the fact that over 80% of all South African learners are taught Science in a language that is not their home language (see 1.2.2.2), much attention was paid to these aspects in this study. A quantitative research design was used and data were collected by means of a questionnaire, as measuring instrument. Although multi-choice and binary-type questions were also used, the questionnaire mainly consisted of five-point Likert-type questions (see 4.10). The questions in the various sections of the questionnaire dealt with “daily ICT applications”, learners’ home environment, language of teaching-andlearning, the availability and use of ICT in the school environment, learners’ experience of the ICT Laboratory (see 1.2.3) as learning environment as well as their experience of ICT applications in the Laboratory. The test sample consisted of 110 Physical Sciences learners who visited the ICT Laboratory regularly. The Statistical Processing unit of the ICT services at the University of the Free State processed the questionnaires by means of the SPSS computer package. The information gleaned from the literature study as well as the empirical research enabled the researcher, from a didactical perspective, to propose guidelines for an e- Education-based approach to the implementation of the National Curriculum Statement for Physical Sciences (see 6.4). The study emphasises the essential role of the teacher in identifying suitable ICT applications that can be used to the benefit of teaching-and-learning within a 21stcentury learning environment and in service of the implementation of a Physical Sciences curriculum.
Open Access
Perceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teaching
(University of the Free State, 2023) Shambare, Brian; Jita, Thuthukile
In line with South Africa’s National Development Plan Agenda 2030, the current educational objective is to provide technology to schools. However, effective integration of these technologies in teaching hinges on teachers’ acceptance to use them. Therefore, it is imperative to investigate issues of technology acceptance, particularly teachers’ perceptions and experiences, before introducing such technologies. Neglecting this step risks the technology tools being underutilised or abandoned once deployed in schools, especially innovative ones like Virtual Lab. This study investigated Life Sciences teachers’ perceptions and experiences regarding integrating Virtual Lab for rural teaching. The Technology Acceptance Model (TAM) (Davis, 1989) and the Technological Pedagogical Content Knowledge framework (TPACK) (Koehler & Mishra, 2006) guided this research. The study used a sequential explanatory mixed-methods approach with two phases: a quantitative survey involving 200 Life Science teachers in Eastern Cape province and qualitative interviews with four teachers from rural secondary schools in the Joe Gqabi District. Findings were analysed using descriptive and inferential statistics in Phase One and thematic analysis in Phase Two, and the integrated results matrix facilitated meta-inferences. The study found that Life Sciences teachers perceive integrating Virtual Labs into teaching positively, primarily driven by its ease of use and usefulness. Notably, they emphasise the benefits over the ease of use, indicating a solid understanding of Virtual Lab’s potential advantages. Furthermore, teachers with higher technological pedagogical content knowledge hold more positive perceptions of Virtual Lab. Interestingly, this study found that perceived usefulness and technological knowledge significantly influence teachers’ intention to use Virtual Lab. This finding affirms that combining TAM and TPACK theories can offer a comprehensive framework for analysing teacher perceptions and acceptance of novel technologies in rural schools. However, challenges exist. Many teachers lack the knowledge to use Virtual Lab effectively. Limited electricity supply, insufficient school support, and a lack of professional development hinder Virtual Lab adoption. To overcome these, the study recommends tailored professional development and school support. Looking ahead, future research should shift its focus towards exploring learners’ perceptions and experiences regarding the integration of Virtual Lab to gain a holistic understanding of its uptake in education.
Open Access
Student's experiences with distance and online learning of university-level undergraduate mathematics in Nigeria
(University of the Free State, 2016-06) Reju, Comfort Okwuegbune; Jita, Loyiso C.; Moloi, Tshele J.
English: Enrolment and success rates in undergraduate mathematics are relatively low, even for the face-to-face mode of study. The situation is worse for distance and online modes. At the same time, distance and online learning is becoming progressively more popular with higher learning institutions across the globe. In order to increase enrolment in undergraduate mathematics and to boost success rates at open and distance learning (ODL) institutions, a clear understanding of the needs of distance and online mathematics students is required. In particular, it is important to understand their current experiences with four elements of provision: instructional delivery (ID), assessment procedures (AP), learning facilitation (LF) and support services (SS). The key question being answered by this study is: What are the students’ experiences with distance and online learning of university-level mathematics at two major distance-learning universities in Nigeria? The research uses a mixed-methods approach involving questionnaires, semi-structured interviews and document analysis to understand the way distance and online students perceive their mathematics experiences, with regard to these four elements, in two major ODL institutions in Nigeria. The analysis of data included descriptive methods, inferential statistics and specifically Partial Least Squares (PLS) regression to test for relationships between variables and students’ narratives. Experiential learning theory (ELT), transactional distance theory (TDT) and cognitive theory of multimedia learning (CTML), which are found to be influential in distance and online education, were used as lenses to explain student perceptions of ID, AP, LF and SS. The findings reveal that teacher/tutor availability to facilitate and regulate learning and to mitigate the many challenges of learning mathematics in this mode is possibly the most critical success factor. Significant challenges also emerged in the Nigerian context, especially with internet availability and in obtaining adequate and self-explanatory course materials. Students frequently have to reach beyond the basic resources provided in their institutions by seeking textbooks and course materials from other ODL institutions. Consequently, the students called for better inclusion of more up-to-date technologies (with special emphasis on accessible hardware, user-friendly software and stable internet access) in the ID, AP and LF of distance and online mathematics learning. The institutional failure to satisfy this demand is another major finding of this study. The ELT, TDT and CTML models of learning, which call for distance and online students’ maximum commitment to the learning experience, are relevant in terms of their emphasis on enabling understanding, content sharing and online interaction using technologies. It is evident from the findings that, despite the rapid development of information and communication technology (ICT) in our present time, there needs to be far more effective incorporation of modern technology in the teaching and learning of mathematics at ODL institutions, including training teachers/tutors to use it optimally. The study also recommends that distance and online mathematics learners need to be supported in the construction of their own knowledge, by restructuring the learning processes to be more learner-centred. Moreover, regulatory agencies such as the National Universities Commission (NUC) in Nigeria, set up for quality assurance purposes, need to actively oversee the support of mathematics learning at university-level in order to strengthen the experiences of students and learning in online and distance modes. Finally, the pedagogical issues of ensuring that mathematics students at ODL institutions are not disadvantaged require that priority and resourcing be given to mathematics and perhaps other similar scarce-skills subjects.
Open Access
Synergising the creation of knowledge processes in a Technical and Vocational Education and Training College with industry demands for sustainable lecturer learning environments
(University of the Free State, 2023) David, Wayne Anthony; Tlali, Moeketsi Freddie; Teis, Nixon Johannes Phillip
This study explores mechanisms or means by which knowledge-creation processes could be synergised for sustainable lecturer learning environments. The study assumes that lecturers are better positioned to contribute to the sustenance of the business/industry and colleges. The colleges because they are sites whereby employees and employers are prepared. The college plays a vital role only if lecturers are adequately knowledgeable and do so diligently. And competently that graduates are entirely and better prepared for workplace demands. The purpose is to contribute to the debate or discussion on optimising the utilisation of limited resources for human capital training. In particular, the inequities still lingering from the apartheid past. For instance, in this case, a TVET College has one campus in a relatively big area (Metropolitan area) and two other campuses. In what is known as formerly homelands. As a result, it is sufficient to say that there are disparities in resources. The point is how a college pulls together the resources in providing. The output is more significant than the sum – so some colleges can address challenges, particularly Lecturer development, which is often criticised for being limited. This study used the bricolage methodology to attain a critical perspective on all the issues, primarily when qualitative data is generated. This study is the sub-project of the mega study. Therefore, there are bound to be power differentials in a study like this. Bricolage assisted in exploring social injustice-related issues and power differentials Ideologically and Methodologically. Thus, bricolage guides this study. The methods relied upon were focus group discussions with lecturers and a business owner and senior manager. Furthermore, this considered the survey results because this college formed part of the study of the mega project. Through the mega project, there were seminars and seminar reflections.

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