School of Mathematics, Natural Sciences and Technology Education

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Open Access
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.
Open Access
Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton
(University of the Free State, 2020) Ncala, Lucky Ernest; Tsakeni, M.; Jita, T.
Amidst calls for teachers to incorporate inquiry-based instruction in the teaching of science subjects, this study sought to explore how inquiry-based science education is practiced in life sciences classrooms, since there is uncertainty about the efficacy of the professional development of life sciences teachers to practice inquiry-based instruction. Utilising a social constructivist lens, a case study research design and a qualitative research approach, the study explored inquiry-based learning (IBL) practices in life sciences classes. Purposive sampling was utilised to select participants, to ensure that only life sciences teachers who practice inquiry-based instruction participated. Data collection was done with semi-structured interviews that were audio-recorded, and non-participant lesson observations. Data that were generated were analysed with thematic data analysis. Findings were categorised into three themes that had been predetermined according to the three secondary research questions of the study. The themes are teacher perceptions of IBL, strands of IBL used by teachers, and contextual factors that influence the implementation of IBL in life sciences classrooms. Though life sciences teachers have different perceptions of IBL, four overarching perceptions were identified: IBL allows for creative thinking; generates interest in life sciences; ensures active involvement by learners in lessons and promotes interactive learning. Furthermore, findings reveal that the participant teachers practised IBL according to the principles of structured inquiry. Lastly, various contextual factors were identified as having an impact on the participant teachers‟ practices of IBL in their life sciences lessons. During data generation, the factors were classified as school settings, policies and professional development.
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
Creating sustainable physical sciences learning environments through the teaching of renewable energy
(University of the Free State, 2024) Ramongalo, Kgantse Nancy; Tlali, M. F.
Teaching of the topic of clean and renewable energy in the subject of physical sciences in South Africa is inadequate – if it is taught at all. This inadequacy continues, despite the provisions of the Sustainable Development Goals on education and the potential benefits of clean energy to the social, economic and environmental aspects of life and living. The aim of this study was to justify the need to create sustainable physical sciences learning environments through the teaching of renewable energy. The study was guided by transformative paradigm principles, which emphasise cultural diversity and social justice, to address societal injustices and inequality. It highlights the need for these principles in communities that are struggling to access energy, despite solar energy (sunlight) availability year round. Three schools were involved in this study. The first was for learners on farms, the second was located in a predominantly Black community, and the third was well resourced, with a merged laboratory. Interviews were conducted with physical sciences teachers at these schools to observe their teaching and learning environments. The participants were qualified Grade 10, 11 and 12 physical sciences teachers with BSc chemistry, B.Tech engineering science, and Postgraduate Certificate in Education (PGCE) qualifications, respectively. All teachers had more than five years of teaching experience teaching physical sciences throughout the Further Education and Training phase. The data show that none of the participants incorporated renewable energy into their lessons, because there was no curriculum on the subject. Participants blamed the curriculum for their failure to teach and assess the topics of renewable energy. Other barriers to teaching renewable energy content included shortcomings in relation to resources and teacher knowledge. If renewable energy is not taught, it tends to contribute to deepening epistemological inequity, given the digital age that confronts learning. Teachers struggle to teach renewable energy ideas due to lack of pedagogical content. The study recommends incorporating renewable energy content in physical sciences to enhance the relevance and responsiveness of learners to social, economic, and environmental challenges.
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
Exploring common Algebraic expression challenges in a Grade 10 mathematics classroom
(University of the Free State, 2022) Musi, Sophie; Moleko, Mirriam Matshidiso
The purpose of the study was to explore the common algebraic expression challenges in a mathematics classroom and to suggest the best practices or solutions to address these challenges. The study was qualitative in nature, underpinned by a Critical Emancipatory Research (CER) research paradigm. An Action Research (AR) design was adopted as a research design. Data were collected from a team of two mathematics teachers with experience of more than ten years of teaching mathematics in the FET-phase, and 43 Grade 10 learners in one of the high schools in Motheo District. The lesson observations and focus group discussions were used as the primary data collection instruments. Data were generated through active engagement and discussion among the participants using the Free Attitude Interview technique (FAI). Data were analysed by using Braun and Clarke’s (2006) six stages of thematic analysis technique. The findings revealed the following common algebraic expressions challenges and teaching issues pertaining to Grade 10 mathematics; Gap between algebra and arithmetic, Inability to represent word expression in algebraic format, Teachers’ lack of pedagogical knowledge, Teachers’ inability to explain algebraic concepts in-depth, Learners’ inability to manipulate algebraic expressions and Improper use of mathematical vocabulary/expression to mention a few. The study revealed these challenges as sources of difficulty for learning and teaching algebraic expressions in Grade 10. The study thus advocates for the need for knowledge acquisition of these common challenges and awareness thereof, in order for teachers to successfully teach the algebraic expressions.
Open Access
Exploring teachers’ perceptions and practices of education for sustainable development in life sciences classrooms
(University of the Free State, 2023) Mofokeng, Lerato Alphonsina; Tsakeni, Maria
There are many sustainability challenges that humanity faces such as poverty, freshwater crisis, population growth, solid and hazardous waste and sewage problems. Education is one of the key strategies earmarked to respond and provide solutions to the sustainability challenges. The educational strategies seek to motivate learners to become sustainably engaged citizens through their commitment to environmental stewardship, and reflection about the interaction of social justice, ethics, wellbeing, and ecological and economic factors. One educational strategy is widely referred to as education for sustainable development (ESD) and can be implemented through both informal and formal teaching and learning devoted to sustainability. Teachers are therefore considered capable agents of change who prepare learners to be responsible citizens and be aware of the consequences of their actions and behaviour. The aim of the study was to explore teachers’ perceptions and practices of ESD in Life Sciences classrooms. The pedagogical content knowledge (PCK) for the science teaching model was used to interpret and understand teachers’ perceptions and practices of ESD in Life Sciences classrooms. The study used a qualitative research approach, a case study design to explore the teachers’ practices in implementing ESD in the Life Sciences classrooms. Purposive sampling was used to select three Life Sciences teachers who practiced the teaching of ESD. Data were collected using semi-structured interviews, classroom observations and document analysis (lesson plan analysis) and were analysed using thematic data analysis. Findings were categorised into three themes according to the three sub-research questions of the study. The themes are teachers’ perceptions of ESD in Life Sciences classrooms, integrating ESD in Life Sciences classrooms and the influence of teachers’ perceptions on practicing ESD in Life Sciences. Findings revealed that participants had different perceptions of ESD. The teachers perceived ESD as capable of promoting interactive learning, preparing learners to become responsible citizens, promoting a culture of accountability, allowing for creative thinking, and promoting problem solving and decision-making skills. Participants employed different teaching strategies such as inquiry-based approach, participatory and exploratory learning, and collaborative learning. Activities such as presentations, debates and problem-based learning were conducted in classrooms during the integration of ESD. Participants used project-based assessment, group assessment and concept tests to assess learners. Participants’ perceptions influenced the practice of ESD as all three sustainability pillars were included in their teaching. In their lessons, there was an inclusion of the environmental pillar (air and soil pollution), social pillar (interaction and peace) and the economic pillar (economic growth and business skills). Out of the three sustainability pillars, the environmental and social pillars were more practiced and to a lesser extent, the economic pillar. Participants indicated that some of their challenges of integrating ESD were lack of ESD knowledge, lack of resources, time constraints and the ATP being too packed. Participants suggests that the Department of Education intervene and provide development programmes that will equip them with the required knowledge and subject advisors and district officials should be involved. They suggest that the department release funds for resources and school trips to expose learners to different environments. Lastly, the Life Sciences ATP should incorporate ESD concepts.
Open Access
Exploring the difficulties faced by intermediate phase learners in solving fractions problems
(University of the Free State, 2024) Mochoari, Reitumetse K. C.; Mosimege, M. D.
The teaching and learning of fractions has been and is still one of the most problematic topics in the Intermediate Phase. This study investigated and analysed the difficulties faced by learners in solving fractions problems. The study also focused on how learners use mathematical language and terminology when they solve fraction problems, observing whether learners’ code switched in their solutions of fractions problems. Lastly, the study explored mathematical concepts in the topic of fractions that the learners found difficult to understand. The constructivist theory of knowledge was used for this study, as this study tries to understand how learners construct knowledge and understand the concept of fractions in the classrooms. The qualitative method approach was utilised in the study. Data was collected through observation, interviews and a written test on fractions. Purposive sampling was used to select the participants in line with the focus of the study on problem solving in Fractions by learners. The sample consisted of Grade 5 learners in a school based in the Motheo District in the Free State Province. From the school, two classes were used for the purpose of observation and gathering data. Ten learners were selected to be interviewed to find out how they engaged in the solution of the fraction problems in the test. The study followed an interpretivist research paradigm, which focused on trying to understand the viewpoint of the participants being observed. Thematic analysis was used to analyse the data. The study found that the educator and learners used code-switching as a resource to ensure better understanding of fraction concepts. Though concepts were explained in learners’ home language data shows learners still had difficulties in conceptualizing and applying fraction operations. Learners confused fraction concepts with whole number concepts. They lacked numeracy skills needed to deal with fractional operations.
Open Access
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.
Open Access
Exploring the teaching of grade 4 mathematical word problems in the Thabo Mofutsnayna district
(University of the Free State, 2024) Mokhathi, Mpho; Mpalami, Nkosinathi
For Grade 4 learners, mathematical word problems (MWPs) are a concept that is challenging as it requires for them to be proficient in the language of learning and teaching. The challenge of teaching MWPs in the Thabo Mofutsanyana is mostly intensified by the fact that majority of the schools in the district are multilingual and English is not a home language for the learners. This study sought to answer the research question that reads as 𝘏𝘰𝘸 𝘥𝘰 𝘎𝘳𝘢𝘥𝘦 4 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘴 𝘦𝘥𝘶𝘤𝘢𝘵𝘰𝘳𝘴 𝘵𝘦𝘢𝘤𝘩 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘢𝘭 𝘸𝘰𝘳𝘥 𝘱𝘳𝘰𝘣𝘭𝘦𝘮𝘴 𝘪𝘯 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘴 𝘭𝘦𝘴𝘴𝘰𝘯𝘴? The Vygotsky’s sociocultural theory is the theory that was adopted. This theory argues that learners develop knowledge through social interaction with others. The mixed methods methodology was implemented in this study, where a survey questionnaire was administered to 129 educators and two educators were observed and interviewed. Four major themes emerged from the analysis of the data showcasing what affects the teaching of MWPs in Grade 4 mathematics. Firstly, the research findings suggest that educators perceive MWPs as hard to teach. Secondly, the use of English to teach MWPs, makes it difficult for the educators to teach and for the learners to understand it. Thirdly, MWPs tasks are cognitively demanding. Lastly, the correct use of learner-teacher support material (LTSM), teaching aids and manipulatives might strengthen the content being taught by creating visual representations of the MWPs, therefore, creating a better understanding for the learners. The study suggests that the teaching of Grade 4 mathematical word problems is a concept that is challenging but can be easily taught provided that recommended strategies are implemented to assist learners in developing their own knowledge and understanding when doing mathematical word problems.
Open Access
Exploring the use of mobile learning applications in the Physical Sciences classroom
(University of the Free State, 2022) Tsie, Motlatsi Jacob; van Breda, C.; Combrinck, G. P.
Over the years, there has been a rapid increase in the development of technology. Most researchers have realised the importance of integrating technology in teaching and learning activities. This should also be included into curriculum planning as teaching with technology will assist in better lesson delivery. Since ICT tools are expensive to buy and maintain, smart phones through mobile apps provide alternatives that are readily available with most of them not requiring a subscription fee. Although e-Education policies that support the use of technology in the classroom are being implemented, schools in the Free State are still not exploiting this advantage. However, guidelines on how to use a smart phone in the classroom, is lacking. Additionally, because of the numerous apps advertised in stores, it is difficult to find a relevant app for use in the classroom. This study emanated out of concern that South African schools lack ICT and Physical Sciences resources and therefore learners will not grasp the importance of using smart phone technologies to enhance learning activities thus creating a digital gap in their knowledge and skills. In attempting to understand the role free mobile applications could play in a Physical sciences classroom, this study investigated if learners know how to install and use apps appropriately, and then assess them for suitability and applicability in the teaching-learning processes. The teaching and learning policies and the CAPS document were used to inform the study on what type of skills learners should acquire in Physical Sciences, especially by using smart phone apps. Additionally, TPACK informed on the different types of knowledge that an educator must possess in order to integrate technology in teaching and learning activities. This concurrent mixed method study selected 72 Grade 10 and 11 Physical Sciences learners from 2 schools in the Southern Free State by utilising observation sheets and questionnaires to elicit the impact of adopting mobile apps in teaching and learning activities. This was done through the testing of 4 applications; namely, the Physical Science mobile app, WhatsApp, the school planner app, and the Google classroom app. Key findings revealed that learners knew how to acquire mobile applications on their own. This can be acquired from an app store, or the internet through a browser and through sharing software which allows apps to be shared as an APK file. Additionally, learners knew how to evaluate content through the apps concerning its relevancy to the Physical Sciences. Learners experiences indicated that apps can be used to impact planning, provide sufficient practice, and improve communication between teachers and learners. Moreover, these apps prioritised learners to be in charge of their learning by allowing them to schedule events for later dates and to practise at any point without the supervision of an educator. However, app usage in the classroom provided loopholes that made it easier for learners to collude, proving that the usage of apps in the class must be supervised. These findings, therefore, call for a revision of policies that can guide smart phone usage in the classroom to avoid collusion. Additionally, app usage must be promoted in schools to provide learners with sufficient resources to access learning content with ease which will somewhat address the lack of resources in schools. Teacher- training must also include the use of ICT programmes to facilitate learning in schools. Teacher-trainees when on practice sessions at schools could monitor the progress of teaching-learning situations when using smart phones in classroom. Future studies must utilise eye-tracking software to determine the areas that learners generally hone into when using an app which can lead to better suitable apps being created for teaching and learning purposes.
Open Access
The influence of scientific investigation workshops on life science teachers’ attitudes towards scientific investigations
(University of the Free State, 2022) Smit, Shani; Pretorius, J. P. H.
Life Science teachers’ attitudes play a vital role in successful scientific investigations. Some Life Science teachers situated in the central part of South Africa might experience challenges that include a lack of the necessary scientific knowledge and skills that hinder scientific investigations. These challenges might adversely influence Life Science teachers’ attitudes towards conducting scientific investigations, which might result in them conducting the minimum number of investigations with their learners. Professional, in-service training workshops allow teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop might affect Life Science teachers’ attitudes by measuring the ABC attitude model’s affective, cognitive and behavioural components. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed Life Science teachers’ confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this scientific investigation workshop caused a significant improvement in teachers’ intended behaviours in implementing scientific apparatus in the science classroom, as they gained valuable knowledge and skills regarding the science apparatus.
Open Access
The influence of transformational leadership on teacher professionalism of Grade 6 teachers in the Xhariep district
(University of the Free State, 2023) Mona, Sandra Nontuthuzelo; Hamilton, J.
The focus of education today is on providing high-quality education that can change the socioeconomic circumstances of South Africans living in poverty. Teachers have a responsibility to look after the emotional, physical, and mental health of their students. School principals play a vital role in supporting these tasks. One of their responsibilities is to be effective leaders who can influence how teachers behave in their schools. This study investigated how transformational leadership can impact the professionalism of Grade 6 teachers in the Xhariep District. According to the literature, principals can have a significant impact on how teachers behave professionally because they are transformational leaders. The study was guided by the discussion and analysis of the transformational leadership model, which helped to identify the factors that influence Grade 6 teachers' professionalism. The study used a qualitative approach to the research problem located within the interpretivism paradigm. Three primary schools were selected as the research sites, and semi-structured interviews were used to collect data. The data from six Grade 6 Natural Sciences & Technology teachers (two from each primary school) and three principals from each primary school were analysed using thematic analysis. The study found that principals can influence teachers' professionalism through effective leadership practices, which can lead to high-quality teaching and learning. The study also found that teacher professionalism is a complex issue that is influenced by both teacher-internal factors and school-external factors. The study provides recommendations on how schools can help teachers become more professional and create environments with adequate teaching resources to deliver high-quality instruction.
Open Access
Institutionalising teacher clusters in South Africa: dilemmas and contradictions
(Faculty of Education, University of the Free State, 2012) Jita, Loyiso C.; Mokhele, Matseliso L.
Increasingly, teacher clusters are being used as a substitute for the more traditional approaches to the professional development of teachers. With this goal in mind, many provincial education departments in South Africa have sought to institutionalise and encourage the formation of teacher clusters as vehicles for the continuing professional development of teachers. What are the challenges of this institutionalisation and to what extent has it served teachers in their quest to learn from and with each other in clusters? In this article, we use a qualitative case study approach to examine the dilemmas of the institutionalisation of teacher clusters in the Mpumalanga province of South Africa. Using mostly interview data with all the key central office administrators responsible for science and mathematics in the province, and a sample of the participating cluster (teacher) leaders and observations of their cluster activities, we discuss how the institutionalisation processes may have led to rather undesirable outcomes. We examine the way in which institutionalisation may have resulted in a reduction of the “opportunities to learn” for the participating teachers. We argue that, while the intentions of the policymakers to provide support and recognition for the teacher clusters were noble and progressive, the consequences of their intervention were somewhat negative and tended to bureaucratise clusters, thereby alienating teachers from these traditionally bottomup structures of professional development. We conclude the article by exploring what the possibilities are for teachers reclaiming the spaces created by the teacher cluster “movement” in South Africa.
Open Access
Instructional leadership perspectives and practices of heads of departments for science in Lesotho secondary schools
(University of the Free State, 2024) Lisene, Lucia Nthooa; Jita, L. C.
Successful leadership is one of the strongholds of a high-quality education system. Instructional leadership is an important factor affecting classroom activities because principals ensure that all decisions target the enhancement of instruction. However, principals are no longer sole instructional leaders because they cannot effectively monitor and support instruction. Therefore, decision-making in schools is the responsibility of many people hence, a distributed perspective rather than an individualistic view of instructional leadership is necessary. It is against this context that subject departments have become the centre of interest. However, the significance of HoDs as instructional leaders has not been fully acknowledged in practice and research for secondary schools. This study recognises this gap in scholarship and therefore, explores the perspectives and practices of heads of science departments, aimed at improving instruction. This mixed-methods research of a convergent parallel design is based on the distributed instructional leadership (DIL) framework which is a product of two complementary concepts, namely the instructional leadership model and the distributed leadership theory. Instructional leadership models highlight the leaders' functions while the distributed leadership philosophy acknowledges the contribution of all members towards leadership. Data were collected from a multi-stage concurrent nested sample of 67 schools through a questionnaire, interviews and document analysis. Responses from the questionnaire were analysed through statistical analysis software (SAS) whereas qualitative data were thematically analysed. Descriptive data reveal that sampled HoDs had an above-average engagement with instructional leadership. However, these HoDs were most active in having high expectations about their department’s performance (M=4.6) and least active in assessing teachers’ professional development (M=2.64). The HoDs who held permanent positions were also more actively engaged with leadership (M=3.31-4.03) than their counterparts who were temporarily employed (M=3.20-3.87)) and they had significant differences linked to providing materials (p=0.01, F=7.05) and supervising instruction (p=0.02, F=5.36). Qualitative data disclose that selected HoDs knew instructional leadership even though they neglected some subjects due to a lack of content knowledge, large workloads, and lack of confidence, among other challenges. The recommendation is that the leadership responsibility needs to be distributed beyond the HoDs to include leaders for each subject to promote effective instruction in all the areas within the science department.
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
The integration of information and communication technologies into teaching of physical science in Lesotho
(University of the Free State, 2017-01) Lisene, Lucia Nthooa; Jita, L. C.; Jita, T.
Change is anon-goingprocess that is affected by the person’s capabilities and emotions associatedwith the innovation. The knowledge of information and communication technologies (ICTs) for teaching has recently become increasingly important because of the impact of ICTs on our daily lives. However, many teachers worldwide do not take full advantage of the potential brought by the availability of modern technologies in their daily professional activities.The proposed change to the high school physical science curriculum – the integration of (ICTs) into the subject – is thus likely to depend on teachers’ feelings and abilities. As a result, the researcher examined the practices of the teachers in terms of the ICT resources they may be using and the manner in which they may be using them. The researcher also aimed to answer the question of the type of knowledge the teachers apply in their use and/or integration of ICTs as well as the types of concerns they may be experiencing during the implementation of the ICT-based physical science curriculum. Therefore, the aim of the present studywas to explore the practices, knowledge and concerns of physical science teachers regarding the integration of ICTs into the curriculum in selected Lesotho high schools. As the study is organised into two articles,one of the theoretical frameworks underpinning thefirst article is constructivismbecause this theory emphasises the involvement of the learners in their own learning and so does teaching with ICTs. The other framework that guided the researcher in article 1 is the technological pedagogical content knowledge (TPACK) lens, which is widely employed by researchers to assessteachers’ preparedness to teach efficiently with ICTs. The concerns-based adoption model (CBAM) was utilised for the second article to examine the teachers’ beliefs and aptitudes that manifest as concerns because they are capable of influencing the implementation of the integration of ICTs into teaching. Data were collected from a random cluster sample of 23 schools using a questionnaire based on theCBAM stages of concern questionnaire (SoCQ) and the TPACK survey instrument. The statistical analysis software (SAS) was employed to analyse the quantitative data obtained to get the descriptive results and the ANOVA on the two null hypotheses. The first article addresses the teachers’ practices and knowledge. The first set of results discussed in article 1 reveals that 77% of the teachers used ICT resources such as mobile phones, computers and the Internet for teaching while 80% used them outside the classroom. This demonstrates that many teachers used ICTs even though they used them more for other professional activities than for teaching. The study therefore, concludes that Lesotho teachers integrate ICTs into their teaching of physical science. Nonetheless, the physical science teachers need to be supported in a variety of ways in order to increase the percentages of teachers who use and integrate ICTs from 70 and 80 as well as widen their knowledge to the entire array of ICTs to which they have access. The second set of results from article 2 reveal that the teachers’ TPACK mean score was 2.88 and this score was below the average of 3.0 for the Likert points of the items on teachers’ TPACK, which falls on moderate knowledge. This score demonstrates a lower perception of TPACK, which means a lack of understanding of the integration of technology into pedagogy and content.This implies that the teachers may not have the necessary skills for effective integration of ICTs into teaching even though they attempt to integrate them. The mean for PCK was the highest at 3.89.This is indicative of the teachers’ ability to integrate pedagogy into content successfully. Consequently, there is a need to increase the in-service support to teachers for successful integration of technological knowledge into the curriculum in high schools in the kingdom of Lesotho in terms of maximising the use and integration of a variety of technologies. Article 2 considered the teachers’ concerns regarding the integration of ICTs into their teaching. The results examined in article 2 indicate that the most intense concerns are the informational self-concerns with the highest percentile score at 87.5. This implies that most of the teachers had strong stage 1 concerns hence they wanted to find out more information about ICT integration. However, most of the probability values were above the maximum level risk value,α = 0.05, which indicates that there were no significant differences in knowledge and concerns between the various groups of teachers. The researcher thus concluded that the physical science teachers in Lesotho mostly have informational concerns, regardless of their age, gender, type or location of school and years of teaching experience. Most teachers also have enough pedagogical content knowledge even though they lack technological pedagogical content knowledge. Consequently, the main recommendation of this study is for the in-service and pre-service teacher educators to focus more on the integration of technology into pedagogy and content and for the teachers to engage in programmes that can assist them with the integration of emerging technologies. The teachers’ abilities and concerns require intensive investigation in order to provide customised assistance to the teachers.
Open Access
An investigation of Grade 12 mathematics teachers’ competencies in the topic of probability
(University of the Free State, 2024) Koma, Tshehlane Gladys; Mosimege, Mogege
The study investigated Grade 12 mathematics teachers’ competencies in the topic of probability. Grade 12 learners are not performing well in probability in their National Senior Certificate (NSC) Examinations, affecting their overall mathematics performance. Mathematics has been the poorest-performing subject in the NSC Examinations compared to other gateway subjects. The Department of Basic Education (DBE) introduced the National Curriculum Statement (NCS) for Grades R to 12 in 2012. Probability is one of the topics introduced in 2012 in Grade 10. It was examined for the first time in Grade 12 in 2014. Since then, Grade 12 learners ‘performance on the topic has not been satisfactory. Nationally, Grade 12s of 2022 performed at an average of 21 % in probability. Teachers’ competencies in mathematics teaching greatly influence learners’ academic performance in mathematics. There are three domains of mathematical teacher competence that determine meaningful and effective teaching: teacher knowledge, skills, attitude and personality. The study followed a qualitative research method. The researcher conducted observations and semi-structured interviews with five Grade 12 teachers from Mathematics Science and Technology Focus (MSTA) schools in Mpumalanga. The results indicate that in terms of teacher knowledge, teachers demonstrate sufficient mastery of content but lack pedagogical content knowledge in mathematics. More often, teachers did not specify the lesson aims at the start of the lesson. They mostly did not make clear, practical demonstrations. On the other hand, there was minimal demonstration of teacher skill competency by the teachers, and they seldom involved learners during the lesson. They focused more on delivering the subject matter and route learning. Teachers need to involve learners during the lesson to demonstrate teacher skill competency. Generally, learners were not encouraged to think critically, a crucial element in understanding probability.