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An investigation of high school preservice teachers’ self-efficacy in teaching mathematics
(MDPI, 2024-11-19) Hendricks, Winston; Olawale, Babawande Emmanuel; Saddiq, Khalid; Meletiou-Mavrotheris, M.
The influential theory proposed by Bandura suggests that teachers with high self-efficacy— those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring.
An investigation of the uses and gratifications that learners derive from reading electronic books at selected high schools in East London, Eastern Cape
(University of Fort Hare, 2024) Gaddah, Richard Richmond; Tebid, G.
We communicate and share information by means of written text such as books, newsletters, printed document and in recent times by using electronic text. It can be seen very vividly of the extent of influence of electronic books on education and academic in general. Both far and near, this new concept of e-books and e-textbooks can easily be accessed on one’s mobile devices, tablets, laptops and so forth. It is making huge and significant impact on learning and teaching all over the world. Owing to the development of these new concepts, terminologies such as e-reading and elearning have become everyday language in schools and academic This study aims to investigate and explore these concepts: e-reading; e learning; e-books and etextbooks. The study investigated how e-reading, and e-textbooks benefits and or disadvantage teaching and learning,. The study is focused on schools in East London, Eastern Cape of South Africa. This target area is randomly identified for the study, because there is indication that e-reading and e-textbooks are been utilised as part of the learning and teaching resources. Therefore, an imperial inquiry into this new concept of e-reading and e-textbooks can possibly help to improve the school’s academic programme. Notwithstanding, such a study can also help the educational curriculum. The research adopts an exploratory approach and investigate this concept of e-reading and e-textbooks. The study engaged uses and gratification theory and diffusion of innovation theory. Past researches about measurement and gratification of media audiences’ and internet uses, have relied on uses and gratification as theoretical framework to analyse the feelings and or gratifications obtained from such engagement. Acceptance and adoption of a new technology also implies a transition from orthodox styles to new innovated approach, which can be influenced by diffusion of innovation approach. Hence, the relevance of diffusion of innovation theory in this investigation. of e-reading, e-learning and e-books in basic schools.
South African Native Affairs Commission, 1903-1905.
(Government Printer, 1904) South African Native Affairs
This volume contains the chronological index of witnesses who appeared before the South African Native Affairs Commission during hearings conducted throughout Southern Africa in 1904. The index records testimony from government officials, missionaries, educators, farmers, mine representatives, traders, African clergy, editors, chiefs, and community leaders from regions including Rhodesia, Bechuanaland Protectorate, Orange River Colony, Basutoland, Transvaal Colony, and the Cape Colony. The volume provides a guide to witness evidence relating to African administration, land, labour, education, mission activity, governance, and colonial policy in the years preceding the formation of the Union of South Africa.
Mobile smartphones as tools for ICT Integration in geography teaching
(MDPI, 2024-08-24) Gubevu, Bongumusa Welcome Selby; Mncube, Vusi; Engeness, Irina; Gamlem, Siv M.
This article seeks to reflect on the opportunities that mobile smartphones (MSPs) present as ICT integration tools in teaching geography. The more extensive study, underpinned by the Professional Development Framework for Digital Learning (PDFDL) in ICT integration, employed a qualitative research approach. Lensed by the Professional Development Framework for Digital Learning (PDFDL), the article used the qualitative approach to garner insights from the participants regarding using MSPs as tools to integrate ICT in geography teaching. Data collection tools included interviews, observations, and document reviews. Researchers sampled (n = 4) schools, interviewed and observed (n = 13) teachers, and interviewed (n = 10) learners and (n = 8) parents in the province of KwaZulu-Natal. Furthermore, they used a purposive sampling technique to access the participants, basing the research on the premise that MSPs promote virtual reality for an array of learners. As the findings revealed, although some participants viewed the use of MSPs as a distractor in the learning space, teachers felt compelled to heed the call to modify their teaching pedagogies, such that they integrated mobile phones fruitfully in their teaching. The findings further revealed that such a paradigm shift would benefit homeschooling and facilitate a dual teaching mode at learning institutions. Curriculum planners are responsible for helping teachers accept that uncertainty is the only certainty about the future, considering the volatility, uncertainty, complexity, and augmentation (VUCA) challenges brought on by the COVID-19 pandemic. Extended lockdown periods accelerated the use of MSPs in teaching, requiring every stakeholder in the educational space to become a life-long learner by using a range of technologies and platforms.
Waist-based anthropometric measures and central adiposity-related comorbidities in children
(AOSIS Publishing, 2024-08-14) Gomwe, Howard; Phiri, Lesego; Marange, Chioneso
Background
Waist-related measures are commonly used to classify central adiposity and related comorbidities. This classification may be essential among children, as it may identify the risk of future non-communicable diseases.
Methods
A cross-sectional study was conducted in the Eastern Cape province, South Africa, among 459 primary school learners aged 9–14 years. Height, weight and waist circumference (WC) were measured using standardised techniques recommended by World Health Organization (WHO). The anthropometric measurements, including body mass index (BMI), WC, waist-to hip ratio (WHR) and waist-to-height ratio (WHtR) were computed and evaluated.
Results
Most participants were girls (57.70%) with an average age of 11.20 ± 1.60 years. The average weight was 38.81 kg ± 10.49 kg with an average height of 144.16 (standard deviation [s.d.] = 10.37) cm. The sample had a BMI of 18.41 kg/m2 (s.d. = 3.19). The results showed, on average, WC of 62.10 cm ± 8.12 cm, WHR of 0.82 ± 0.15 and WHtR of 0.44 ± 0.05. Girls reported significantly higher BMI, WC and WHtR. Based on WHtR, the results showed the acceptable ability to classify children according to abdominal obesity, thus identifying their risk for comorbidities.
Conclusion
Overall body fat indicated by BMI and central obesity shown by waist-related anthropometric measures can play a significant role in classifying children in terms of their risk of comorbidities.