Research Outputs

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http://hdl.handle.net/20.500.11837/3077

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Browsing Research Outputs by Author "Adu, Emmanuel O."

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    Perceptions of Educators on ICT Intergration into the Teaching and Learning of Economics
    (Scientific Route OÜ, 2023-01-31) Adu, Emmanuel O.; Zondo, Sindiswa S.
    This study explored educators’ perceptions of the integration of Information and Communication Technology (ICT) into the teaching and learning of Economics. Guided by an interpretive paradigm this qualitative study used a case study design. The purposively selected sample comprised eight Economics teachers, selected from four public Secondary Schools, located in KwaZulu Natal (Umlazi district). Data were collected using three instruments (semi-structured interviews, observations, and document review). From the findings, it emerged that teachers had the positive perception that ICT integration positively affects the teaching and learning of Economics and it promotes the teaching of Economics. However, the findings also showed that teachers face challenges in integrating ICT when teaching Economics. Contrariwise, the findings further revealed that some teachers, due to the lack of ICT skills, perceive ICT integration as a waste of time and thus, they remain attached to the traditional teaching methods, which hinder the use of ICT in teaching Economics. Based on the findings, the study recommends that teachers should be workshopped to enhance their ICT skills, there should be school-based ICT specialists to promote ICT integration in teaching, and also the education system should make ICT subjects compulsory from grade R- to grade 12, so that both teachers and learners get used to ICT gadgets.
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    Role of continuing professional teacher development (CPTD) on teachers’ and learners’ achievement in South Africa: A literature review
    (Center for Strategic Studies in Business and Finance, 2023-09-17) Adu, Kemi O.; Duku, Ntombozuko; Adu, Emmanuel O.
    Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of CPTD, the importance of CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.
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    Transforming Economics Towards Tackling Teachers' Challenges in Teaching Economics: A Case of Selected Schools in Buffalo City Metropolitan South Africa
    (nurtureuk, 2023-11-14) Adu, Emmanuel O.
    Introduction/Purpose: Economics is a dynamic subject whose students use the contents to address real-life problems. Therefore, this paper examines the transformation of economics to tackle teachers’ challenges in the teaching of economics. Design/Methodology/Approach: This paper used a qualitative research technique to collect information from teachers based on a phenomenological research design. A purposive sampling technique was used to select 12 teachers of economics in 6 selected schools in Buffalo City. A semi-structured interview was used to elicit information from the respondents and the data were analysed using a thematic approach. Findings: The study identifies certain notable issues including imprecise economics curriculum materials and learners' inability to demonstrate interest due to various statistics and data components of the subject. Teachers' participation in professional development activities such as seminars, in-service training and workshops for knowledge updates is one of the solutions offered to overcome these difficulties. Limitation: This paper uses only 12 economics teachers from Buffalo City metropolitan municipality. Larger samples can be used in another municipality. A quantitative approach can be used to accommodate representative samples. Practical Implications: Teachers are expected to be at the forefront of disseminating the contents of the subject appropriately because a teacher can only give what he or she has. Teachers should be proactive and current with the recent developments in the nation and be technologically compliant. Contribution to the Literature: This paper contributes to the literature by highlighting practical solutions to the challenges teachers face during the teaching of economics
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    Utilisation of ICT Tools for School Governance amid COVID-19 Crisis in South Africa
    (Society for Research and Knowledge Management, 2023-05) Duku, Ntombozuko; Badaru, Kazeem Ajasa ; Adu, Kemi O.; Mkhomi, Moses Sipho; Adu, Emmanuel O.; Mavuso, Mzuyanda Percival
    Teaching and learning activities in South African schools are a focus of several research on the use of Information and Communications Technology (ICT) resources during the COVID-19 crisis. However, more studies are required to examine how the school principals and the parent members of the School Governing Bodies (SGBs) used the ICT tools to undertake communication on school governance activities during the COVID-19 lockdown. In the wake of the COVID-19 crisis in South African schools, this study examined the use of ICT technologies for decision making communications relating to issues of school governance between the principals and the SGBs. Utilizing a quantitative research methodology, information was gathered from 126 school principals who were chosen at random from the Buffalo City Municipality (BCM) in East London, South Africa. The data analysis method employed was descriptive statistics. The findings showed that the majority of SGB parent members had basic ICT skills, could read and write, used ICT tools like smartphones, voice calls, and SMS messaging, which enabled them to interact with school principals and take part in decision-making related to school governance activities during the COVID-19 crisis. The participants described some of the difficulties associated with their choice of ICT tools, including broken smart phones, a lack of expertise with WhatsApp and Telegram, and slow message answers. The study concludes that the SGBs need to align their school policies with the Fourth Industrial Revolution (4IR) and adopt more ICT platforms for effective communications, governance, teaching, and learning activities in the new normal. It also recommends that, school principals and other SGB members still need to be trained and retrained for the use of ICT tools for efficient virtual or online participation in meetings; and there is also a need to equip SGB members with digital devices such as tablets, laptops, smartphones, and internet data subscriptions to encourage their participation in meetings from homes, offices or any other locations outside of school premises.