Browsing by Author "Adu, Kemi Olajumoke"

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    Learning styles, availability, and utilization of instructional materials as correlates of grade 6 learners’ mathematics performance in Buffalo city
    (University of Fort Hare, 2020) Adu, Kemi Olajumoke; Pylman, N J; Surname, Firstnames
    Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. Performance of this subject is very important and there are different types of learners; such auditory, visual, and kinesthetic. Auditory learners appreciate listening to the teachers and sit down close to the teachers in class. Visual learners like to see things physically during teaching. They learn by materials like charts, graphs, and pictures. Kinesthetic learners learn by doing. Students can prefer one, two, or three learning styles; all these are subject to the availability of instructional materials. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this thesis examines the Learning Styles, Availability, and Utilization of Instructional Materials as Correlates of Grade 6 Learners’ Mathematics Performance in Buffalo City. The study adopted the positivist paradigm and employed the quantitative approach in investigating the phenomenon. The thesis made use of correlational research design as it attempted to find out the effects of learning styles and instructional materials on learners’ performance in Mathematics. Stratified sampling was used to select participants. Stratified sampling is a process of dividing the sample frame into strata to obtain relatively homogenous subgroups; this gave us 1225 Grade 6 learners selected across 35 schools in Buffalo City as the sample of the study. Three instruments which are Students’ Learning Styles Scale (SLSS), Availability and Utilization of Instructional Materials Inventory (AUIMI), and Mathematics Achievement Test (MAT) whose reliability co-efficient are; 0.87, 0.78 and 0.89 respectively. The data collected were analysed using descriptive and inferential statistics. The findings of the study revealed among others; students learning style (visual, auditory, and kinesthetic) have a significant relationship on Grade 6 learners Mathematics performance (B=-.113, t=-3.886, p<0.05). Students learning style (∆R2=.012, ∆F (1, 1223) = 5.047, p < 0.05) emerged as the best predictor of Grade 6 learners Mathematics performance in Buffalo City, while the availability and utilization of instructional materials (∆R2 = .000), ∆F (1,223) = .018, P > 0.05), and gender (∆R2 = .000, ∆F (1,1223) = .036, p>0.05) emerged as better predictors. The study further iv revealed that, Grade six learners with visual learning style ( = 13.242, SD = 5.565) had the best performance in Mathematics at Buffalo City, followed by learners with auditory learning style ( = 12.996, SD = 3.883), and learners with Kinaesthetic learning style ( = 11.525, SD =3.800). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the learners’ learning styles and effective use of appropriate instructional materials for teaching Mathematics.
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    Teaching in a Pandemic: An Exploratory Study into University Instructors’ Perceptions of Workfrom-Home Opportunities and Challenges during the COVID-19 Lockdown in South Africa
    (Society for Research and Knowledge Management, 2022-07-28) Badaru, Kazeem Ajasa ; Adu, Kemi Olajumoke; Adu, Emmanuel Olusola ; Duku, Ntombozuko
    Recent studies have investigated the impact of the COVID-19 pandemic on the economy, organisations, and education in South Africa. However, research on the work-from-home opportunities and challenges during the COVID-19 lockdown is still scarce in the context of South Africa. This study, therefore, explored university instructors’ perceptions of work-from-home opportunities and challenges in South Africa. Thstudy, guided by the SWOT analysis as the theoretical framework, was located within the qualitative research paradigm. It leveraged a sample of ten academics drawn from the Faculty of Education at a rural-based university using a purposive sampling technique. Data were collected using a semi-structured interview and analysis was thematically performed. The findings revealed that WFH arrangements offered opportunities for working from home without incurring the cost of travelling, saved commuting time, provided new ways of teaching and learning with evolving digital platforms, and allowed for prioritising of time for self-development and relaxation. WFH challenges included social isolation, disconnection from colleagues, fatigue from performing monotonous routines daily, inadequate data, and poor internet connectivity. Thus, the study recommends the provision of internet facility support and technological training of academic staff of universities on innovative and pedagogical approaches to teaching and learning for blended and/or online teaching in preparation for any similar disruption of education in the future.