Research Outputs

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Prospects of Blended Learning for the Post-COVID-19 Higher Education: The Instructors’ Perspectives at a University in South Africa
(Noyam, 2022-10-31) Badaru, Kazeem Ajasa 0000-0002-3372-8220; Adu, Emmanuel 0000-0002-0304-5138
The study explored the prospects of the blended learning approach for postCOVID-19 higher education from the perspectives of instructors at a university in the Eastern Cape, South Africa. The study was qualitative and adopted the interpretative phenomenological analysis (IPA) design. Using the purposive sampling method, a sample of twenty-eight academics was drawn from one university. Data were collected through semi-structured interviews and thematically analysed. The findings revealed that blended learning has prospects for higher education in the post-COVID-19 context; such as accommodating vulnerable students without access to the internet and devices, increasing use of technologies for teaching and learning, facilitation of teaching and learning at any time and place, and solving problems of classroom overcrowding, increasing opportunities for higher education enrolment, breaking communication barriers between university instructors and students, and solving problems of truancy and absence of students and lecturers during the face-to-face lecture hours. In light of these findings, this study concluded that the prospects of blended learning should be harnessed for higher education in the post-COVID-19 context. The present study also considered some recommendations for making the blended learning approach effective in attaining higher education goals. These included increasing investment in the use of technologies for teaching and learning; and ensuring that there is continuous training of instructors in the use of emerging technologies for educational purposes while government at all levels continues to support HEIs for the implementation of the BL delivery system
Platformisation of Education: An Analysis of South African Universities’ Learning Management Systems
(OpenED Network, 2022-06-24) Badaru, Kazeem Ajasa 0000-0002-3372-8220; Adu, Emmanuel O. 0000-0002-0304-5138
Several studies have focused attention on the crisis of the COVID19 pandemic and the impact on the traditional face-to-face teaching and learning activities across the globe. There is, however, little research regarding the platformisation of education with the aid of the learning management systems (LMSs) in the contexts of South African universities. With a thematic content analysis of the extant literature and a systematic review of universities’ websites, this study explored and unearthed various LMS platforms which public universities in South Africa adopted and utilized before the outbreak of the COVID-19 pandemic and during the lockdown period. The findings revealed that the majority (46%) of South Africa’s public universities used the Blackboard LMS while another 34 percent of the 26 universities used the Moodle LMS. The rest of the public universities in South Africa used one of the following LMS platforms: the Vula, Efundi, ClickUp, RUConnected, Sakai, SunLearn, Canvas, and D2LBrightspace. Furthermore, the study found that a few South African universities had moved from one LMS platform to another, especially during the period of lockdown precipitated by the pandemic; beginning from the year 2020. The LMS platforms serve the pedagogical needs of the universities in terms of facilitation of online interaction between instructors and students, dissemination of course materials, announcements, submissions, assessments, and grading of student assignments electronically. It is recommended that future studies should investigate the challenging factors responsible for the switch from one LMS platform to another across the public universities in South Africa.
Chronicling teacher’s experiences in the teaching of economics in the Covid-19 era
(Center for Strategic Studies in Business and Finance, 2022-11-13) Adu, Emmanuel Olusola 0000-0003-1345-5517; Zondo, Sindiswa S. 0000-0002-4463-5484
Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design. The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID19regulations to ensure the effective teaching and learning of Economics.
Teachers’ Perceptions of How Global Citizenship Education Promotes Problem-Solving Skills and Conflict Resolution in Nigeria
(Tishk International University, 2022-11-22) Adu, Emmanuel O. 0000-0002-0304-5138; Olowu, Roy Tokunbo 0000-0002-7900-1588
This paper explores the perceptions of teachers on how GCE promotes problem-solving skills and conflict resolution in Nigeria. The paper adopted a qualitative research approach of phenomenological design. The purposive sampling technique was used to select 18 participants across the 6 geo-political zones of Nigeria. A semi-structured video conferencing interview was used as a dialogic forum about how GCE promotes problem-solving skills and conflict resolution. The findings revealed that the best approach to use in balancing perceptions on any issues about peace, conflict and social justice is the development of positive values and attitudes by engaging students with transformational pedagogies. National curriculum content needs to be relative to the needs of the learning environment in Nigeria. A national Continuous Professional Teacher Development Programme (CPTD) is required to create a community of Teachers with global skills. This will enable the development of peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. The paper concludes that the knowledge of GCE can go a long way in promoting the non-cognitive domain to make students more skilled to live and work in a globalised world.
De-colonising global citizenship education for knowledge sharing and acceptable norms in Nigeria
(Center for Strategic Studies in Business and Finance, 2022-08-26) Adu, Emmanuel O. 0000-0002-0304-5138; Olowu, Roy Tokunbo 0000-0002-7900-1588
A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, NorthEast, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to global citizenship education (GCE). A pilot study conducted by the researchers made a case for the de-colonisation of GCE in Nigeria to be embedded in a Continuous Professional Teacher Development (CPTD) programme, for educators and stakeholders to acquire the skills that can support them to identify and manage disparities in knowledge sharing, values, ethics and social responsibility. While recommending a national adoption of UNESCO’s 2030 Sustainable Development Goals in professional teaching policy and praxis, the paper argues that homegrown CPTD programmes should be a core activity in the process of de-colonising GCE.
Environmental Education in South African Schools: The Role of Civil Society Organizations
(2022-08-10) Damoah, Benjamin 0000-0002-9204-3395; Adu, Emmanuel Olusola 0000-0003-1345-5517
Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, and policy formulation. The study recommended that the South School Act be amended to make EE policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand EcoSchools project-based initiatives in schools regardless of the geographical location.
Innovation and Technology: A Panacea to Teaching and Learning Challenges during the Covid-19 Lockdown in South Africa
(OpenED Network, 2022-03-15) Adu, Kemi O. 0000-0002-7787-0157; Badaru, Kazeem Ajasa 0000-0002-3372-8220; Duku, Ntombozuko 0000-0002-2897-5091; Adu, Emmanuel O. 0000-0002-0304-5138
Innovation and technology brought by the 4th Industrial Revolution (4IR) have become an urgent reality to all teachers because of the need for a virtual classroom. In South Africa, over 13 million students in almost 25,000 schools have been affected by the COVID-19 lockdown. Most school teachers were not trained for online teaching, which was the only safe method of teaching during the lockdown period. This study, therefore, investigated how innovation and technology were utilised to mitigate the virtual classroom problems during the COVID-19 lockdown. This study employed a qualitative research approach using interviews to collect data based on the phenomenological research design. The sample for this study consisted of 12 lecturers purposively drawn from one university in the Eastern Cape Province of South Africa. Thematic content analysis was performed on the data. The findings revealed that a majority of the participants have poor pedagogical skills especially those related to using technologies such as Blackboard, Microsoft Teams, and V-Drive on computers for online teaching engagements during the COVID-19 lockdown; strategies utilised by the participants for their teaching activities during the lockdown included Microsoft Teams, WhatsApp voice notes, email attachments for sending bulky teaching materials to students, and other Computer-instructional resources. Thus, this study recommends an urgent need for capacity development workshops to equip lecturers with computer and ICT skills, knowledge, and strategies for online teaching delivery and increased provision of adequate learning and teaching facilities in all public educational institutions, including those in the rural areas.
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 0000-0002-3372-8220; Adu, Kemi Olajumoke 0000-0002-7787-0157; Adu, Emmanuel Olusola 0000-0003-1345-5517; Duku, Ntombozuko 0000-0002-2897-5091
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.
Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners
(South African Association for Language Teaching, 2022-09-01) 0000-0002-7894-3768; 0000-0002-4542-1752; 0000-0002-7068-4773
In multilingual or multi-cultural settings, teachers must be sensitive to the diverse intelligence of learners for teaching and learning to have impact and be beneficial to them. Low performance and the resultant academic failure among high school learners specifically in South Africa, and inability to manage diverse learning abilities have necessitated the search for a unique way to accommodate the learning differences found in the classroom. The study focused on learners’ differences and supports implementation of differentiated instruction. Fewer studies exist on English Second Language (ESL) rural high school teachers’ perceptions of the application of socio-cultural and multiple intelligences, and on the diverse ESL learners taught to ascertain the scope of the need for teacher training in differentiated instruction in rural South Africa. Data were drawn from fifty teachers in grade ten using a questionnaire. The study revealed that it is challenging for teachers to determine learners’ intelligences and emotional needs. 66% (n=33) of the teachers agreed to accommodate students of different learning abilities, 34% (n=17) considered learners' gender differences, and 62% (n=31) considered learners’ cultural backgrounds and adopted group learning. The study mainly recommends training and supervision on the strategies for gender differences and accommodation for diverse learning abilities.
Popular conceptions of democracy in a mathematics teacher-education programme
(South African Journal of Education, 2023-05-02) https://orcid.org/0000-0001-5265-1583; https://orcid.org/0000-0003-2103-2530
While the meaning of democracy remains multi-faceted centuries after the concept was first conceived of and subsequently formulated, democratic principles have spread to the extent of bringing about democratization in all fields of education. Thus, with this study we sought to examine the popular conception of democracy in mathematics-education programmes at South African universities. A qualitative research approach and a case study research design were used in this study. Six mathematics teacher educators and 75 second- to fourth-year mathematics education student teachers from 3 different universities constitute the sample for the study. The findings from the study revealed that participants had a contested notion of democracy, since the majority understood it as involving deliberative participation, a shared decision-making process, as well as freedom of expression. Based on the findings of the study, it was concluded that participants were aware of what democracy should look like and were willing to live according to democratic tenets. This understanding was, however, greatly influenced by their experiences and way of life in a democratic South Africa.
Becoming Reflective Practitioners: Gender GAP Analysis of Mathematics Student Teachers’ Reflective Practices
(Universitas IVET, 2023-01) Babawande Emmanuel Olawale 0000-0001-5265-1583; Winston Hendricks 0000-0002-1308-9521
While reflective thinking practices are thought to be a factor in building bridges between a course of study and personal experience resulting in engaging and personalized learning activities, the present study examined the potential disparities in reflective thinking practices and how they influence preservice mathematics teachers' behavior. Underpinned by a positivist paradigm, the present study employed a quantitative research approach and a survey design. Data was collected from three hundred and fifty-nine mathematics student teachers who were preparing to become mathematics teachers once they had obtained a Bachelor of Education (B.Ed.) degree. Data collected was therefore analyzed through the use of descriptive statistics. Lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking were all examined using a framework based on five components. Research findings revealed that while reflective thinking practices are often emphasized in teacher education programs, results clearly show that the process of reflective practices is conceptualized differently by female and male participants. Research findings also revealed that constructs such as lifelong learning skills, self-assessment ability, and teaching awareness have a more decisive influence on male participants than their female counterparts. This resulted in male participants having less perception of the usefulness of reflective thinking practices. Based on the findings, it was suggested that various support systems should be developed in mathematics teacher education programs to facilitate more independent and self directed reflective thinking practices among both female and male mathematics students teachers.
The Application of a Humanistic Pedagogy-Based Evaluation Tool to Capture Educators’ Perceptions of the Value of Digital Technologies to Enhance Teaching and Learning in Higher Education
(Atlantis Press, 2023-02-07) Vokwana, N.; Baleni, N.
The COVID-19 pandemic has accelerated the prevalence of 21st century digital learning technologies in numerous curriculum-related learning environments. Institutions of higher education progressively tuned to use learning technologies to resource and support teaching and learning environments in either face-to-face or blended or hybrid approaches. However, there is limited research on educators’ perceptions of the value and worth of digital technologies in their practice. In order to capture and portray the educator’s perceptions of the worth and value of digital technologies, an evaluation tool designed based on Humanistic Pedagogy (HP) was developed for this purpose. The HP theory was used as an underpinning theoretical and methodological framework to carry out the research. The selection of humanistic pedagogy was intentional since HP is considered a radical approach. The key research question for this study was “What are the edu cator’s perceptions of the worth and value of technology digital technologies to enhance teaching and learning? The evaluation tools were administered to the aca demic educators teaching across various faculties at the university. The data was analysed using qualitative data methods. The study argues that the capacitation of educators on instructional design and technology integration should be guided by a humanistic approach to create spaces for educators to voice their perceptions about the value and worth of digital technologies.
Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities
(OpenED Network, 2023-11-05) Makeleni, Sive; Mutongoza, Bonginkosi Hardy; Linake, Manthekeleng Agnes
Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners.
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.
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.
Lecturers’ Perceptions of the Switch from Teaching in the New Normal to Normal in a Selected University in South Africa
(Akadémiai Kiadó, 2023-05-30) Adu, Kemi O.; Duku, Ntombozuko
The announcement of the lockdown because of the pandemic by the South African President in March 2020 came as a surprise and shock to many academics. Universities in the country have no choice but to switch to virtual classrooms, termed “the new normal” A few months ago, the president of South Africa announced the removal of all restrictions and back to normal conventional classroom face-to-face teaching. The paper investigates the perceptions of the lecturer to ascertain the strategies used to cope and share their experiences. 8 samples were purposively selected in one of the historically disadvantaged universities. A semi-structured interview was used to collect data. The findings revealed among others that virtually all the respondents have adopted one or two coping strategies with diverse experiences. The paper recommended that the lecturers should think outside the box and be 4IR compliance. They should be flexible to adapt to any situation and use blended approach pedagogy even in the normal stage.
Educators’ Perceptions of the Influence of Administrative Communication on Effective Teaching in a Selected School in South Africa
(Center for Strategic Studies in Business and Finance, 2023-03-14) Adu, Kemi O.; Duku, Ntombozuko
The paper examines the educators’ perceptions of the influence of administrative communication on effective teaching in a selected school in South Africa. The paper adopted a case study research design of a qualitative research approach. Purposive sampling techniques were used to select eight (8) participants that comprises of 4 (four) educators and 4 (four) principals of some selected public schools in Buffalo City Metropolitan. A semi-structured interview was used to elicit information from the participants. The findings indicated that administrative communication influences educators’ task performance and communication is revealed to influence the attainment of goals and school objectives. Also, the principals make use of different communication channels according to the skills of their educators to make valuable decisions. Educators performed better when they have a sense of belonging and when they receive constant communication from the principal. It is however recommended that the principals should endeavour to understand the type of communication skills possessed by the educators so that such skills will be used constantly to promote effective teaching.
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.
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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