College of Graduate Studies: Recent submissions

  • Rolf van Dick (Goethe University Frankfurt, Germany, and AFI, Oslo, Norway), Jérémy E. Lemoine (University of Reims Champagne-Ardenne, France; ESCP Europe Business School, United Kingdom), Niklas K. Steffens (University of Queensland, Australia), Rudolf Kerschreiter (Freie Universität Berlin, Germany), Serap Arslan Akfirat (Dokuz Eylul University, Izmir, Turkey), Lorenzo Avanzi (Trento University, Italy), Kitty Dumont (University of South Africa, Johannesburg, South Africa), Olga Epitropaki (ALBA Graduate Business School, Athens, Greece), Katrien Fransen (KU Leuven, Belgium), Steffen Giessner (Erasmus University, Rotterdam, The Netherlands), Roberto González (Pontificia Universidad Católica de Chile, Santiago, Chile), Ronit Kark (Bar-Ilan University, Ramat-Gan, Israel), Jukka Lipponen (University of Helsinki, Finland), Yannis Markovits (Ministry of Finance, Thessaloniki, Greece), Lucas Monzani (Ivey Business School, London, Canada), Gábor Orosz (Eötvös Loránd University, Budapest, Hungary), Diwakar Pandey (Tribhuvan University, Kathmandu, Nepal), Christine Roland-Lévy (University of Reims Champagne-Ardenne, France), Sebastian Schuh (China Europe International Business School (CEIBS), Shanghai, China), Tomoki Sekiguchi (Kyoto University, Japan), Lynda Jiwen Song (Renmin University of China, Beijing, China), Jeroen Stouten (KU Leuven, Belgium), Srinivasan Tatachari (T A Pai Management Institute, Manipal, India), Daniel Valdenegro (Pontificia Universidad Católica de Chile, Santiago, Chile), Lisanne van Bunderen (Erasmus University, Rotterdam, The Netherlands), Viktor Vörös (Eötvös Loránd University, Budapest, Hungary), Sut I Wong (BI Norwegian Business School, Xin-an Zhang, & S. Alexander Haslam (2018)
    English-speakers sometimes say that they feel “moved to tears,” “emotionally touched,” “stirred,” or that something “warmed their heart;” other languages use similar passive contact metaphors to refer to an affective state. ...
  • Goosen, Leila; Ngugi, James K. (Institute of Science & Technology Education, University of South Africa, 2019)
    Scale items related to Cognitive and Metacognitive Strategies (CMSs), Course Design Characteristics (CDCs), Knowledge Sharing Behaviour (KSB) and Innovative Behaviour (IB) can be gathered from literature and located within ...
  • Numgwo, Atsumbe Bernard; Emmanuel, Raymond; Owodunni, Samuel Ayanda; Ekpe, Rose Esse (Institute of Science & Technology Education, University of South Africa, 2019)
    In Nigeria, enhancing instructional delivery in Radio, Television and Electronics (RTVE) as a trade subject in technical colleges has become a great concern for technical teachers as it focuses on overcoming the challenges ...
  • Mathiba, M.I.; Ramorola, M.Z. (Institute of Science & Technology Education, University of South Africa, 2019)
    Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase ...
  • Lautenbach, Geoffrey (Institute of Science & Technology Education, University of South Africa, 2019)
    Low success rates in first year university modules can lead to lack of progression and reduced student success. One principal reason is that failing some subjects has a greater impact on progression than others. In this ...
  • Nthimbane, K.; Kazeni, M. (Institute of Science & Technology Education, University of South Africa, 2019)
    Primary school learners often use naïve ideas rather than normative notions to understand Astronomy concepts, because they rely on inadequate mental models to decipher the concepts. This paper reports on findings from the ...
  • Lisene, Lucia Nthooa; Jita, Loyiso; Jita, Thuthukile (Institute of Science & Technology Education, University of South Africa, 2019)
    The integration of information and communication technologies (ICTs) into teaching depends on teachers’ viewpoints manifested as concerns. This paper investigates teachers’ concerns in selected Lesotho schools regarding ...
  • Dhurumraj, Thasmai (Institute of Science & Technology Education, University of South Africa, 2019)
    This paper reports on the findings of a study conducted in the Umlazi District in the Kwa-Zulu Natal province in South Africa. The study involved three Physical Science teachers who were in possession of a professional ...
  • Tsakeni, Maria (Institute of Science & Technology Education, University of South Africa, 2019)
    Practical work is central to science education because it has several affordances for teaching and learning. Preservice science teachers may learn to facilitate practical work in schools during teaching practice. However, ...
  • Steenkamp, H.; Anghel, C. (Institute of Science & Technology Education, University of South Africa, 2019)
    Many students find the transition from high school to university difficult specifically in engineering. It has been established that there is a gap in mathematics ability between high school and university. Internationally ...
  • Asaaju, Olayemi Aderokun (Institute of Science & Technology Education, University of South Africa, 2019)
    Available data showed that pre-service biology teachers at Colleges of Education in South-western Nigeria have low achievement in and exhibit negative attitude to population education. Previous studies largely focused on ...
  • Reddy, Leelakrishna (Institute of Science & Technology Education, University of South Africa, 2019)
    Solving complex problems requires one to have an adequate repertoire of problem solving skills. Teaching such skills is not enough to solve complex problems, because most teachers or lecturers reinforce the idea of finding ...
  • Penn, Mafor; Ramnarain, Umesh (Institute of Science & Technology Education, University of South Africa, 2019)
    This paper reports the findings of a qualitative analysis on the role of implicit scaffolding in facilitating virtual learning of abstract physical sciences concepts. The participant 3rd year physical sciences education ...
  • Randell, Nardia (Institute of Science & Technology Education, University of South Africa, 2019)
    Mathematics anxiety (MA, or maths anxiety, for short) is a phenomenon which, at first glance, seems a simple term, but on closer investigation reveals itself to be a highly complex construct. For this reason, we propose ...
  • Chikiwa, Clemence; Schafer, Marc (Institute of Science & Technology Education, University of South Africa, 2019)
    This paper briefly reports on three recent visualization processes in mathematics education case studies that trialled visualization teaching approaches in different contexts within Namibia. All participating teachers were ...
  • Mosiane, T.M. (Institute of Science & Technology Education, University of South Africa, 2019)
    The comparatively low 58% pass rate of the 2018 grade 12 Mathematics learners, the below average performance in the Trends in International Mathematics and Science Study (TIMSS) and the Annual National Assessments (ANA) ...
  • Chipo, Makamure (Institute of Science & Technology Education, University of South Africa, 2019)
    This study aims to explore the feasibility of teaching mathematics in Shona in Zimbabwean primary schools. The teaching of mathematics in indigenous languages as early as the infant stage in Zimbabwe was justified by the ...
  • Shongwe, Benjamin (Institute of Science & Technology Education, University of South Africa, 2019)
  • Louw, Elizma; Mofolo-Mbokane, Batseba (Institute of Science & Technology Education, University of South Africa, 2019)
    In this paper, we report on an investigation regarding teaching strategies used by mathematics teachers and their thoughts in facilitating learning for learners with difficulties in learning mathematics. This study adopted ...
  • Dongwi, Beata; Schafer, Marc (Institute of Science & Technology Education, University of South Africa, 2019)
    Mathematics education research argues that mathematical problem solving relies heavily on visualisation in its different forms and at different levels, far beyond the obvious field of geometry. Mathematics educators are ...

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