Theses and Dissertations (Science and Technology Education)
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Item The effect of integrating the virtual lab in grade 10 life sciences : a case of rural schools in Umkhanyakude district(2024-09-23) Ngema, Mbalenhle Happiness; Motlhabane, A. T.The study explored the effect of integrating the virtual reality laboratory in enhancing science process skills and understanding the Grade 10 Life Sciences concepts. A desktop-based interactive virtual reality laboratory for Life Sciences with animations and simulations was used in a quasi-experimental, non-equivalent control group design. A pragmatic paradigm was adopted, and hence, both the Quantitative and Qualitative approaches were used to collect data. A purposive sample of Grade 10 Life Sciences learners from five rural schools in uMkhanyakude District was selected, comprising 173 learners in the experimental group and 149 in the control group. Qualitative data were collected using structured questionnaires, structured interviews, and observations, while quantitative data were collected using a Pre-Test and a Post-Test. Quantitative data were analysed using SPSS, and Qualitative data were analysed manually using Thematic Analysis. The results indicate that the virtual reality laboratory was effective in enhancing the understanding of Life Sciences concepts compared to the traditional method. Several benefits of the virtual reality laboratory were identified as contributing to this effectiveness, including varied teaching methods, simplified presentation of relevant concepts, multimodality, visualisation of concepts, clear and visual examples, and provision of adequate instructions. The results further indicate that the virtual reality laboratory improved science process skills, including following instructions, making observations, recording data, measuring, and designing and planning investigations. The results also show that the virtual reality laboratory contributed towards the enhancement of skills such as science reasoning, critical reading, knowledge integration and research. The study proposed a model outlining the essential minimum characteristics for a Life Sciences virtual reality lab, with the aim of contributing towards current conversations on the use of the virtual reality lab in science subjects at the high school level, especially in Life Sciences, to possibly contribute to the South African education curriculum design and policies. The research further provided recommendations which may contribute to the advancement of Life Sciences education in South Africa by using technology to enhance teaching and learning experiences, especially in schools facing resource constraints.Item Challenges physical sciences educators face when teaching chemistry in one cluster of Mogalakwena district(2024-08-04) Mmatli, Mamphari Phineas; Oyoo, S.O.Learners who are studying Physical Sciences in the Mogalakwena District in Limpopo Province have been performing unsatisfactorily in the National Senior Certificate (NSC) matric results compared to other Districts in the Province. Physical Sciences is divided in two papers, thus Paper 1 (Physics) and Paper 2 (Chemistry). According to the Limpopo Department of Basic Education, an improvement in Paper 1 has been noticed, as most learners got a pass mark in the 2019 Physical Sciences Paper 1 examination. More candidates achieved above 30% in Paper 1; however, the overall performance of candidates in Paper 2 was unsatisfactory. This raised the concern of the researcher, resulting in the need to investigate the root cause of this underperformance in Paper 2. The study explored the challenges faced by Physical Sciences educators who teach Physical Sciences in the Mogalakwena District, in the Limpopo Province to understand the cause of the underperformance in Chemistry. The qualitative research approach was used in this study. Qualitative data were analysed and interpreted thematically. The population of the study comprised Physical Sciences teachers and learners. Three (3) schools from 3 circuits in one cluster of Mogalakwena District were randomly sampled. The research instruments used were the interview schedule and lesson observation. Thus, the data were collected by interviewing the teacher(s) who teach Physical Sciences from the sampled schools and three lesson observations, which gave the learners in the sampled school an opportunity to participate in this study. The following issues were considered: Curriculum in South Africa, Problems of teaching Chemistry, teachers’ competence, teaching strategies for chemistry and knowledge of assessments. The major findings of this study illustrate that, the poor performance in the Physical Sciences Paper 2 (Chemistry) includes educators’ lack of content knowledge in Chemistry topics and the lack of learners’ interest in Chemistry lessons. The teachers who participated in this study revealed that they did not have enough content knowledge to teach Chemistry topics. Learners had a negative attitude towards Chemistry lessons. Some of the learners did not have the required determination towards their studies. Most learners doing Physical Sciences in grade 12 had not passed grade 11; instead, they had been condoned to grade 12. Furthermore, none of the sampled schools covered in the study had Chemistry laboratories to close the gap between theory and experimental exposure to attain the learners’ interest in Chemistry teaching and learning. These problems can, however, be solved if the District Department of Education and the schools in the research area can implement the recommendation of this study.Item Physical sciences teachers' experiences of online teaching during the COVID-19 Pandemic(2023) Osei-Asiamah, Joel; Mokiwa, Hamza OmariThe inspiration for this study came from the researcher's own learning experiences during the COVID-19 pandemic. This researcher's experience made them consider how practical learning is essential for scientific learners. The purpose of the research was to determine how physical science subjects are taught and learned in high schools in the Amajuba District of KwaZulu-Natal. To explore the phenomenon, a mixed-method approach was employed which combined qualitative and quantitative approaches. Educators who were involved in teaching physical sciences were the target demographic for this study. There were three stages to the data gathering. In the first stage, the quantitative data were collected from 120 teachers through a structured closed-ended questionnaire. In the second stage, qualitative data were collected from 10 physical sciences teachers through in-depth interviews. For the qualitative approach, the interview guide and open-ended questions were used, and a face-to-face in-depth interview was conducteItem Teachers’ experiences and attitudes towards teaching natural sciences in informal learning environments: a case study in the Amajuba district(2024-08) Kubheka, Silindile Brightness; Photo, PInformal learning environments are among the most effective settings for enhancing learners’ academic achievement in science subjects. They are expected to motivate learners to take responsibility for their own learning, thus increasing their interest in science subjects. Teachers are seen as an important element in promoting effective teaching and learning in these environments. However, their experiences and attitudes towards informal learning environments can influence their teaching in these environments. Thus, this study sought to explore teachers’ experiences and attitudes towards teaching Natural Sciences in informal learning environments. This study was guided by the concept of informal learning environments and the curricular spider-web model, which was this study’s conceptual framework. This study used a qualitative case study research approach which allowed for the exploration of teachers’ experiences and attitudes. Purposive sampling technique was used to select participants who met the study criteria. Additionally, the study’s objectives were used to select the participants who were appropriate for the study. The study involved seven participants from three different schools. The data was collected through reflective activities, semi-structured interviews, and focus group discussions with seven Natural Sciences teachers. Eight themes were generated using deductive thematic analysis. The research findings revealed that teachers have an understanding of informal learning environments, and acknowledge the positive impact of informal learning environments on learners’ achievement and their professional development. Furthermore, the study’s results revealed that teachers have positive attitudes towards teaching Natural Sciences in informal learning environments. However, the findings also revealed that schools located in rural areas still encounter problems related to resource shortages, which prevent the successful implementation of teaching in informal learning environments. This study involved only seven participants; therefore, the findings cannot be applied to all Natural Sciences teachers in the Amajuba District and across South Africa. This study recommends that a similar study be conducted on Further Education and Training (FET) phase teachers. This study also recommends that teachers must improvise to overcome any challenges they are facing when teaching in informal learning environments and to improve their teaching in these environments.Item Exploring the perspectives of Physical Science teachers on technology utilization : a case study in Makhutswe circuit(2024-02-27) Mohale, Thabiso Melvar; Photo, P.The use of technology in mainstream education has gained recognition around the world as an effective tool to improve teaching and learning across the educational curriculum system. This study aimed to explore the perspectives of Physical Science teachers on the use of technology in their classrooms in the Makhutswe circuit. To explore these perspectives the study examined teachers’ knowledge about technology, the challenges they encountered when using technology, and the impact of the COVID-19 pandemic on their engagement with technology during and post-COVID-19 lockdown. The study employed an interpretative research paradigm to interpret and understand physical science teachers’ perspectives when using technology in their classrooms. A qualitative research approach was adopted in this study to better understand teachers’ perspectives within their context. The study used a case study design as each teacher was treated as a unique case. Participants in this study were selected from the Makhutswe circuit population using a convenience sampling method because they were easy to access. Data was collected through semi-structured interviews, classroom observations, and document analysis from six Physical Science teachers out of ten in the Makhutswe circuit. To generate meaningful findings, each case was analyzed separately using thematic analysis. The study findings revealed that most of the teachers had knowledge about technology use in their Physical Science classrooms. Some of them used technological tools such as laptops and projectors to conduct their lessons. However, some challenges prevented them from fully using it. Some of the barriers they mentioned were a lack of technological resources, teacher training, and adequate internet connectivity. Future research may focus on doing small-scale international comparative research on physical science teachers’ perspectives on the use of technology in their classrooms. The study recommends that the Department of Basic Education make provision for technological tools, proper internet connectivity and effective teacher training for teachers, especially in rural schools. This would improve teaching and learning in rural areas.