• The Impacts of a Constructionist Scratch Programming Pedagogy on Student Achievement with a Focus on Gender 

  Campbell, Oladele O. (Association for Computing Machinery, New York, NY, United States., 2023-12-05)

  Learning to program is a challenge for many novice computing students. This may be partially due to the inadequacy of many conventional pedagogical approaches resulting in dropouts and failure, especially among females and ...
• In search of experimental evidence on Scratch programming and students’ achievements in the first-year college computing class? Consider these datasets 

  Campbell, Oladele Oladunjoye; Atagana, Harrison I (Elsevier Inc., 2022-09-24)

  This article presents datasets representing the demographics and achievements of computer science students in their first programming courses (CS1). They were collected from a research project comparing the effects of a ...
• Impact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers 

  Campbell, Oladele Oladunjoye; Atagana, H.I. (Elsevier, 2022-03)

  An engaging first programming class (CS1) often inspires students’ passion for computer science (CS). However, the evidence in the literature suggests that the average CS1 classes are anything but engaging for many students. ...
• Towards innovative behaviour for technology students 

  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 ...
• Effects of Felder-Silverman and Honey-Mumford learning model on students’ in technical college 

  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 ...
• The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement 

  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 ...
• 21st Century teacher skills: design principles for student engagement and success 

  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 ...
• Use of targeted web-based instruction to enhance learners’ understanding of astronomy concepts 

  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 ...
• Teachers’ concerns on integrating information and communications technologies into physical science in Lesotho 

  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 ...
• Professional development for grade ten physical science teachers. 

  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 ...
• Preservice teachers’ reflections on teaching science with practical work in multiple-deprived classrooms 

  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, ...
• Exploring student perspectives on an extended mechanical and industrial engineering program 

  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 ...
• Active learning strategies as determinants of pre-service biology teachers’ learning outcomes 

  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 ...
• Reflections of problem solving strategies amongst senior and junior physics students 

  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 ...
• Assessing the role of implicit scaffolding in facilitating virtual physical sciences learning 

  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 ...
• Who is actually driving? A trans-theoretical view of mathematics anxiety 

  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 ...
• Visualisation processes in selected Namibian mathematics classrooms 

  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 ...
• Tablet TouchTutor®: a 21st-century offline tool to enhance the self-directed learning of FET mathematics learners 

  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) ...
• The practicality of teaching mathematics in Shona in the Zimbabwean primary schools 

  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 ...
• The correlation between Grade 11 learners’ functional understanding of proof and argumentation 

  Shongwe, Benjamin (Institute of Science & Technology Education, University of South Africa, 2019)

View more