Browsing by Author "Nkohla, Msimelelo Buyisile."

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Educators’ reflections on their practices of Agricultural Sciences curriculum and Assessment Policy statement.
(2016) Nkohla, Msimelelo Buyisile.; Khoza, Simon Bhekumuzi.
The aim of this action research was to explore the reflections of four educators on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement (CAPS) in rural schools of KwaZulu-Natal. The research also meant to answer the following research questions: the first question was framed to discover what educators’ reflected on their implementation of Agricultural Sciences CAPS; the second research question was based on what enlightens educators’ reflections to be the way they are about execution of their duties; and the last quested intended to discover what lessons could be learned from the educators’ reflections on their teaching practices. Data were generated through a reflective activity, oneon-one semi-structured interviews, and a focus group discussion. Purposive and convenience samplings were utilised in grouping the educators for easy accessibility. Data were analysed using guided analysis. Literature proposed psyche, pragmatic and performance as archetypes of reflection, and findings from this study indicated that educators were mostly influenced by personal and societal rationale in teaching Agricultural Sciences CAPS. Findings of the study also revealed that educators are not aware of all the factors that underpin their teaching practices, and unequal acknowledgement of the curricular archetypes may result in disparities between intended, implemented and attained curriculum. According to the findings, the subject aims emphasise practical skills but the actual content is theoretical due to a lack of resources. Remoteness and accessibility according to the findings hinder efficient and effective implementation of the intended curriculum. However, educators improved their teaching after reflecting on their practices. It is recommended that educators should reflect on their practices and understand all theories that underpin their teaching practices in order for them to attain better outcome and attain curriculum goals. Lastly, educators should be involved in the reviewing of CAPS because they are the primary implementers of any curriculum.
Reconceptualising academics’ experiences of using digitalised learning environments to teach agricultural sciences at a South African University.
(2024) Nkohla, Msimelelo Buyisile.; Khoza, Simon Bhekumuzi.; Mpungose, Cedric Bheki.
In the ever-changing landscape of higher education, the acceptance, use, and integration of digitalised learning environments have become a crucial transformation, giving another shape to knowledge dissemination. South Africa, as with any other country in the global community, has a complex higher education system coupled with diverse digital practices and experiences that are informed by the divided institutional contexts. This thesis presents a pragmatic study conducted to explore academics’ experiences of using digital learning environments to teach agricultural sciences modules at a South African historically disadvantaged university. As a result, data were generated qualitatively from fourteen academics through reflective activity, document analysis, one-on-one-semi-structured interviews, and focus-group discussions; and quantitatively from lesson observations for triangulation purposes. Non-probability sampling methods including purposive and convenience samplings were employed in selecting academics from three agricultural departments of the Faculty of Science and Agriculture. Thematic analysis and SPSS descriptive statistics were used to produce themes and frequencies, respectively. The three key research questions that were formulated for this study include: What are academics’ experiences on the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university? (descriptive question); How can academics’ experiences enhance the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university? (operational question); and Why do academics experience the use of digital learning environments to teach agricultural sciences modules at a historically disadvantaged comprehensive university in particular ways? (philosophical question). Through the UTAUT-2 model, the findings of the study revealed that while academics recognised the potential of using prescriptive digital platforms, they encountered challenges in aligning technology with the contextual needs of academics. Thus, academics customised their teaching experiences by also using casual and informal platforms to address the practical nature of agricultural science modules. The study introduced four key propositions aligned with themes that emerged: reconceptualising effectiveness and quality assurance, enhanced support, adaptive active learning, and cultural sensitivity. Based on these propositions, the study proposes a modified framework, Contextually Adaptive Tech-Enhanced Pedagogy (CATEP) framework which emphasises the integration of culturally inclusive and discipline-specific digital pedagogy. This theory provides a comprehensive framework to empower academics in using digital learning environments effectively while acknowledging the unique challenges and opportunities presented in agriculture teaching as a practical discipline. The study contributes to the ongoing dialogue on contextually responsive digital teaching in historically disadvantaged HEIs, and facilitating transformative and inclusive teaching experiences for academics in agricultural sciences.