Browsing by Author "Singh-Pillay, Asheena."

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A case study of gender differences in 8th grade students’ performance in TIMSS 2011 science test in United Arab Emirates, Dubai schools.
(2016) Jagesar, Nivesh.; Singh-Pillay, Asheena.; Mabaso, Bongeka Petunia.
The UAE suffers from a serious shortage of professional scientists, mathematics and science teachers, engineers and technologists due to low levels of engagement and reduced enrollment in science, technology, engineering, and mathematics disciplines, also referred to as the STEM disciplines. Within the United Arab Emirates (UAE) in the 1900s, women were not required by society, tradition or religion to contribute financially to the family. The responsibility of financially supporting a family was relegated to men, while females were given the primary role of care givers over that of career women (Sidani, 2005). However, since the 1990s, a concerted effort has been made by the Ministry of Education (MoE) of Dubai to increase females’ access to education and to enhance their participation in scientific fields. In the light of the aforementioned factors, this study sought, firstly, to explore if there was a gender difference in 8th Grade UAE learners’ performance in the Trends in International Mathematics and Science Study (TIMSS) science test in 2011 in Dubai schools. The research questions that guided this study were: 1. What gender difference is evident in 8th grade learners’ performance in the TIMSS 2011 science tests with regard to: 1.1. The science content dimension (biology, chemistry, physics and earth sciences)? 1.2. The science cognitive dimension (knowing, applying, reasoning)? 2. What contextual factors in the TIMSS 2011 science test could possibly account for the observed gender difference, if any? This study made use of secondary data from the TIMSS test questionnaires to answer the research questions. Bourdieu’s (1977) Theory of Cultural Capital and Social Reproduction was used as a framework as it had a direct link to the research focus of this study. Bourdieu (1977) asserts that the major role of educational systems is the reproduction of power relationships and privilege between social classes or groups, where social inequality is reproduced and legitimated. Bourdieu’s concepts of capital and habitus were used during the comparative analysis of the data. The findings of this study indicate that the 8th grade female science students outperformed boys in both the content and cognitive domains of the 2011 TIMSS test. Furthermore, the findings raised questions about the quality of the science investigations being conducted in schools, as well as the type of professional development available to teachers as the vast majority of teachers teaching science in the UAE are foreign qualified teachers.
A closer look at how Grade 9 Technology teachers incorporate critical thinking in their teaching of the design process: a case study in KwaSanti cluster.
(2019) Chiliba, Khethokuthula David.; Singh-Pillay, Asheena.
The Technology Curriculum Assessment Policy Statement (DBE, 2011, p.11) states that Technology should promote critical thinking skills via the specific aims using the design process. The design process is regarded as the backbone of Technology (Ohemeng-Appiah, 2014; Mabaso, 2015) and should be used to structure all learning in the Technology classroom in order to promote critical thinking, problem solving and creativity (DBE, 2011). The purpose of this interpretivist study was to explore grade 9 Technology teachers’ understanding of the design process and critical thinking and establish how these teachers promote critical thinking during their teaching of the design process with two critical questions to be answered; 1. What are grade 9 Technology teachers’ understanding of the design process and critical thinking; 2. Do grade 9 Technology teachers promote critical thinking during their teaching of the design process? If so how and? If not, why?. The study sampled conveniently and purposively 5 Technology teachers in the area of KwaSanti as participants with questionnaires, focus group discussions, lesson observation, post-observation interview and document analysis were used to generate data from the participants. The findings of the study were that Technology teachers in KwaSanti understand the design process to be iterative and the process being more essential than the end product. Teachers’ understanding of critical thinking was different from that of the literature. However, it was found that the three teachers whose lessons were observed do promote critical thinking in their teaching of the design process. However, it is important for technology teachers to have a deeper understanding of critical thinking and its associated skills. This could enable learners to develop critical thinking skills that could be useful outside the classroom.
Employability skills of technical college graduates : a case study for Government Technical College (GTC) in Ahoada Rivers State Nigeria.
(2014) Legg-Jack, Dagogo William.; Alant, Busisiwe Precious.; Singh-Pillay, Asheena.
This thesis sought to explore the Employability skills of Technical College graduates with the aim to establish: stakeholders‟ perceptions of skills required by Technical College graduates for their employability, and to find out if there is an interface in their perceptions. The study was guided by two research questions: 1. What are the sets of skills graduates from Technical Colleges need for employability as: a) Recommended by the Nigeria National Policy on Education (2004) and the Senior Secondary Education Curriculum (2008)? b) Perceived by teachers and graduates from Technical Colleges? c) Required by employers of Technical College graduates? 2. Is there an interface as defined by above stakeholders? If so, what is its nature? To successfully address these questions a qualitative case study design approach was used. Data was generated through two policy documents: the Nigeria National Policy on Education (2004) and the Senior Secondary Education Curriculum (2008); and questionnaires and focus group discussions with Technical College graduates and teachers as well as industry employers. The theoretical orientation that framed the study was the Triple Helix theory of academia, industry and government relations. This theory agitates for an improved and increased relationship among various organisations in an industrial economy‟s innovation system especially academia, industry and government. This framework not only allowed for determining the level of collaboration among the four stakeholders, but opened up creative ways for the tracing the trajectory required for construction of the requisite employability skills of Technical College graduates. Analysis of data gained from answering the two research questions confirmed that, although weak, interfaces do indeed exist with respect to the requisite skills of Technical College graduates as per the perceptions of the four stakeholders involved in the study. The analysis revealed points of convergence and divergence in the type and nature of the interfaces explored. With regard to the technical skills required, two interfaces were observed. Firstly, the policy-teacher-graduate-employer interface revealed convergence in relation to the following technical skills: mechanical, building and electrical trades. These trade skills were identified by all the stakeholders as necessary skills requirements for Technical College graduates. Secondly, the teacher-graduate interface revealed convergence in relation to maintenance skills. While the teachers see maintenance skills as a subject area that needs to be incorporated into the whole Technical College programme, the graduates consider it as a component of a particular trade, which is electrical engineering. This, therefore, signals a variation on what both stakeholders perceive maintenance skills to be, and thus points to an interesting variation in the understanding of the phenomenon. With regard to the soft skills required by the stakeholders amongst Technical College graduates, four interfaces were foregrounded. The first interface cut across all four stakeholders involved in the study and converged on self-reliance as a requisite skill for Technical College graduates. Though all stakeholders stressed self-reliance as a necessary skill that needs to be developed by Technical College graduates, there were still discrepancies in their views of what self-reliance is. The second interface was the policy-teacher-employer interface. It converged with slight variations at the following three skills: communication, problem-solving and mathematical literacy. The third interface was the policy-teacher interface, and it converged at analytical skills. Finally, the fourth interface was the policy employer interface which converged with slight variations at two skills: technical drawing and interpersonal and human relations. It is significant to note that the points of divergence observed came from only two of the four stakeholders, namely, policy (local government) and industry employers and these related to the capital market and basic safety skills, respectively. The weak interface formed by the stakeholders in this study is indicative of weak links between policy, Technical College and industry. The implication is that Technical College programmes are producing graduates with skills not responsive to the needs of the labour market and of society. What such weakness foregrounds is a call for policy reform and forums for communication in order to address the factors that have led to the feeble interface currently experienced regarding policy construction and skills development.
An exploration of basic 7-9 science and technology teachers' conception of IK as drawn from their lived experiences and classroom practices in Imo State Nigeria.
(2015) Nwokocha, Godson Chinenye.; Singh-Pillay, Asheena.; Alant, Busisiwe Precious.
The importance of contextualising science and technology education in Africa through the integration of Indigenous Knowledge (IK) or Indigenous Knowledge Systems (IKS) has been long emphasised. Some research studies focusing on teachers’ conceptions and understandings of indigenous knowledge/indigenous knowledge systems and ways of integrating them into their pedagogical activities has been conducted in many countries across Africa. However, within the Nigerian educational context, there seems to be a lack of such articulate discussions. It is against this background that this study sought to explore basic 7-9 science and technology teachers’ conceptions of indigenous knowledge as drawn from their lived experiences and classroom practices in Imo State, Nigeria. The research was framed under the interpretivist paradigm and conducted within a qualitative case study methodology. Selection of the participants was based on convenient and purposive sampling. The data was analysed and discussed in relation to postcolonial theory and inter-epistemological dialogue. The methodology involved a three phased data collection using narratives and three focus group discussions. The study considered two research questions, namely: What are the conceptions of basic 7-9 science and technology teachers’ of IK in Imo State, Nigeria as drawn from their narratives about IK? Are these conceptions enacted in the classroom? (a) If so, how are they being enacted and what informs their enactment? (b) If not, what informs their practice? Analysis of the data collected showed that five conceptions were held by the participants, namely: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. Furthermore, the analysis revealed that five key qualifying components were embedded in their conceptions of IK, these were classified as the “what” (properties), the “how” (process) the “where” (place or source) the “who” (holders) and the “when” (time or era). In addition the analysis showed that two conceptions (Relational Knowledge and Technological Knowledge that is scientifically based) out of the five were enacted by some of the teachers. On what informs the enactment of these conceptions, the analysis revealed that different factors informed their enactment and these included the need to: link local knowledge to western and school knowledge; facilitate understanding; understand how some local knowledge should be applied and developed; and provide avenues for enculturation. Additionally, in their enactment of their IK practices, the analysis seems to point to a very pertinent issue: the participants play a significant role as teachers, that is, that of cultural brokers. In other words, they encouraged inter-epistemological dialogue. For the two participants that do not enact their IK conceptions in the teaching of basic 7-9 science and technology, the analysis showed that four key issues inform their pedagogical activities: curricular issues; lack of teaching resources; learner ability; and workload. One key revelation of the analysis is that even though these teachers hold certain conceptions and understanding of IK, their teaching practices are not informed by such conceptions. It is obvious that these teachers, supposedly cultural brokers, failed to encourage epistemological dialogue in their classroom even though they are appropriately positioned to do so. This situation means that science and technology will have little or no meaning to learners’ because it will always remain at a remove and hence a mystery in terms of their lived experiences.
An exploration of Grade 10 Life Sciences teachers' views on the implementation of the practical examinations in Life Sciences at selected high schools in the Estcourt region.
(2015) Samaneka, Furirwai.; Singh-Pillay, Asheena.
Practical work is a quintessential part of the Life Sciences (LS) Curriculum Assessment Policy Statement (CAPS) as introduced to South African high schools in 2012. The new policy specifies the type of practical work expected of learners, as well as the types of process skills that should be developed in learners by means of practical work. In addition, teachers of Life Sciences are required to set and administer a practical examination for their grades 10 and 11 LS learners. This interpretive study explores grade 10 LS teachers’ views on practical work and the practical examination that they have to implement, how they implement practical work in terms of CAPS requirements and their experiences of their capacity to innovate for implementation of the practical examination. Rogan and Grayson’s (2003) theory of curriculum implementation framed this study. In particular, their profile of implementation pertaining to practical work and their capacity to innovate guided the development of the research instruments and the data analysis. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents (Grade 10 LS teachers) for this study. An open ended questionnaire and individual semi-structured interviews were used to collect data from LS teachers at selected schools of the Umtshezi ward of Estcourt region. The findings indicate that grade 10 LS teachers have four core views on practical work: to promote learning, stimulate interest, assist with class behaviour control and to integrate “hands on” with “minds on” activities. An overwhelming 24 out of 25 grade 10 LS teachers had negative view of the practical examination, due to, among others, large classes, lack of resources, time and support from school and parents, teachers’ lack of expertise and appropriate re-training. Some dilemmas that teachers encounter during curriculum reform are unveiled. Furthermore, the discrepancy between Grade 10 LS teachers’ views on practical work, their classroom practice and the LS CAPS requirements in terms of practical work is exposed. The mismatch between policy intention and practice is illuminated and it signals the need for both effective teacher professional development and a supportive school ethos.
An exploration of intermediate phase natural sciences and technology pre-service teachers’ experiences of learning about education for sustainable development: a case study at a South African university.
(2018) Ugwu, Alvin Uchenna.; Singh-Pillay, Asheena.
United Nation’s Global Action Programme for implementation of Sustainable Development recognizes teachers as key role players in promoting education for sustainable development (ESD). This research reports on a study which explored Intermediate phase pre-service Natural Sciences and Technology teachers (PSNSTTs) experiences of learning about ESD, at a selected university in KwaZulu-Natal province of South Africa. There has been little research on preservice teachers’ experience of learning about ESD within the higher education context. This study intends to address this gap identified in the literature. This research has provided insight into how pre-service teachers understand ESD, and how it affects their attitudes and behavior towards sustainable development. It gives insight in understanding and interpreting their experience of learning about ESD in their science and technology modules. The study employed a qualitative case study research design to draw on the views and experiences of Intermediate phase pre-service Natural Sciences and Technology teachers, learning about ESD at university. Data were generated using questionnaires and focus group interviews and thematic and content analysis were carried out. Results indicate that Intermediate phase pre-service Natural Sciences and Technology teachers perceived Education for Sustainable Development to be concerned primarily with educating about the environment, conserving, the 3Rs of resources, reducing, reusing and recycling. Education for a wider view of development goals concerning economic sustainability, food security and gender equity were also identified. Learning about ESD had enhanced positive behavioural attitudes towards the environment among the students, despite some challenges due to inappropriate pedagogical approaches and time constraints encountered in their studies. From the study, a pragmatic approach is advocated for all stakeholders to improve actualization of the sustainable development goals rather than their remaining romantic theoretical ideals.
An exploration of pre-service Geography teachers’ understanding and learning of environmental education at a University in Zimbabwe.
(2019) Gamira, Daniel.; Singh-Pillay, Asheena.; Mudaly, Ronicka.
Official Zimbabwean policy emphasises the need for communities to address environmental issues and develop values, skills and behaviour consistent with natural resource management for sustainable development. However, people of all ages engage in activities that degrade the biophysical environment. Thus, there is a need to transform the way the Zimbabwean population thinks and acts towards the environment. I argue, first, that teachers are key role players in the implementation of environmental education (EE) as well as raising awareness of environmental issues among learners and the communities in which they live and, second, that what teachers think, believe and know about EE affects and facilitates their teaching. Thus teachers need to be equipped with knowledge of environmental processes and systems and be committed to spurring learners towards appropriate environmental concern and action. In order to explore how pre-service geography teachers (PSGTs) can best understand and learn EE, this qualitative case study is located within the interpretative paradigm. Experiential learning theory (ELT) and participatory action research (PAR) underpin the study. The study site was a university in Zimbabwe. The study sought to ascertain pre-service geography teachers’ understanding of EE, their attitude towards teaching of EE and how they learn EE. Twenty pre-service geography teachers in their second year of study at the university were purposively selected to participate in this study. Data were generated through questionnaires, focus group interviews, photo-narratives and reflective diaries. Content analysis was used to analyse the data. The findings indicated that PSGTs understand that EE teaches people to conserve natural resources, develops their understanding of human-environment interactions and of the Earth’s processes, develops their skills in science and geography and promotes safe sustainable interactions. Pre-service geography teachers also believe that it is important to teach EE and that having sufficient pedagogical content knowledge (PCK) and a positive attitude would enable them to teach EE. Insufficient PCK and lack of resources are factors that would constrain the teaching of EE. The findings of this study highlight that teachers are more than mere subject matter specialists who are au fait with content knowledge and pedagogical knowledge, they also carry with them into the classroom their disposition. Their disposition is an innate part of who they are, influences their intuitions, their ability to make judgements, how they develop content, interpret curriculum, improvise, respond to situations as they occur whilst teaching and reflect on their teaching. Hence, the study makes a recommendation for the inclusion of an affective component in the current model of PCK, which has until now fore grounded only cognitive components.
An exploration of quantity surveying students’ engagement with engineering graphics and specification drawings.
(2016) Konadu-Yiadom, Emmanuel.; Singh-Pillay, Asheena.
This study sought to explore N4 Quantity surveying students’ engagement with engineering Graphics and specification drawings at the Durban Computer College in a class taught by the researcher. The study was guided by the following research questions: 1. How do N4 QS students’ engage with the assessing and processing of information from engineering graphics and specification drawings? 2. Why N4 QS students engage with the assessing and processing of information from engineering graphics and specification drawings the way they do? 3. What factors promote or impede N4 QS students’ engagement with the assessing and processing of information from engineering graphics and specification drawings? To address these questions a qualitative case study design approach is used. Data was generated through a task based activity, individual interviews, collages, concept maps and reflections. The conceptual framework guiding this study embraces experiential learning theory (Kolb, 1984) as well as the model adapted by Strydom andMentz (2010a)forthe South African Survey of Student Engagementoriginally designed by Kuh (2007, p. 11). Purposive and convenience sampling was used to identify the respondents for this study. Data collected was subjected to content analysis. The findings from the task based activity indicate that N4 QS students encounter difficulty in reading and interpreting engineering graphics and specification drawings. These students remain stuck at the concrete experience phase of Kolb’s experiential learning theory(ELT) and do not move along the continuum to the level of abstract conceptualisation. This means that facts or content pertaining to QS are learnt as unrelated issues in an isolated manner, hence the participants were unable to transfer/apply information to another situation, perform simple calculations or abstract information to prepare the bill of quantities. Individual interview conducted with N4 QS students revealed the following eight aspects emerged as their rationale for assessing and processing information from engineering and graphics and specification drawings the way they do, namely: student background, perception of learning environment, teaching style, study habits, carelessness, lack of literacy skills to read diagrams, lack of numeracy skills to perform simple calculation and lack of awareness of the standard system. Data from the collage and concept maps illuminated the factors that impeded or promoted N4 QS students’ engagement with the assessing and processing information from engineering and graphics and specification drawings. The factors that impede engagement were: carelessness, lack of literacy skills to read diagrams, lack of numeracy skills to perform simple calculations, lack of awareness of the standard system, students’ inability to juggle family responsibilities with study responsibilities, anxieties, confusion, being overwhelmed by large volumes of content information and jargon. The factors that can promoted N4 QS students’ engagement with the assessing and processing information from engineering and graphics and specification drawings were: equipping students with the skills needed to cope with the module content, breaking the content into smaller bits that are more comprehensible, changing my teaching methods, having more hands-on activities, having a positive expectation of students as well as getting to know them. Reflecting on my teaching and the three phases of data generation has made me realise the intricately intertwined connectedness between context, student engagement and my teaching. The findings of this study result in a proposed intervention at XYC for student teacher interaction, modelling of engaging teachers and managing of disengaged students.
An exploration of the intended, enacted and achieved environmental education curriculum within the Social Studies teacher education programme at a Nigerian university.
(2020) Aladejebi, David Toyin.; Singh-Pillay, Asheena.
The global environmental crises relating to issues such as climate change and environmental degradation has become a thing of great concern to all nations of the world. In response to the impeding environmental challenges the Nigerian Government established the Federal Environmental Protection Agency that developed the National Policy on Environment Education. This Federal Environment Protection National Agency is responsible for provision of policies and guidelines for the management of the Nigerian environment and for ensuring that the Nigerian population is environmentally literate. However, despite the policy intervention to safeguard the environment and natural resources as well as the Nigerian population’s high levels of literacy they are oblivious of the National Policy on Environmental Education goals and continue to degrade the environment. Consequently, the Federal Environmental Protection Agency identified inadequate environmental literacy as the factors responsible for Nigerian citizens degrading the environment. The National Policy on Environment Education identified teachers of Social Sciences as key role players to promote environmental literacy among learners at schools and the communities within which they work. It is worth noting that the level of environmental knowledge acquired by the teachers will determine what and how they will teach. Therefore, for teachers to effectively play their roles of raising the level of awareness of the Nigerian population about demonstrating environmentally friendly behaviour, the need to acquire adequate knowledge about and understanding of environmental issues cannot be underscored enough. In other words, the teachers have very important roles to play in raising citizens that would take informed decisions aimed at achieving the sustainability of the human environment and its resources for present and future uses. This qualitative study employs a case study research design within the interpretative paradigm in a bid to explore the intended, enacted and achieved Environmental Education Curriculum within the Social Studies Teacher Education Programme. The study draws on Remillard and Heck’s (2014) model of the curriculum policy, design, and enactment system for its theoretical framework. The study was carried out at AA University in Nigeria and seeks to establish how the Pre-service Social Studies teachers are trained to teach EE in schools. Six Social Studies lecturers and twenty- vii four pre-service Social Studies teachers were purposively selected for the study. The data generation was done through document analysis of two policy documents (the National Policy on Environment and AA University’s SS curriculum/lecture pack) to ascertain the level of alignment between both; other data generation instruments are open-ended questionnaire, individual interviews, focus group interviews and classroom observation, while the data generated from the responses of the participants was analyzed through content analysis. Findings from the study revealed that there is constructive alignment and convergence between the NPEE and the AA University’s Social Studies curriculum in terms of the need being attended to by both policy documents, the targeted audience, the goals of both curricula and the content area covered by both curricula. Furthermore, findings revealed a divergence between the intended SS curriculum and the enacted curriculum due to the fact that chalk and talk/lecture method was predominantly used rather than constructive teaching strategies advocated for the training of the PSSSTs as contained in the SS curriculum. In view of the divergence observed between the intended SS curriculum and the enacted curriculum, it becomes difficult to achieve what was advocated in the SS curriculum/lecture pack used for training the PSSSTs. Additionally, findings revealed that the learning of EE is enhanced by the availability of resources to the SS lecturers, as well as the knowledge of the benefits derivable from EE on the part of the PSSSTs while the learning of EE is constrained by use of inappropriate teaching strategies by the SS lecturers, lack of adequate EE content knowledge (CK) and pedagogical content knowledge (PCK) on the part of the SS lecturers, insufficient EE content in the SS programme, insufficient financial resources as well as inadequate respect for the environment demonstrated by the PSSSTs. The study therefore recommends the use of appropriate teaching strategies (constructive approach) to train the PSSSTs, a review of the SS curriculum to include sufficient EE content, improvement in SS lecturers’ EE content knowledge (CK) and pedagogical content knowledge (PCK) and the provision of sufficient financial resources.
An exploration of the interface between Grade 11 Engineering Graphics and Design teachers' understanding of Assembly Drawing and their practice : a case study of the uThukela District, KwaZulu-Natal.
(2015) Sotsaka, Douglas Thembinkosi Sibusiso.; Singh-Pillay, Asheena.; Moodley, Merventharan Perumal.
Engineering Graphics and Design (EGD) is the universal graphical means of communication in the engineering field. Assembly drawing (AD) is a quintessential part of the EGD curriculum. AD requires learner to use in spatial visualization skills when engaging in mental manipulation and rotation of objects and transform so as to 2D images into 3D images. Such skills are important for success in many fields of science and engineering. The matriculation examiners’ and moderators’ reports reflect that EGD learners encounter problem pertaining to visualization in learning of AD because current teaching of EGD occurs via static drawing and does not emphasise learners’ visualization skills. In response to the aforementioned issue raised by the matric examiners report this study seeks to explore the interface between Grade 11 EGD teachers’ understanding of Assembly Drawing (AD) and their practice of AD as a case study in the uThukela district, KwaZulu-Natal. The study is guided by three research questions: 1. What are Grade 11 EGD teachers’ understandings of AD? 2. What are Grade 11 EGD teachers’ practices of AD? 3. Is there an interface between Grade 11 EGD teachers’ understanding of AD and their practice of AD? If so, what is the nature of the interface To address these questions a qualitative case study design approach is used. Data is generated through an open ended questionnaire, focus group interview, classroom observation of AD as well as pre- and post-observation interviews. Purposive and convenience sampling are used to identify the respondents for this study. Data collected is subjected to content and thematic analysis. The findings indicate that Grade 11 EGD teachers have four core understanding of AD. These are putting components together, putting components to form a structure and draw it, putting mechanical parts to facilitate an understanding of how they all function and involves visual reasoning, thinking of graphical images of mechanical components manipulating them and then putting it onto a diagram according to specifications. With regard to their practice of AD, three themes emerge; namely, chalk and talk, lecture method and teacher demonstrations, as well as demonstrations with hands on activities or projects. The juxtaposing and (re)assemblage of data from the first two research questions indicates that an interface does exist between Grade 11 EGD teachers’ understanding of AD and their practice of AD. The analysis confirms that the nature of the interface is shaped and sculpted by factors such as teacher qualification, training received for implementation of the EGD CAPS curriculum, professional activities as well as support within the school structure. These teachers’ understanding and practice of AD are a (re)presentation and an amalgamation of their SMK, their learning style(s), the training they received to teach EGD, as well as the professional activities they engage with in terms of EGD. The findings of this study result in a proposed professional development intervention programme for teachers of EGD within the uThukela District.
An exploration of the interface between schools and industry in respect of the development of skills, knowledge, attitudes and values (SKAV) in the context of biotechnology.
(2010) Singh-Pillay, Asheena.; Alant, Busisiwe Precious.
This study traces how the National Curriculum Statement-Further Education and Training (NCS-FET) Life Sciences Policy is constructed and translated as it circulates across the Department of Education (DoE), schools and industry nodes. Actor Network Theory (ANT) (Latour, 2005) guides the theoretical framework and methodology of this study. ANT is a useful tool for showing the negotiations that characterise patterns of curriculum change in terms of how policy gets constructed, how practice gets performed, the skills, knowledge, attitudes and values (SKAV) constituted in practice, and whether there is an interface in terms of policy construction and SKAV constitution. From an ANT perspective curriculum policy change is a matter of practice co-performed by sociality and materiality, these being interwoven and entangled in practice. The trajectory of the NCS-FET Life Sciences Policy is traced during the practice of mediation of policy, implementation of policy and mediation of workplace learning. The topography of this study is underpinned by the transformatory agenda attached to curricula policy reform in South Africa. Agency has been granted by the democratically elected government to structures such as the DoE, schools and industry to promote human resource development and overcome the skills shortage via the NCS-FET Life Sciences Policy (DoE, 2003) and the National Biotechnology Strategy Policy (DST, 2001). There are divergences between these two documents as to the type of biotechnology that can be used as leverage for human resources development. The controversy lies in the notion of wanting to broaden access to biotechnology by having it included in the NCS-FET Life Sciences Policy, while wanting to promote third-generation biotechnology. Furthermore, contradictions are illuminated in the constitution of the NCS-FET Life Sciences Policy: it espouses constructivist principles and has a social transformative agenda, but its construction is guided by behaviourist and cognitivist principles. iv Employing the analytical tools offered by ANT (Latour, 1993, 2005; Callon, Law & Rip, 1986), the network tracing activity reveals that policy construction and SKAV development involve more than the action of a single human actor. This means that humans are not entirely in control of practice (Sorenson, 2007). Practice is performed by a series of shifting relations between elements of “sociality” and “materiality” (Mulchay, 2007). The network tracing activity elucidates that curriculum policy is an emergent effect of the interface, a dynamic point that arises from translations in the network. While there is an interface in respect of policy construction and SKAV constitution across the nodes of the study, the emergent effect of curriculum reform has pointed to the slippage between what was intended (via the policy as stated in the Government Gazette) and what was actually experienced in practice.
An exploration of the skills set required for sustainable employability of Technical Vocational Education and Training (TVET) engineering graduates: the case of Majuba TVET college, Newcastle, KwaZulu-Natal.
(2015) Mesuwini, Joseph.; Singh-Pillay, Asheena.
This study sought to explore the skills set required for sustainable employability of Technical Vocational Education and Training (TVET) engineering graduates. The aim of the study at Majuba TVET College was to explore if there is an interface between skills acquired by Technical College graduates and the skills required by employers from engineering graduates, with respect to their sustainable employability. The study was guided by two research questions: What skills set do Mechanical, Electrical and Civil Engineering graduates need for sustainable employability as: Recommended by the NC(V)/Nated curriculum/policy? Perceived by Engineering staff and graduates from Majuba TVET College? Conceived by the engineering industry employers? Is there an interface as defined by the above stakeholders? If so, what is its nature? A qualitative case study approach was used to answer the research questions. Three types of data were generated: from policy documents for the Nated and National Certificate (Vocational) curricula, by open-ended questionnaires and through semi-structured interviews. The conceptual framework that guided this study drew firstly on Pavlova’s three pillars of sustainable development, viz. economic, environmental and social and then on Singh Pillay’s notion of interface. The data were analysed through document analysis, content analysis and the thematic methods. To answer research question two the results for sustainable employability skills acquired in research question one was juxtaposed to establish if an interface exists. From the research findings, recommendations are made regarding the future of the Nated and NC(V) curriculum.
Exploring the impact of the use of technologies on accounting lecturers’ pedagogy during online teaching.
(2022) Machaka, Mokgadi Elsa.; Singh-Pillay, Asheena.
The adoption of online learning by many institutions has become essential since December 2019, when COVID-19 cases began to manifest all over the world. South Africa's lockdown, which began on March 26, 2020, compelled higher education institutions to employ alternative teaching strategies and offer online support to students. Academic activities had to continue during this crucial period, even though students and lecturers were not in the typical classroom setting. This study sought to explore the impact of the use of the effects of technology on TVET accounting lecturers' pedagogy during online teaching under COVID-19 conditions. The study was guided by the interpretive paradigm, and adopted a case study design with a methodological approach because it had a qualitative design. Purposive sampling was used to select 12 accounting lecturers and convenience sampling was used to select the research site. Data was generated via questionnaires, observations, and interviews. The Unified Theory of Acceptance and Use of Technology (UTAUT) framed this study at a theoretical level. Age, lecturers' level of experience, and openness to learning were the three constructs used to build the conceptual framework in the UTAUT model. The main findings revealed that accounting lecturers had access to a variety of technological tools, but they preferred to use the laptop and internet. The use of technologies impacted accounting lecturers’ pedagogy in terms of instructional design, teaching, and personal growth. Technology has changed how they use their in-depth subject knowledge to design stimulating lessons and tasks that have inspired student centred learning. Since they needed to improve their familiarity with technology, their knowledge of it and content, as well as their understanding of best practices and online teaching pedagogy, lecturers created their own learning communities. The factors that constrain accounting lecturers’ use of technology in the classroom was determined to be a lack of training for online teaching.
Food for thought : a closer look at Ipolokeng primary schools’ nutrition programme.
(2016) Khuzwayo, Hlengiwe Princess.; Singh-Pillay, Asheena.
The National School Nutrition Programme (NSNP) was initiated in 1994 to improve the learning capacity of children through school feeding; to increase the attendance of learners; to obliterate school dropout; to increase the pass rate; to reduce the rate of child mortality; and to empower poverty-stricken communities, particularly in rural areas across all nine provinces in South Africa (Seoketsa, 2007). For many South African children, the meals provided through the school feeding programme are their main, and in some cases their sole source of energy and nutrients. The success of the school feeding programme hinges on volunteer food handlers (food handlers are mainly local women from the community who are responsible for the preparation and serving of meals at schools). Although annual reports from the Department of Basic Education indicate the success of the National School Nutrition Programme (NSNP) (DBE, 2009; DBE, 2010a; DBE, 2011), there have been reported incidents of food poisoning and food contamination in the following provinces: KZN, Limpopo, Gauteng, and the Eastern Cape (Myburgh, 2015). Whilst South African food legislation requires that the food that is made available to the general public should be hygienic and free of harmful substances and organisms (R.1183 of 1990; R.918 of 1999), in 2014 alone, 1 600 learners took ill after consuming contaminated food from their school’s nutrition programme. Sound nutrition comprises more than simply the availability of food. It was these incidences of food poisoning and contamination that prompted me to take a closer look at my school’s nutrition programme (Ipolokeng primary). We feed 599 learners on a daily basis. The study was guided by the following research questions: What are the knowledge and practices of food handlers and suppliers with regard to food safety? What is the practice of food handlers with regard to food preparation? Do the meals prepared and served to learners constitute a balanced meal? If so, how? If not, why not? Do the levels of environmental hygiene at Ipolokeng primary meet the requirements prescribed by Regulation R918 of 30 July 1999? If so, how? If not, why not? To address these questions, a qualitative case study design approach was used. Data was generated through questionnaires, photo observations, photo focus group discussions, and document analysis. The data collected were then subjected to a content analysis. The findings of the study reveal that the VFH has not undergone any formal training in terms of food preparation/food safety to equip them with the necessary knowledge and skills required to engage with the preparation of food in a safe manner. In terms of their practice during food preparation, the findings expose that the standards and requirements prescribed by Regulation 9 of R918 of July 1999 were not complied with. Adequate cautionary measures to safeguard food from contamination were not taken by the Volunteer Food Handlers (VFHs) or the SMT of Ipolokeng primary school. As a result of their poor practice during food preparation, food safety was not maintained and good personal hygiene was not practiced at Ipolokeng primary school in terms of the stipulations of Regulation R918 of 1999. On the days when food items went ’astray’, learners at Ipolokeng primary did not eat a balanced meal comprising all of the food groups. In terms of the level of environmental hygiene, Ipolokeng primary school did not meet the requirements stipulated by Regulation R918 of 1999 regarding ablution facilities, the availability of hand sanitizer, and disposable hand towels. The absence of these essential items compromised the personal hygiene practice of the VFH, the learners and teachers, and thereby impacted the safety of the food prepared and consumed. Additionally, the garbage disposal facilities, food storage area, and the food preparation area at Ipolokeng primary also failed to embrace the conditions set out by Regulation R918 of 1999. Furthermore, there was no feeding area where learners could sit and eat their meals. The lack of environmental hygiene at Ipolokeng primary has raised questions about the safety of the food prepared at the school. The above findings signal the need for capacity building programmes for the effective implementation of the NSNP.
Grade 11 Civil Technology teachers’ practice of promoting active learning during the teaching of graphic communication.
(2022) Hove, Sithembile.; Singh-Pillay, Asheena.
Graphic communication is a language of communication that is used for visual representation and expression of ideas and concepts. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart, 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis, 2019). Graphic communication is a fundamental part of Civil Technology (CT) embedded in the CT curriculum. Through graphic communication skills, learners are taught how to read, interpret, design, and draw civil drawings using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice for building drawings – SANS 0143. The graphic communication skills in CT include among others, the ability to draw orthographic projections of floor plans, elevations and sectional elevations of single and double storey buildings, interpretation of site plans, detailed drawing of building features such as foundations, staircases, doors and door frame installations, cavity walls, plan and front elevation courses of brick walls in English and stretcher bond, arches, roof trusses, and so forth (Education, 2014). The National Senior Certificate (NSC) examiners and moderators’ reports for CT from 2016 to 2019 reflect learners’ remarkable ineptitude with regard to graphic communication skills. The diagnostic reports highlight learners’ poor performance on examination questions that test for graphic communication skills. The following common mistakes and misconceptions have been established from the CT NSC Examination diagnostic reports for 2018 and 2019: learners struggle to read and interpret graphic text correctly; misinterpretation of dimensions; failure to apply scale correctly on drawings; and incorrect representation of SANS symbols on drawings (Education, 2018; 2019). On a yearly basis, at professional development meetings organised by the department of education and facilitated by subject advisors, teachers are made aware of the areas that learners perform poorly in, yet learners continue to perform poorly in graphic communication. This study explores grade 11 Civil Technology teachers’ practice of promoting active learning during teaching of graphic communication lessons, using a case study of uMgungundlovu district, KwaZulu-Natal. The theoretical framework that guides this study is underpinned by the qualities of effective teachers (Stronge, 2018). A qualitative case study design approach to inquiry was used to generate data through a questionnaire, semi-structured individual interviews, focus group interviews and analysis of lesson plan portfolios and recorded graphic communication lessons. Purposive sampling was used to identify the respondents for this study. Data collected was subjected to content and thematic analysis. The findings of the study reveal that there are three ways in which grade 11 CT teachers promote active learning when teaching graphic communication. These are: chalkboard illustration/demonstration; explanation of concepts and field excursions; and learners draw and make projects to link theory and the practical. Teachers actively engage learners in graphic communication lessons in four ways, namely: giving learners individual drawing activities to complete in class; group discussions and activities; use of digital projector to show videos and pictures; and making models, simulations and giving learners enrichment exercises outside the classroom. Research findings further reveal that all CT teachers encounter challenges when promoting active learning in teaching of graphic communication. These include challenges encountered when teaching theory and practical lessons, and learners’ misconceptions on site plans, floor plans and calculation of perimeter and area of site and proposed building. The challenges encountered emanate from contextual factors that constrain the teaching of graphic communication, namely: lack of drawing equipment; learners’ lack of motivation with the subject and not submitting tasks; too much workload for teachers; lack of access to modern technology such as internet; insufficient time to cover the expected content; and underresourced workshops to perform practical lessons. My findings illustrate that a combination of contextual factors and teachers’ pedagogical knowledge, pedagogical content knowledge or subject matter knowledge and their classroom practices impede the promotion of active learning when teaching grade 11 graphic communication lessons. This problem manifests itself in poor quality NSC results at matric level when learners exit the school system. The findings of this study point towards suggestions and recommendations of professional development intervention programmes to support CT teachers in their endeavours to promote active learning when teaching graphic communication in uMgungundlovu district.
Grade 7 technology teachers' topic-specific pedagogical content knowledge in teaching graphic communication.
(2022) Mcambi, Zanele Sphokuhle.; Singh-Pillay, Asheena.; Mabaso, Bongeka.
Graphic Communication (GC) is a universal language in the technology and engineering sector. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart et al., 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis et al., 2019). Through graphic communication skills, learners ought to be taught, by teachers, how to read, interpret, design, and draw using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice. GC is one of the content topics that teachers of technology do not find easy to teach. The National Senior Certificate (NSC) examiners and moderators’ reports for engineering graphics design, civil technology from 2016 to 2021 reflect learners’ remarkable ineptitude regarding graphic communication skills. The diagnostic reports repeatedly highlight learners’ poor performance on examination questions that test for graphic communication skills. While learners’ learning and performance is related to many factors these diagnostic reports allude to the interconnection between learners’ poor performance in GC to the teaching to which they are exposed. In technology education learners are introduced to GC in grade 7. This means that the GC learnt in grade 7 forms the platform for all other GC learning in the subsequent grades. Thus, it is quintessential to explore grade 7 technology teachers’ topic specific pedagogical content knowledge pertaining to GC. Within the South African context, technology is a relatively new subject in the curriculum, as it was introduced in 1998. Many teachers teaching technology teach out- of -field. This means they were not trained to teach technology and lack the subject matter knowledge and pedagogical knowledge needed to teach graphic communication. In response to the afore mentioned issues, this study sought to explore grade 7 technology teachers’ topic specific pedagogical content knowledge in teaching graphic communication guided by the following research questions: 1. What is grade 7 technology teachers’ subject matter knowledge on graphic communications? 2. What topic specific knowledge do grade 7 technology teachers use when teaching graphic communication? 3. Why do grade 7 teachers use their topic specific pedagogical content knowledge for teaching graphic communication in the way that they do? This qualitative study adopted a case study design, and data was collected using questionnaires and interviews. Mavhunga (2015)’s Teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) frames this study theoretically. Findings of this study revealed that teachers have three understandings of GC: GC conveys an idea or thought via drawings or sketches. GC is a technological process that learners use to do a practical assessment task when designing to communicate ideas into paper or an article. Moreover, GC is a language spoken by architects and contractors. Regarding the way they teach GC, two themes emerged, they use a hands- on approach and the talk and chalk approach. The way teachers teach is influenced by the fact that they are teaching out- of- field and the lack of professional development. Hence the findings of this study concluded with a proposal for a continuous professional teacher development program to be put in place which will assist teachers to stay on par with all the needed information and resources regarding technology and GC.
Implementation of an integrated ICT and BAE course for young mothers using CBPAR in Limpopo.
(2016) Thompson, Rowan Mark.; Alant, Busisiwe Precious.; Singh-Pillay, Asheena.
Abstract not available.
Teaching the design process in the grade 9 technology class.
(2014) Ohemeng-Appiah, Frank.; Singh-Pillay, Asheena.; Moodley, Merventharan Perumal.
The design process undergirds technology education and therefore it is quintessential to the teaching, learning and assessment of technology education. Since the introduction of technology education into the South African curriculum, there has been a series of changes that teachers have had to contend with: C2005, RNCS and now the NCS-CAPS. In the CAPS technology policy there has been a (re)-presentation of the design process from a linear to nonlinear. This (re)presentation of the design process has led to uncertainties amongst teachers of technology in terms of how the teaching of the design process should unfold. This study therefore explores grade 9 technology teachers’ views of the design process and how these views influence their teaching of the design process. Shulman’s Pedagogical Content Knowledge (PCK) model (1986), the Argyris and Schön (1974) notion of “espoused theory” and “theory in use”, and Singh-Pillay’s (2010) notion of interface have been used to frame the research. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents for this study. An open ended questionnaire, semi-structured interviews, observation of lessons and post-observation interviews were used to collect data. The study occurs in the Chatsworth West ward in Durban, KwaZulu Natal. The findings indicate that grade 9 technology teachers hold two core views of the design process, namely: design process as problem-solving and design process as a step-by-step process that provides “comfort” to learners during problem-solving. The findings indicate that teachers’ views of the design process are an amalgam of their diverse qualification in technology education, their pedagogical content knowledge, their previous teaching experience, their training and (re)training and existing support in the school ecosystem. Thus, it is concluded that the PCK of the technology teacher influences how they teach the design process to their learners. It is recommended that if the non-linear approach of problem-solving in the design process is to be adhered to then there is the need for the retraining and reskilling of technology teachers and that teacher education should also focus more on the development of the PCK of future teachers.
Unmasking how pre-service engineering graphics and design teachers read and interpret assembly drawing at a university of technology: a case study in Umgungundlovu, KwaZulu-Natal.
(2019) Sotsaka, Douglas Thembinkosi Sibusiso.; Singh-Pillay, Asheena.
The study sought to find out how engineering graphics and design (EGD) pre-service teachers (PSTs) read and interpret assembly drawing (AD). This study was undertaken because newly qualified teachers of EGD need the relevant skills to teach EGD so that it activates learners’ spatial visual reasoning, and ensure good pass rates in the subject. Also pre-service teachers at a University of Technology in South Africa, find assembly drawings difficult to read, to interpret and to learn. The study was guided by four research questions: 1. What are first year EGD PSTs’ levels of spatial visualization ability? 2. How do first year EGD PSTs read and interpret AD? 3. Why do first year EGD PSTs read and interpret AD the way they do? 4. Does the reading and interpretation of AD, among first year EGD PSTs, change after mediation? If so how? If not why? The qualitative case study design approach was adopted. Data were generated through the Purdue spatial visualization test (PSVT), which is a mental rotation test, through two think aloud tasks, by individual interviews, focus group interview and collage making for both tasks. The findings reveal that as an object undergoes more rotations it becomes increasingly more difficult for first year EGD PSTs to mentally visualize and manipulate the object. Challenges experienced by the first year EGD PSTs include the inability to read and interpret information provided by exploded isometric drawing (3-D) and different views of each part in 2-D. The result is an inability to differentiate between orthographic and isometric projections, and to visualize the different views, inability to visualize or see spatial relationships between objects and rotate objects, inability to measure accurately and apply SANS code of practice as well as inability to assemble and recognize lines. Findings also confirm that spatial ability, the ability to mentally rotate or manipulate objects is not innate; instead it can be learned with training. The findings from this study are used to propose a model for linking the teaching and learning of AD in EGD. The model is shown as a graphic, indicating the links between teaching and learning of AD in EGD for PSTs doing Engineering Drawing and Design as their specialization subject.