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Using computer-aided design to enhance student teachers’ ICT capacity: a critical participatory action research project in a private higher education institution in KwaZulu-Natal.
(2025) Thompson, Rowan Mark.; Alant, Busisiwe.
This thesis analyses findings from a critical participatory action-research study documenting the integration of computer-aided design into an intermediate-phase ICT course in a private higher-education institution in KwaZulu-Natal. The research question was: How might the use of computer-aided design in a teacher education programme enhance intermediate-phase student-teachers’ learning and their capacity to use ICT in developing teaching and learning support materials for their classrooms? The critical participatory action-research methodology involved intermediate-phase student teachers and a sample of lecturers to address the question. Data generation involved workshops, online assessments, interviews, and WhatsApp group discussions. Socio-technical systems theory formed the framework for analysis. The findings suggest that the use of computer-aided design increased the capacity of student teachers to use ICT in teaching technological subjects in their classrooms. For example, most student teachers created a clock example for teaching time while some produced extra resources to augment teaching of mathematics and natural sciences. The findings indicate differences in students’ preferred modes of learning and application of computer-aided design in their teaching practice. Student teachers valued the flexibility of online and offline course material in multimodal blended online ICT courses, submitting online portfolio examples for assessment. Furthermore, the project enabled student teachers to collaboratively reflect on best practice and strategies for integrating computer-aided design into their teaching. However, not all students applied their knowledge to their teaching practice. Some of the factors that student teachers identified as hampering their use of computer-aided design included limited time for supported practice in using available software on campus, inadequate campus provision for ICT, and lack of ICT infrastructure and mentorship in their teaching practice schools. The findings have implications for institutional policy and practice. This includes curriculum development which integrates computer-aided design in an extended ICT course across the primary education programme. Such a course must enhance the students’ learning; and enable effective integration and teaching of computer-aided design in teaching practice to improve technology education and visual literacy. Finally, the institution must find and support creative and sustainable strategies to address unequal access to technology and related resources for student teachers and teaching practice host schools.
Integrating indigenous knowledge in the teaching of structures in the grade 4 natural sciences and technology classroom.
(2023) Gambushe, Malibongwe Percival.; Singh-Pillay, Asheena.; Mabaso, Bongeka Petunia.
Since 1994, the curriculum terrain in South Africa has evolved. The National Curriculum Statement embraces the principle of integrating Indigenous Knowledge Systems (IKS) into the teaching of all learning areas. However, there has been a lack of understanding regarding the integration of IKS in teaching and learning. For this reason, this study focuses on the grade 4 Natural Sciences and Technology (NS-Tech) teachers’ understanding and integration of Indigenous Knowledge (IK) in their teaching of structures in the Pinetown district. The primary purpose of this study was to explore the integration of indigenous knowledge in the teaching of structures in the grade 4 NS-Tech classroom in five different schools in the Pinetown district. This study employed the interpretive paradigm and a qualitative approach to acquire comprehensive data regarding the grade 4 NS-Tech teachers’ integration of IK. Purposive and convenience sampling was adopted in five grade 4 NS-Tech teachers in the Pinetown district, currently teaching in the intermediate phase. Semi-structured questionnaires, structured lesson observations and semi-structured post-observation interviews were conducted with the teachers in their respective schools, and all sessions were audio-recorded. Thematic analysis was utilised to analyse the collected data, and themes were created. The findings of the study revealed that the grade 4 NS-Tech teachers attach some meanings and understanding to themselves regarding IK and its integration in the teaching of structures. On the one hand, the teachers expressed that they perceive IK as informal knowledge, intergenerational learning, lost knowledge, knowledge of traditions and practices, as the meanings by which they attach to IK as well as the amalgamation of indigenous knowledge and Western science, and as the use of skills as their understanding of integrating IK in NS-Tech/Structures. On the other hand, the study revealed that the teachers encountered various issues towards the integration of IK in the teaching of structures. Such challenges include knowledge of indigenous and Western practices, language barriers to learning IK and Western science, and relevant teaching documents for NSTech/ Structures. These issues were connected to the challenges that restrict the effectiveness of integrating indigenous knowledge in the grade 4 NS-Tech/Structures, which is what the planned curriculum expects of the NS-Tech teachers to integrate IK in their teaching, according to one of the seven principles of the grade 4 NS-Tech CAPS document. Consequently, this study made some recommendations based on the findings above. The findings are made to the teachers, curriculum designers and for further studies. The NS-Tech teachers, as creative teachers, ought to work collaboratively in their respective schools to approach local people, particularly the elderly, for more knowledge with respect to IK information and how it can be integrated into their classrooms together with contemporary science. Also, the teachers, with relevant stakeholders, need to approach local businesses for possible support of teaching materials, such as technology-related materials, which could be integrated into their teaching. Additionally, teachers need to acquire enough professional development with respect to integrating IK in the classroom, which the Department of Education should provide. The curriculum designers also need to develop precise ideas and have someone administer those ideas to make it simpler for the teachers to comprehend. In addition, studies on IK integration ought to emphasise how teachers act as cultural brokers of knowledge and how they can effectively assist learners in crossing borders from one culture to the next.
Grade 11 learners' life sciences self-concept: a case study in Amajuba District.
(2023) Zondi, Bhekumuzi Innocent.; Chirikure, Tamirirofa.; Sibanda, Doras.
The purpose of this mixed methods sequential explanatory study was to explore the nature of Grade 11 learners' Life Sciences self-concept in Amajuba District in KwaZulu-Natal Province. Life Sciences self-concept refers to self-perceptions learners have about their capabilities in Life Sciences. The current study was guided by revisited Reciprocal Effect Model (REM) and Generalised Internal/External Frame of Reference Model (GI/EFRM). Data were generated through a Self-Description Questionnaire, Grade 11 learners' term marks, and semi-structured interviews. SPSS was used to analyse quantitative data. Content analysis was used to analyse qualitative data. The findings of the study showed that 94.7% of Grade 11 learners had a positive Life Sciences self-concept (M = 45.86). Female learners (M = 47,21) demonstrated a more positive Life Sciences self-concept than male learners (M = 43.30). The findings also showed a strong positive correlation between the learners' Life Sciences self-concept and their academic achievement (r = .491, p < .01). Hence, it was recommended that relevant stakeholders and educators should help learners build a positive Life Sciences self-concept.
Integrated nutrient management using cattle manure and NPK fertiliser for sustainable sweet potato (Ipomoea batatas (L.) Lam.) production, nutritional quality, and consumer acceptability in Northcentral Namibia.
(2026) Sheepo, Martha Ligola; Thungo, Zamalotshwa Goodness; Sibiya, Julia
Sweet potato (Ipomoea batatas Lam.) is an important food security and nutritional crop globally; however, its contribution to food and nutritional security in Namibia remains limited by production constraints, inadequate access to quality planting materials and fertilisers, limited extension services, and insufficient information on farmer-preferred varieties and consumer attributes. Although previous studies have reported the effects of agronomic practices on sweet potato productivity and nutritional quality, limited integrated information is available in Namibia linking farmers’ production constraints and varietal preferences with nutrient management, tuber nutritional quality, and consumer acceptability. This study therefore aimed to contribute to sustainable sweet potato production by assessing production systems and varietal preferences and evaluating cattle manure and NPK fertiliser management for improving agro-morphological performance, nutritional quality, and consumer acceptability of sweet potato in north-central Namibia. A systematic review and meta-analysis combined with qualitative thematic analysis of 143 studies published between 2004 and 2023 was conducted to assess biotic and abiotic constraints, production agroecology, productivity traits, and nutrient management in sweet potato. A participatory rural appraisal involving 238 smallholder farmers in Oshikoto, Oshana, Omusati, and Ohangwena regions was used to assess socio-economic factors, production systems, constraints, and varietal preferences. Field experiments were conducted over two planting seasons using KEMBO10 and XUSHU18 under five fertiliser treatments: control (F1), 10 t CM/ha (F2), 300 kg NPK/ha (F3), 5 t CM/ha + 150 kg NPK/ha (F4), and 7.5 t CM/ha + 75 kg NPK/ha (F5). Tuber proximate and anti-nutritional compositions were evaluated, while consumer acceptability was assessed using Check-All-That-Apply and a 9-point hedonic scale involving 15 consumers. The review established that flesh colour are associated with nutrient management, nutrient composition, and tuber yield, while identifying region-specific productivity gaps associated with cattle manure use. The farmer assessment showed that sweet potato production was predominantly practised by middle-aged female farmers under monocropping systems, with 61.3% of farmers being female and 78% reporting harvested yields below 250 kg/ha. Major constraints included pests, diseases, water scarcity, limited extension services, and market access, while sweetness, early maturity, drought tolerance, and marketability were among the preferred varietal traits. Field experiments showed that cattle manure and NPK, applied solely or in combination, influenced agro-morphological performance and tuber yield, with 7.5 t CM/ha + 75 kg NPK/ha (F5) providing favourable agronomic performance. Significant differences (p < 0.05) were observed in proximate composition across fertiliser treatments and genotypes, whereas antiii nutritional compositions were not significantly affected. Protein and carbohydrate showed a strong negative correlation (r = -0.88, p < 0.001), while ash and fat showed a strong positive correlation (r = 0.82, p < 0.001). Sensory evaluation identified KEMBO10 under F5 as having a favourable hedonic sensory profile and CATA descriptors. Overall, the study provides an integrated evidence base linking farmer production realities, varietal preferences, nutrient management, nutritional quality, and consumer acceptability. The findings demonstrate that the optimal fertiliser treatment depends on the production objective. The application of 7.5 t CM/ha + 75 kg NPK/ha (F5) is recommended for improving agromorphological performance and consumer acceptability, particularly for KEMBO10, while 5 t CM/ha + 150 kg NPK/ha (F4) is recommended where improved and balanced proximate nutritional composition is prioritised. Thus, integrated cattle manure and NPK fertilisation provides a practical nutrient management strategy for resource-limited smallholder farmers, with treatment selection guided by the desired agronomic, nutritional, and consumer-related outcomes. The study contributes a product-oriented and genotype-specific nutrient management framework that can support sustainable sweet potato production, nutritional security, and market-oriented production in Namibia.
An integrated investigation of static, kinetic and water quality testing to predict acid mine drainage from a historical mining related activity into water resources: a case study of Wasbank, uThukela Water Management Area, KwaZulu-Natal, South Africa.
(2024) Govender, Strinivasen.; Pillay, Srinivasan Seeni.; Bissessur, Ajay.
Historical and current coal mining-related activities have negatively impacted both the surface and ground resources and the environment globally, causing water pollution, termed acid mine drainage (AMD). Decades of prior surface and underground coal and gold mining have contributed to acid mine drainage extensively. Elevated concentrations of heavy metals and low pH render water resources unsuitable for consumption across the water-use sectors. Currently, the environmental implication of AMD has severely impacted the water resources from an aquatic, domestic, agricultural and livestock perspective. Whilst this has been observed and documented internationally, minimum research attention is placed on small mining towns in South Africa on the prediction of mine drainage from abandoned coal mining sites and its impacts on water resources. Since South Africa being a water-stressed country, and the province of KwaZulu-Natal facing immense water security, quality and quantity issues, the impacts of mine drainage emanating from abandoned mining sites require complete attention to understand the level of environmental risk and impact caused on the water resources and to ensure comprehensive water resource management decisions for the holistic protection of aquatic ecosystem is made. This study employed the use of AMD prediction techniques to determine the impact of mine drainage effluent from an abandoned mine and its impacts on water resources. Static testing (acid-base accounting-ABA), kinetic leach column testing, geochemical, mineralogical analysis of the coal discard (waste rock) and water quality analysis formed part of the integrated investigative research. The study findings indicated ABA and net acid generation (NAG) tests classified the samples as potentially acid-forming (PAF). The samples of all five sampling points (S1-S5) on the abandoned coal discard dump were acidproducing with the following observed, the discarded material had significant sulphur content, positive net acid-producing potential (+NAPP) equivalent to an acid neutralising capacity (ANC)/ maximum potential acidity (MPA) less than 1, (ANC/MPA ratio < 4.5) and the ANC/MPA ratio < 1. Samples S1 to S5, yielded high organic matter and the total carbon percentage ranged from 40.21% to 60.84%. The combination of the NAG and NAPP tests proved to be a better reflection of the site acid mine potential. The kinetic test (leach column testing) was then followed to determine the leachate chemistry of the discard. The test duration was conducted for five samples (five columns) over a 22-week test duration of leachate collection and analyses were made for pH, EC, Na, K, Al, Ca, Cu, Fe, Hg, Ni, Pb, SO4 2- and Cl as well as geochemical analysis. The leachate results were compared to the Department of Water and Sanitation (DWS) Target Water Quality Range (TWQR). The mean pH is indicative of the general acid nature of the leachates. Na, K, Cu, Ni, Zn and Cl are largely within the acceptable mean concentration range, however the other analytes show great variability, often in concentrations that are toxic. The discard was further analysed by conducting ICP trace metal analysis, and X-Ray fluorescence (XRF) for major and trace metal analysis. The findings indicated very high amounts of Ba (453.17ppm), Sr (360.80ppm) and Zr (127.08ppm); moderately high amounts of V and Ce (30 – 99 ppm); moderate amounts (20 -30 ppm) of Cr, Cu, Y and La; and, low Sc, Co, Ni, Rb, Zn, Y, Nb, Mo, La, Pr, Nd, Sm, Eu, Ho, Gd, Tb, Dy, Er, Yb, Lu, Hf, Ta, Th, Pb and U. Evidently some trace elements in coal are radioactive, these included uranium (U) and thorium (Th) of the composite sample. Mineralogical analysis using X-Ray diffraction technique (XRD), identified the following mineral phases: quartz, kaolinite/dickite, illite/muscovite and gypsum with a crystallinity index of 58%. Water quality sampling of the two water resources (Biggargatspruit and Wasbank River) was conducted for a test duration of 28 months. The water quality compliance levels for fitness of use indicated compliance and non-compliance levels to the DWS TWQR, Six parameters, Fe (58%), К (55%), pH (54%), Ca (52%), SO42 (46%), Ni (46%) complied with the DWS TWQR, and 11 parameters were in exceedance of the DWs TWQR that ranged within the chronic and acute effect value range. These include Al (61%), TDS (59%) Cr 6+(55%), Cu (55%), Na (54%), Hg (45%) EC (45%), Zn (36%), Рb (27%), Cl (27%) and Cd (16%). The WQI further indicated the water quality at these sites is unacceptably unfit for domestic use (S2, S3 and S4) to very poor water (S1 and S5). In addition, to determine the inferences in the study from the results, multivariate analysis, the Kruskal-Wallis Test and a post-hoc Mann-Whitney U test were performed. The tests indicated a statistically significant difference across the sampling sites. The findings indicated the successful prediction of AMD from the abandoned coal discard dump, the impacts of the coal discard leachate quality on the water resources, mine waste characterisation, environmental pollution and recommendations for mine water management and resource protection.