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Masters Degrees (Science and Technology Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7148

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Browsing Masters Degrees (Science and Technology Education) by Author "Chirikure, Tamirirofa."

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    The effectiveness of YouTube videos in developing process skills in grade 10 Life Sciences curriculum.
    (2022) Mbanjwa, Nobuhle Priscilla.; Chirikure, Tamirirofa.
    For effective science enquiry and acquisition of concepts in science learning, learners should have a good mastery of the science process skills (SPS). SPS are the fundamental components of problem-solving, critical thinking and enquiry in science. The main objective of this study was to establish the effectiveness of YouTube videos in developing SPS in the Grade 10 Life Sciences curriculum. The study was framed by a model of evaluating the effectiveness of YouTube videos. It was supported by the theories of constructivism and active learning. The pre-test and post-test and a semi-structured questionnaire were administered to 100 conveniently selected Grade 10 Life Sciences learners of a secondary school in KwaZulu Natal. Quantitative data were analysed using descriptive statistics, which comprised a t-test. Qualitative data were analysed using a thematic analysis method. The null hypothesis was that there was no statistically significant difference between the performance of learners in the pretest and post-test. The results of the study revealed that there was a statistically significant difference in the learner’s post-test performance. The YouTube videos had a significant impact on the development of skills such as inferring, interpreting data, constructing a hypothesis, communicating and predicting, as these showed an average increase of 40,2%. The learners demonstrated a positive perception of YouTube videos, as they improved their development of SPS. Hence, it was recommended that teachers incorporate relevant YouTube videos and design effective practical tasks to enhance and elevate
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    Exploring Life Sciences educators’ enactment of resource-based teaching in three rural secondary schools in South Africa.
    (2019) Mahambehlala, Sindile.; Chirikure, Tamirirofa.
    The purpose of the study was to explore Life Sciences educators’ enactment of resource-based teaching. Resource-based teaching refers to the use of teaching and learning resources by educators to mediate the subject curriculum. This study was prompted by the persisting poor performance of Life Sciences learners in the OR Tambo Coastal District and in South Africa at large. To answer the research questions, a qualitative case study was conducted. Six Life Sciences educators from three rural secondary schools in the Eastern Cape were purposively sampled. Two educators were chosen from each school. Data were generated through semi-structured one-on-one interviews, questionnaires, lesson observations and the analysis of documents. The data were later transcribed and analysed to isolate salient themes. The participants understood a resource as a teaching material whereas resource-based teaching was understood as a teaching strategy. It also emerged that Life Sciences educators enacted resource-based teaching through the use of interactive teaching aids, practical work, relevant technology, and resource persons. The participants’ enactment of resource-based teaching was mainly influenced by various factors such as resource availability, the participants’ understanding of resource-based teaching, and technical competence. It is concluded that the participants had a limited understanding of RBT and their enactment of RBT was very basic. Therefore, it is recommended that universities should expose pre-service educators to the use of traditional and unconventional resources, including modern teaching technologies. The researcher further recommends that educators should make use of the readily accessible natural ecosystems in their surroundings to mediate the Life Sciences curriculum and spark learners’ passion for science.
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    The effectiveness of kitchen chemistry in developing science process skills in high school physical sciences.
    (2022) Mkhaliphi, Zimele Nonkanyiso.; Chirikure, Tamirirofa.
    The purpose of the study was to explore the effectiveness of kitchen chemistry (KC) in developing science process skills (SPS) in high school Physical Sciences. KC refers to using the available tools, materials and household chemicals in performing practical work at home, that is, in the kitchen to provide familiar environments in which learners can participate in practical work without being bound to curriculum time. This study was stimulated by the persisting decline in performance in Physical Sciences in examinations requiring SPS competency. To answer the research questions, a mixed methods research was conducted. Thirty Physical Sciences Grade 12 learners of a rural secondary school in UMkhanyakude District were purposively sampled. Data were generated through pre-tests, post-tests, semi-structured questionnaires and analysis of the documents. Quantitative data were analysed using SPSS. Qualitative data were analysed to isolate and understand salient themes comprehensively. KC was understood as a strategy where kitchen tools and materials are used in learning. It emerged that there was a significant statistical difference in performance after engaging in KC. The learners reported the KC activities as fun and meaningful ways in which learning and understanding of science concepts could occur. Besides, KC activities were effective in stimulating the development of SPS and encouraging knowledge construction. Therefore, it is recommended that Physical Sciences teachers integrate suitable KC activities into their science lessons teaching and planning. The researcher recommends that curriculum developers include the use of KC as one of the suggested alternatives to schools where laboratory resources are limited.