Browsing 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
Exploring biological sciences preservice teachers’ sense-making of assessment feedback at a South African university.
(2019) Ngubane, Lungisani.; Chirikure, Tamirirofa.; Sibanda, Doras.
This study explored the biological sciences preservice teachers‟ understandings of assessmentfeedback. The guiding research questions focused on preservice teachers‟ understanding of assessment feedback; the type of assessment feedback they received for their assessment-tasks; how they used the assessment feedback for their assessment-tasks; and why they used it the way they did. A qualitative methodology and interpretive paradigm were used. The participants of the study were purposely selected and data was collected through questionnaires and focus-group interviews. Thirty participants completed the questionnaires and 20 were selected for the focus-group interviews. The findings of this study indicated that the Biological Sciences preservice teachers understood assessment feedback as results of assessment tasks, students‟ performance and reflection on the assessment tasks. The Biological Sciences preservice teachers received written feedback, oral feedback, feedback through face-to-face consultations and electronic feedback through emails and the module‟s e-learning site. It was evident that the Biological Sciences preservice teachers used assessment-feedback to prepare for future assessment tasks, to correct mistakes in their learning and improve their performance. The use of assessment feedback was induced by the need to strengthen conceptual understanding and improve academic performance. The findings of this study can inform how lecturers construct and deliver feedback to students.
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.
Exploring Mauritian upper secondary students’ conceptions of and approaches to learning biology.
(2023) Patpur, Deenesh.; Chirikure, Tamirirofa.; James, Angela.; Ramjaun, Anwar Bhai.
The low enrolment in science subjects, particularly biology, beyond the compulsory level (Grade 9) is a matter of concern to the Mauritian education authorities, teachers and other stakeholders, as it is a prerequisite to a wide range of university degrees and professional careers. Many studies have tried to explain the low enrolment in biology at secondary and tertiary levels, however, little is known about how conceptions of learning (COL) and approaches to learning (AL) respond to the issue. Conceptions of learning refer to students' or learners' views on their educational experiences and preferred methods of carrying out the learning process. Approaches to learning are the ways that students or learners learn or accomplish their academic assignments. Arguably, the existence of positive COL and AL in learning biology increases learners’ chances of achieving the intended learning outcomes and improved student performances. This invariably creates positive perceptions of the subject and possibly helps to attract more students to study biology at School Certificate level and consequently at Higher School Certificate level. Therefore, the aim of this study was to explore Mauritian upper secondary school students’ COL and AL. The approaches to learning and conceptions of learning theoretical perspectives informed this study. This study adopted a pragmatic approach with the assumption that using a variety of research methods would result in an informed grasp of the problem. An explanatory mixed methods sequential research design was used to first collect quantitative data, and then gather qualitative data to explain the quantitative results. Convenience sampling was employed with respect to the schools where the participants were drawn from. Quantitative data were collected from 497 Grade 11 biology students through survey questionnaires before purposely selecting 16 of them to participate in the face-to-face individual semi-structured interviews. Descriptive statistics were used to analyse the quantitative data, whereas coding, categorisation, pattern recognition, and inference were used to analyse the qualitative data. Analysis of the quantitative and the qualitative data identified COL and AL, much of which resonate with the theoretical framework that guided this study. The study revealed that Mauritian students had mixed conceptions and thus, adopted mixed or hybrid approaches to learning biology. The study also revealed that the students’ COL influenced their AL. The findings of this study have significance for curriculum designers, resource people, and secondary school educators who want to improve biology instruction.
Exploring teachers’ scaffolding practices in the teaching of primary school mathematics at a school in Swaziland.
(2016) Manyuchi, Topu.; Chirikure, Tamirirofa.
The purpose of this study was to explore participants’ scaffolding practices in the teaching of primary mathematics at a school in Swaziland. Scaffolding refers to all the assistance a more knowledgeable other provides to learners in order to accomplish a task. The study was prompted by the observation that learners’ performance deteriorated as they progressed to upper grades. This study describes the participants’ understanding of scaffolding and how and why they implement scaffolding the way they do in the teaching of primary mathematics. This study is guided by an interpretive paradigm and a qualitative methodology. Two experienced primary school teachers were conveniently selected for the purpose of the study. Data were collected through a questionnaire, document analysis, lesson observations and one-on-one interviews. The captured data were later coded, organised analysed, and discussed. The participants understood scaffolding in the teaching of primary school mathematics to be diverse, developmental, fostering learning processes as well as being mediated in the zone of proximal development. They used scaffolding through practices such as excavating, questioning, explaining and parallel modelling, as well as collaboration. It also emerged that they sometimes used some of the scaffolding practices unknowingly. The participants’ personal conceptual understanding and contextual factors such as time, class size, availability of resources, the school’s expectations as well as their attitude influenced the implementation of scaffolding. This study contributes to a better understanding of teachers’ scaffolding practices in the teaching of primary school mathematics. It is envisaged that the findings will be of value to practicing primary mathematics teachers, professional development organisers, education officers, school principals and administrators.
Exploring the views of pre-service science teachers about how they learn to teach environmental education.
(2014) Adebayo, Oluwakemi Ayodeji.; Mudaly, Ronicka.; Chirikure, Tamirirofa.
There is a global urgency to engage with environmental education (EE), based on, among other things, environmental crises related to climate change and environmental degradation. School curricular are viewed as one way of making citizens more conscious of environmental issues. EE is a relatively new knowledge and skill area for South African teachers. Curriculum policy stipulates that environmental problems be addressed in a specific manner. The views of pre-service science teachers about their experiences when they learn to teach EE were central to this study. The purpose of this research was to explore how pre-service science teachers learn to teach EE. The focus of this study was to gain insight into the content and pedagogical content knowledge of these pre-service science teachers when they worked with topics related to EE. Twenty five pre-service science teachers, who were training to teach in the intermediate and senior phases (Grades 4-9) of the South African School System, were purposively selected to participate in this qualitative study. This work was located in the interpretive paradigm, and an understanding of pre-service science teachers‟ views of their practice within a South African teacher education context was sought. Qualitative data were generated using focus group interviews, individual interviews and reflective diaries. Vygotsky‟s Zone of Proximal Development, and theoretical constructs embedded in constructivism, informed the analysis of the data. Pre-service science teachers who participated in this study expressed the views that teaching EE was important due to human dependence on the environment, the need to transform societies and consideration of the current environmental challenges. The challenges which participants experienced when learning to teach topics related to EE included integrating indigenous knowledge systems and EE in Natural Sciences, designing practical work, limited foundational knowledge, insufficient exposure to EE, inadequate resources, and inability to experience teaching EE during Teaching Practice or Work Integrated Learning (WIL) periods, amongst others. In spite of these challenges, the pre-service science teacher participants suggested various ways of overcoming the challenges of learning how to teach EE in Natural Sciences, including working in groups, collaborative learning with peers, independent research, use of digital technology (internet), engaging with external human resources and improvisation. These suggestions demonstrated scaffolding which helped the pre-service science teachers to move to their Zone of Proximal Development (ZPD) in learning and development as described by Vygotsky. Recommendations that evolved from insights emanating from this research will be significant to teacher education institutions, university lecturers and Non-Governmental Organizations (NGOs).
Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.
(2017) Chirikure, Tamirirofa.; Hobden, Paul Anthony.; Hobden, Sally Diane.
Abstract available in PDF file.
Information and communication technology integration in an international high school: the influence of leadership.
(2023) Fato, Shepherd.; Myende, Phumla.; Chirikure, Tamirirofa.
Information and communication technology (ICT) integration in teaching and learning has become an imperative worldwide. However, this remains problematic due to various factors in different contexts. Often, the extent and success of ICT integration depends on the school leadership hence this study explored ICT integration in an international high school with a focus on the influence of leadership. A qualitative case study was done with 13 participants from one international high school. Data were generated through interviews and document analysis to understand how ICT integration was enacted, the leadership influence and why the school enacted ICT integration in the way it did. The qualitative data were analysed through open coding followed by axial coding to identify salient themes. The theories of technology organisation environment and transformational leadership were used as a lens to make sense of the findings. The results show that the school’s ICT vision and policy informed resource provision and integration in various sectors of the school life. ICT integration was a driver for active learning, information management and school communication. There was decentralisation of responsibilities, strategic ICT resourcing, and regular professional development activities to upskill staff. ICT integration was enacted in response to different stakeholder expectations and to sustain effectiveness and efficiency in school operations. Based on the findings of this study, a needs-based approach to ICT integration leadership is proposed. The needs stem from the curriculum, people, school functionality, and the educational context. Empirical research to test this approach is necessary to develop a better understanding of ICT integration leadership.
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.