Browsing by Author "Sibanda, Doras."

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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 Grade 10 learners’ engagement with the Kahoot game in Physical Sciences: action research study in Umgungundlovu District.
(2022) Mbokazi, Nontokozo.; Sibanda, Doras.
Digital educational games can enhance learners’ engagement in learning different concepts. This action research study, therefore, endeavoured to enhance learners’ engagement when learning Physical Sciences via a digital Kahoot game-based learning tool. The qualitative study was carried out with one grade 10 Physical Sciences class, consisting of ten female participants who all opted to participate in this study. Five action research cycles were followed to respond to the research questions. The first action research cycle was conducted by a pre- and postintervention questionnaire that was administered to recognise any shift in learners’ engagement. Learners were then asked to complete diary entries concerning their emotional, behavioural, and cognitive engagement after each of the three Kahoot games played. A teacher log was used to allow reflection concerning the implementation of the intervention. The learners and the researcher spent more time on reflection in the 2nd- 4th action research cycles to implement changes for improving engagement. Learner interviews were conducted finally, with five participants to gain further insight into their engagement. Based on the evidence obtained from the data collection tools, the participants in the study found learning Physical Sciences prior to the game interesting because of watching videos and conducting practical investigations. They viewed Kahoot to be more interesting, exciting, and fun. Learners were not cognitively engaged with learning Physical Sciences via the Kahoot game because it has a cognitively undemanding nature. The outcome was not exactly what was anticipated. That is, I had concealed strong suspicions that the Kahoot game would increase all three dimensions of engagement positively. However, the findings indicated that learning Physical Sciences via the Kahoot game increases two out of three learner engagement dimensions. The findings that emerge from this study will inform the way games and used to promote the teaching and learning of Physical Sciences.
How teachers construct teaching-learning sequences in chemistry education in the further education and training phase.
(2013) Sibanda, Doras.; Hobden, Paul Anthony.
The purpose of this study was to understand how teachers design and implement teaching-learning sequences. A teaching-learning sequence can be described as a well-coordinated step by step series of teaching and learning activities designed to improve chemistry knowledge. This study investigated how physical science teachers plan teaching-learning sequences for chemical bonding in the Further Education and Training Phase (Grade 10 to 12). In South Africa, learners in grades 10 to 12, study Physical Science which is a combination of physics and chemistry topics. The main goal of the study was to understand the different patterns of teaching-learning sequences used by physical science teachers to teach chemical bonding and establish the reasons for using such sequences. A convenience sample of 227 practising physical science teachers completed a survey questionnaire, and 11 participants were selected for semi-structured interviews. This mixed method study also included an analysis of policy documents and a popular textbook. Qualitative and quantitative data were analysed separately and outcomes were compared, combined, and discussed. In this thesis, I present an argument about how teachers design and implement teaching-learning sequences for chemical bonding. I propose a teaching-learning sequence for teaching chemical bonding in the FET Phase. Three aspects emerged on sequencing chemistry topics or concepts. Firstly, teachers suggested a variety of different sequences for teaching both the topics in general chemistry and for the concepts in the specific topic of chemical bonding. There were some similarities among the sequences. In general the sequences suggested did not match that provided in the curriculum documents. Secondly, teachers indicated that they used policy documents to establish the prescribed general chemistry content to be taught but their teaching of the topic of chemical bonding was usually based on previous teaching sequences and they make minor changes every year. Thirdly, they gave various reasons why they used different teaching-learning sequences. For example, sequencing to facilitate learning requires a logical order of topics and recognition of prior knowledge. They indicated that chemical bonding was particularly problematic and teachers’ knowledge was considered a significant factor to the design and success of a teaching sequence.
Investigating the influence of water scarcity on the well being of some primary school learners in the Lubombo region of Swaziland.
(2017) Dlamini, Nollen Mefika.; Sibanda, Doras.
This research was aimed at understanding some learners’ experiences of water scarcity and well-being in Thulwane primary school in the Lubombo region of Swaziland. A case study was carried out with the focus being on the learner’s experiences of water scarcity at primary school, how the scarcity of water influences the learner’s well-being and how these primary school learners are able to cope in times of water scarcity. The study employed a qualitative research design which used a grounded theory approach in order to understand learners’ experiences of water scarcity and the well-being of learners in a school context where there is limited water supply. The study was guided by the following main research question; what is the influence of water scarcity on the well-being of learners in Thulwane primary school in the Lubombo region of Swaziland? The following sub-questions guided the researcher: a) what are primary school learners’ experiences of water scarcity in Lubombo Region. b) How is water scarcity influencing primary school learners ‘well-being? c) How are the primary school learners coping with water scarcity? A questionnaire was administered to Grades 5 to 7, with biographic information that was used to sample 24 learners who participated in the interviews. A semi-structured interview was carried out with the 24 learners with different abilities. Data was collected from the 24 learners, was coded and analysed using content analysis, and then interpreted using the grounded theory. The findings of the study indicated that most learners’ experienced great scarcity of water in their schooling days and that created a number of challenges. The study also found that learners experienced challenges in terms of their health and hygiene and this affected the levels of medication while at school and the washing of their hands. The study revealed that water scarcity influences the well-being of learners, like their academic performance. The learners in the current study developed coping strategies such as bringing water from home. The implication of this study was that water scarcity interfered with the overall curriculum and extra-curricular activities.
Misconceptions held and errors made by South African learners in answering science questions in the trends in mathematics and science study (TIMSS).
(2006) Sibanda, Doras.; Barlow-Zambodla, Alice.; Mthiyane, Cynthia Carol Nonhlanhla.
This thesis presents results of a secondary analysis of South African Grade 8 learners' responses to the TIMSS 1999 Population 2 Science questions, and the results of a test and group interviews with learners from three high schools in Pietermaritzburg. The study is motivated by the need to understand the reasons for the poor performance of SA Grade 8 natural science learners in the TIMSS 1999 study. The aim of the study was to identify possible misconceptions held and errors made by SA science learners and to pinpoint pos sible causes and sources of these misconceptions and errors. An analysis of the SA learners' responses contained in the TIMSS 1999 Population 2 data and the test results from the Pietermaritzburg schools was used to identify possible misconceptions held and errors made by SA learners on certain science topics. The questions used in the Pietermaritzburg study were selected from the TIMSS 1999 population 2 science quest ions. The questions were selected based on perceived minimal levels of guessing by learners when answering these questions in the TIMSS 1999 study. The three schools selected for inclusion in this study in Pietermaritzburg were chosen based on their former classification as Indian, Coloured and Black schools. The majority of pupils at each of these three schools still reflect this racial composition that was in place at the time the TIMSS study was conducted. The Pietermaritzburg data was collected by administering a written test consisting of selected TIMSS 1999 science questions to a randomly selected group of ten learners at each school follow ed by interviews with the learners and the head of the Science Department at each school. Learner ' notebooks and the year planners used by teachers at the three schools were analysed primarily to check if these were in line with the SA intended curriculum and to check for any possible sources of misconceptions. The analysis of the data was guided by the constructivist theory and the conceptual framework used in the TIMSS data. The TIMSS conceptual framework focused on the intended, the implemented and the achieved curriculum. The study found that learners hold misconceptions on different concepts of the natural science curriculum. Some causes of misconceptions and errors among learners were identified. Some of the misconceptions highlighted indicate for instance that learners believe that boiling water is a form of a chemical reaction; a seed develops from a root; proteins are the same as vitamins, proteins and vitamins provide energy for the body. Some possible causes of misconceptions and errors among learners were identified. These possible causes of misconceptions and errors are varied with some for example, linked to poor content coverage by teachers, learners' everyday experience, the lack of learning resources and materials at some schools.
The relationship between novice physical sciences teachers’ beliefs and goals to inquiry-based instruction.
(2022) Ngema, Sebenzile Helga.; James, Angela.; Sibanda, Doras.
Inquiry-Based Instruction (IBI) has been positively associated with quality science education for the past 50 years. Research studies in science education cite beliefs and goals as the main reasons for the lack of IBI in science classrooms. Nevertheless, previous attempts to understand the reasons for this lack of IBI revealed a mismatch between science teachers’ beliefs to classroom practices. The research gap on improving physical sciences teachers’ IBI practices persists despite studies on teachers’ beliefs to classroom practices. This gap in the literature and continued use of traditional instruction have motivated this study to ascertain the impact of beliefs and goals in classroom practices. Framed by the constructivist learning theory and goal-driven teacher cognition model, this study explored the relationship between novice physical sciences teachers’ beliefs and goals to IBI practices. From a goal-driven theory of cognition perspective, teachers’ actions are an attempt to satisfy one or more of the goals they hold. This multiple qualitative case study was couched within the constructivist research paradigm. Four novice physical sciences teachers were purposively selected to participate in the study. Data were collected through multiple sources, including three open-ended questionnaires (TBI, POSTT, TGI), classroom observations, stimulated-recall interviews, collected artefacts, and field notes. The findings of this study revealed that despite the curriculum advocating IBI, novice physical sciences teachers’ enactment is at a low level, teacher-centred in their classrooms. Findings suggest that IBI practice is facilitated by mediating teaching and learning beliefs with environmental factors for goal adoption. They further provide evidence suggesting that the goals teachers pursue are influenced by their teaching and learning beliefs and their schools’ environmental factors. Among the key lessons from this study is that it is essential to help physical sciences teachers develop and pursue beliefs and goals that characterise IBI practices that have the potential to improve science education. This study provides several implications for teacher education and research.
Swaziland pre-service teachers’ understanding and enactment of inquiry-based-science teaching: a case of a university in Swaziland.
(2019) Nhlengethwa, Khanyisile Brenda.; Govender, Nadaraj.; Sibanda, Doras.
The current study adopted a case study design to understand the knowledge and skills related to inquiry-based science teaching (IBST) held by pre-service teachers at the conclusion of their three years training in science courses in an educational institution in Swaziland. Placed in the pragmatism paradigm, the study used a multi-methods approach. The purposively selected study sample consisted of 34 pre-service teachers at the end of their 3-year teacher preparation programme. In the first phase of the study, the researcher assessed the 34 preservice teachers’ understanding of IBST using a teaching scenario based questionnaire in combination with individual interviews with eight of the participants. Six participants from the sample of eight also volunteered for the second phase of the study, where their lesson plans, classroom observation recordings, and lesson interviews were used to gather evidence pertaining to their enactment of IBST during teaching practice. Data were analysed using a conceptual framework of IBST that outlines two dimensions: the cognitive and guidance dimensions. Findings from the first phase indicated that at the completion of the training programme preservice teachers held inadequate but varying conceptions of IBST. They either regarded IBST as engagement of learners in constructing knowledge about phenomena themselves based on evidence; or associated the pedagogy with different forms of learner engagement during the teaching process. Participants only identified prominent characteristics of the cognitive dimension of IBST, particularly those of the procedural domain. Concerning the guidance dimension, they connected IBST more with teacher directed activities. In their enactment of IBST, the six participants focused more on the conceptual domain while the epistemic domain was least represented. Concerning the guidance dimension of IBST, they mainly guided learners in formulating evidence-based conclusions. In the main, their enactment of IBST was shaped by their comprehension of the cognitive dimension of inquiry and their pedagogical content knowledge for facilitating inquiry-based learning. Extensive recommendations for teacher education and educational leadership are given. The effectiveness of the conceptual framework for identifying the pre-service teachers’ conceptions is discussed.