Browsing by Author "Zondi, Thabile Aretha."

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Geography student teachers’ understanding of indigenising the Climatology module in a South African higher education institution.
(2020) Magubane, Zamokuhle Wiseman.; Zondi, Thabile Aretha.; Hlatshwayo, Mlamuli Nkosingphile.
This research project explored Geography student teachers’ understanding of Indigenising the Climatology module in a South African higher education institution. While previous research conducted on indigenous knowledge systems has primarily focused on teaching strategies to teach indigenous knowledge, and approaches to integrate indigenous knowledge with western knowledge systems, this research project was interested in Geography student teachers’ views about indigenising the geography curriculum, specifically the Climatology module. To gain an insight of the participants views on indigenising the Climatology module, two research questions were used, namely; ‘What are Geography student teachers’ understanding of indigenising the Climatology module?’ and ‘Why do Geography student teachers have those understandings on indigenising the Climatology module?’ To generate data and respond to the two research questions, 16 in-depth qualitative semistructured interviews and two focus groups were employed in this study. Purposive sampling was employed in this study as only Geography student teachers who had the experience of studying the Climatology module were selected as research participants. The study findings suggest that Geography students value indigenous knowledge systems because it is practical and experiential as they witness its application and use on climate related issues in their contexts. The findings from this study also indicate that students are positive about indigenous knowledge being accommodated in their university spaces because such knowledge converges with western knowledge in some areas on climate. In conclusion, the study argues that indigenous knowledge systems have n critical role to play in transforming and decolonising the Geography curricula in South African higher education.
Geography teachers’ perceptions of implementing paper-based Geographic Information Systems in a rural learning ecology.
(2020) Mkhize, Thulasizwe Fredrick.; Zondi, Thabile Aretha.
The purpose of the study was to explore the Geography teachers’ perceptions of implementing paper-based Geographic Information Systems (paper-based GIS) in a rural learning ecology. Three research questions were identified to give direction to the study; 1) what are geography teachers’ perceptions of implementing paper-based Geographic Information Systems in a rural learning ecology, 2) how do geography teachers implement paper-based Geographic Information Systems in a rural learning ecology, 3) why do teachers implement paper-based GIS in a rural learning ecology the way that they do. The Unified Theory of Acceptance and Use of Technology (UTAUT) constituted the theoretical framework that was used to understand the Geography teachers’ perceptions in this inquiry. Qualitative research methods; semi-structured interviews and a focus-group interview were used to generate data to answer the research questions. Four Geography teachers from a rural learning ecology made up were purposively selected to participate in this study. The data generated from the field was then analysed thematically. The findings reveal that Geography teachers experience challenges in implementing paper-based GIS in a rural learning ecology. These challenges include inadequate teacher training, lack of information, resources and financial constraints, lack of teaching time, poor facilitating conditions, and complex paper-based GIS concepts. The study proposes that the Department of Basic Education in collaboration with institutions of higher education should provide GIS teacher training opportunities for teachers that wish to advance their knowledge of GIS.
Geography undergraduate students’ experiences of using modular object-oriented dynamic learning environment in higher education.
(2021) Ndwalane, Thembelihle.; Zondi, Thabile.; Zondi, Thabile Aretha.
Technology has been adopted by various higher education institutions globally and locally to support teaching and learning. Modular Object-Oriented Dynamic Learning Environment (Moodle) is one of the Learning Management Systems (LMSs) that is a popular choice among higher education institutions. Moodle provides an online teaching and learning environment that supports students in their courses. Many students have, however, been experienced challenges in adopting the LMSs due to insufficient training and lack of computer skills in developing countries. This study, therefore, sought to explore Geography students’ experiences of using Moodle in Higher Education. The study drew from the Activity theory. The study adopted a qualitative research method and followed a case study methodology. The participants in this study were Geography Education students at the University KwaZulu Natal- Edgewood Campus. The study applied qualitative data generation methods in the use of semi-structured interviews and focus group discussions. The findings from the study indicated that Moodle was convenient, time-saving and enhanced communication between lecturers and students. However, the students revealed that usage of Moodle was affected by lack of training. From the findings, this study recommends regular training for students on the use of Moodle and electricity backup arrangements during load shedding.
An inquiry-based learning framework for teaching Geographic Information Systems in a rural ecology=izindlela zolwazi zezomhlaba zokufunda ngenhlaliswanobudlelwane yasemaphandleni.
(2022) Zondi, Thabile Aretha.; Hlalele, Dipane Joseph.
This study explored the use of an Inquiry-based learning framework for teaching Geographic Information Systems (GIS) in a rural learning ecology. This qualitative study was premised on the transformative paradigm. Using Participatory Action Research, 17 stakeholders shared their experiences of teaching and learning of GIS. Critical Emancipatory Research (CER) was used to frame this study and it allowed for the formation of a reciprocal relationship amongst the co-researchers. Data was generated through conversations with a purpose, focus group discussions, reflective journals and classroom observations. Thematic analysis was used to analyse data for this study. The study identified four major impediments to the teaching of GIS in the particular context: lack of formal GIS training, traditional teaching approaches, inadequate resources, and a negative teacher attitude towards GIS. It was noted from these findings that there was a training gap and consequently, the co-researchers and I participated in training workshops focused on GIS content knowledge and pedagogy. An Inquiry-based framework was integrated into the training workshops and as a result of these workshops, the co-researchers started exhibiting a positive attitude towards GIS. Central to the findings in this study was the importance of communicative action and the collaboration of different stakeholders in addressing educational challenges. To conclude, based on the findings from this study an Inquiry-based learning framework is recommended for teaching GIS in a rural learning ecology. Iqoqa Lolu cwaningo luphenye ukusetshenziswa kohlaka lokufunda oluhlose ukuthola okuthile ekufundiseni Izindlela Zolwazi lwezoMhlaba, i-Geographic Information Systems (GIS) esayensini yenhlaliswanobudlelwane yasemaphandleni. Lolu cwaningo lobunjalo botho lwesekelwe kuhlelomqondo lwenguquko. Ukusebenzisa Ucwaningo Lokuhlanganyela Ngokwenza, ababambiqhaza abaqavile abayi-17 babelane ngolwazi lwabo ukufundisa nokufunda i-GIS. Ucwaningo oluhlaziya ngenhloso yokuthola okuthile, i-Critical Emancipatory Research (CER) lusetshenzisiwe ukweseka lolu cwaningo futhi luvumele ukudaleka kobudlelwane obunikezelanayo phakathi kwababambiqhaza abasebenzisanayo. Imininingo yaqoqwa ngezingxoxo ngenhloso, izingxoxo neqoqo elicwaningwayo, amajenali okuninga kanye nokubukela okwenzeka emaklasini. Ukuhlaziyo okunzulu kwasetshenziswa ukuhlaziya imininingo yalolu cwaningo. Lolu cwaningo luveze izingqinamba ezine ekufundiseni kwe-GIS esimweni esithile; ukuswelakala koqeqesho lwe-GIS kwesinye isimo, izindlela ezejwayelekile zokufundisa, ukungabi khona ngokuphelele kwezinsiza, kanye nesimomqondo sokubukela phansi kothisha i-GIS. Kwaqapheleka kulokho okutholakele ukuthi kunegebe loqeqesho nokwaba nomthelela wokuthi ababambiqhaza ababambisene kanye nomcwaningi bahlanganyele emisebenzini yokuqeqesha egxile olwazini lwe-GIS kanye nendlelakufundisa. Uhlaka oluhlose ukuthola ulwazi lwahlanganiswa nemisebenzi yokuqeqesha futhi kwase kuthi imiphumela yalemisebenzi yokuqeqesha, ababambiqhaza abasebenzisanayo baqala ukubonakalisa izimomqondo ezinhle kwi-GIS. Okusemqoka kokwatholakala kulolu cwaningo kwaba ukubaluleka kwesenzo sokuxhumana kanye nokusebenzisana kwababambiqhaza abasemqoka ukubhekana nezingqinamba zezemfundo. Ukuphetha, kuncike kokutholakele kulolu cwaningo, uhlaka lokufunda oluhlose ukuthola okuthile lwaphakanyiswa ukufundisa i-GIS esayensini yenhlaliswanobudlelwano yasemaphandleni.
Social media and its contribution to brand building with special reference to Generation Y.
(2014) Zondi, Thabile Aretha.; Soni, Sanjay Shantilal.
This study investigated the contribution of Social media to brand building, with special reference to a sample of Generation Y consumers in KwaZulu-Natal, South Africa. The study is based on four research objectives. Research objective one was to determine the possible role of Social media in research to improve on selected aspects of brand building, e.g. awareness, knowledge and purchase, with special reference to Generation Y. Research objective two was to investigate whether Social media can help in contributing positively to customer relationships compared to traditional media, thereby assisting in brand building with special reference to Generation Y. Research objective three was to determine whether Social media can be used to gather information about selected aspects of a brand from Generation Y to help in creating brand awareness, knowledge, building customer relationships and brand building. Research objective four was to determine whether Social media can be used effectively to target Generation Y compared to traditional media. The literature review employed in this study specifically focused on the theory related to Social media, Generation Y and brand building with an aim to develop a greater understanding of the key issues investigated in the study. Primary data was collected from a sample of Generation Y consumers in KwaZulu-Natal province, South Africa. Data was analyzed using the Statistical Package for Social Sciences (SPSS). The findings, based on the sample studied, revealed that firstly, Social media and social networking do contribute positively to the performance and hence the building of a brand when targeting Generation Y. However, it was found that marketers cannot use Social media alone to enhance customer relationships because respondents spend more time on traditional media than Social media. Consequently, it was determined that Social media makes less of a contribution to brand building in this regard. In addition, the findings revealed that Social media and social networking can be used to gather information about selected aspects of a brand from Generation Y consumers to assist in creating brand awareness, knowledge, as well as customer relationship building and brand building. Furthermore, this study also found that traditional media influence the purchasing intent of Generation Y consumers more than Social media do. In addition, Generation Y felt that traditional media present the brand more clearly, as compared to Social media. Moreover, it is evident that traditional media contribute more positively to the process of building a brand. Thus, traditional media can be used to target Generation Y consumers more effectively than Social media alternatives. The main focus of this dissertation was to investigate whether Social media and social networking can be used in contributing positively to certain aspects of brand building, compared to traditional media, with specific reference to Generation Y consumers. The findings of this study indicated that traditional media are the most effective and can be used to build and manage customer relationships amongst Generation Y consumers and brands because the majority of this Generation Y sample of consumers spend more time on traditional media than on Social media. Companies that are targeting Generation Y must focus more attention on using traditional media because the findings revealed that advertisements on these platforms influence their purchasing behaviour more than Social media. In addition, based on the findings of this research, it can be recommended that if marketers want to use Social media to target Generation Y they should focus most of their efforts on Facebook because more Generation Y participants were found to be Facebook users more than users of other Social media sites.
Teaching in the time of massification: exploring education academics’ experiences of teaching large classes in South African higher education.
(2021) Mokoena, Thabang Decent.; Hlatshwayo, Mlamuli Nkosingphile.; Zondi, Thabile Aretha.
This interpretive research study sought to explore education academics’ experiences of teaching large classes in South African higher education. An extensive reading of the topic under study was conducted and the literature reviewed revealed that large classes were problematic to a conducive learning environment for both academics and students. This study sought to explore academics’ lived experiences and used phenomenology as the theoretical framework. As a qualitative research study, the researcher had initially hoped to generate data using face to face semi-structured interviews. However, this approach proved challenging due to the Covid-19 pandemic. The researcher, therefore, generated data using semi-structured interviews through Zoom meetings. Eight education academics from one South African university in Kwa-Zulu Natal were selected using purposive sampling, hence; this study does not claim to be representative of all South African higher education academics. The focus of the study was on exploring and interpreting academics experiences’ of teaching large classes. These interviews were recorded and the recordings were then transcribed to make meaning of the academics’ experiences. Generated data was analysed using thematic analysis. Findings of this study revealed that the academics that participated in this study were mostly frustrated by teaching large classes due to many factors including inadequate infrastructure and lack of material support which compromised their engagement with individual students. The study concluded that large classes were here to stay and need to be managed better with reduced class sizes to improve educational outcomes.
Undergraduate geography students' experiences of their assessments.
(2015) Zondi, Thabile Aretha.; Manik, Sadhana.
The aim of this research study was to explore undergraduate students’ experiences of their assessments and the reasons for them having such assessment experiences. This study was motivated by two research questions: firstly, what are the undergraduate Geography students’ experiences of assessments. Secondly, what are the reasons for them having such assessment experiences. Qualitative research methods: questionnaires and semi-structured interviews were used in the process of data generation in order to answer the two research questions. Geography 3rd and 4th year students that have either completed two Geography modules in a higher education institution made up the research sample. Students’ experiences of their assessments related to the concepts of assessment fairness, appropriateness, interest and challenge. Students’ experiences of fairness in their assessments consisted of their experiences related to time allocation for the assessment method, the geographical content available in the coursepack, a scope for assessments and the need for feedback. The findings from this study indicate that students value feedback and feed forward in assessment. In addition to this, the impact of disciplinary and English language acquisition in assessment was a key assessment experience... The study concludes by arguing that if assessments are fair and appropriate, students exhibit positive experiences of assessment, however, if assessments are unfair and inappropriate then negative assessment experiences are exhibited by students.