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Item Role of language in solving mathematical word problems among grade 9 learners.(DRS Publishers, 2024-05-30) Mabuse , Phaladi; Rankhumise, Mmushetji Petrus; Mwakapenda, WillyObjectives: The study aimed to explore mathematical word problem solving abilities among Grade9 learners in Tshwane North District Schools. It highlighted how language plays a pivotal role in learning mathematics and understanding mathematical word problems. Moreover, it showed how language inadequacy and incorrect translation affect Grade 9 learners’ solutions to mathematical word problems in schools around Tshwane North District. Methods: The study used both qualitative and quantitative methods. It also made use of contextual, exploratory, and descriptive statistical data. The study involved 26 nineth-grade learners in Tshwane North District secondary schools in Gauteng Province. Data collection was based on learners’ written work (a questionnaire) and analysing the results of the administered test. Data was analysed to detect the language difficulties that learners’ face when translating and solving mathematical word problems. The analysis process involved developing initial insights, coding, interpreting, and drawing conclusions to determine whether there is a connection between language proficiency and solving mathematical word problems. Results: The study showed that learners face difficulties in mathematical processes such as inadequate language comprehension when translating words into mathematical symbols. It also revealed that there is a strong connection between vocabulary knowledge and word problem solving, resulting in learning challenges related to understanding the meaning associated with mathematical word problems. Conclusions: Evidence from the word problem test for Grade 9 learners revealed that mathematical vocabulary and syntactic features are the main factors causing difficulties in understanding and solving mathematical word problems.Item Effectiveness of LMS digital tools used by the academics to foster students’ engagement.(MDPI, 2023-09-26) Simelane-Mnisi, SibongileThe purpose of this study was to examine the effectiveness of LMS digital tools used by academics to foster student engagement at the University of Technology in South Africa. International studies have examined how academics encourage student engagement in online learning environments. They also investigated what teachers do and why they do it. The study that explored this problem on the LMS was not discovered by the researcher in a South African context. The intent of this study is to fill the gap in the literature. Participants were 116 academics from the faculties of A (76%) and B (24%). The question posed was: Which of the LMS tools were used effectively by the academics to foster students’ engagement? To answer this question, embedded design was used in a mixed-method approach. Data were gathered using a survey questionnaire with both open-ended and closed-ended questions and interviews. Quantitative data were analyzed with the SPSS version 29 frequency distribution and percentage. Qualitative data were analyzed using Atlas.ti version 22. The results showed that 90.5% of the academics concurred that the learning activities on the LMS foster students to interact and engage. Instructional designers should support academics in the selections and the use of appropriate engagement tools on the LMS. The findings revealed that academics used LMS and third-party tools relating to the discussion forums, groups, Collaborate Ultra, Microsoft Teams chats, and WhatsApp to encourage interactivity in an online environment, as well as the development of authentic assessments in the LMS in this era of artificial intelligence.Item Technology-engagement teaching strategy using personal response systems on student’s approaches to learning to increase the mathematics pass rate.(Journal of Information Technology Education:Research, 2019-07-07) Simelane-Mnisi, Sibongile; Mji, AndileAim/Purpose The purpose of the current study was to investigate whether the effectiveness of the Technology-engagement Teaching Strategy using personal response sys-tems with student’s approaches to learning will increase the pass rate in the mathematics course Background The challenge in this study was to develop the learning activities that accommodate individual differences and diversity in learning. Furthermore, Studies investigating students’ approaches to learning have mostly done this in a face-to-face learning environment as opposed to incorporate exploration thereof when integrating educational technology. Methodology A mixed method approach was used. The basis of using this method was a combination of quantitative and qualitative approaches which gives a clearer understanding of research problems than either approach alone. Participants were 240 students registered for Mathematics II at a study University of Technology in South Africa. Purposeful, convenience and simple random sampling were used to select the participants. Contribution No study that has investigated the utility of personal response systems with students’ approaches to learning is currently available as observed by the re-searcher. In this case, the combination of the two variables in this study makes it unique and therefore important in contributing to the body of knowledge focusing on the role of technology in pedagogy. Approach the same Technology-engagement Teaching Strategy was used for students following Surface Approaches. The Technology-engagement Teaching Strategy was developed in such a manner to accommodate students following different approaches. The personal response system continuous assessments, as well as the semester test, revealed the improvement in academic performance as well as the increase in mathematics pass rates. It was also found that using personal response system enhances students’ mathematical communication skills and helps to develop the skills needed to write and read mathematical proofs. Recommendations for Practitioners It is recommended that academics take into consideration the students approaches to learning in their teaching practices. It is crucial that lecturers take advantage of technology to enhance their teaching practices and decrease the fear of the unknown and open up to new innovations in teaching. Recommendations for Researchers It is recommended that the use of personal response systems should be explored in different mathematics settings (different lectures and universities). Such an exploration according to the researcher will be useful in endorsing what has been reported in this paper. Impact on Society The results revealed that the Strategic Approach was the most dominant among the participants in this study. The results also showed the improvement in students’ academic performance as well as the number of students who passed increased. Future Research A further research study could be conducted with students in a different discipline where poor academic performance is experienced.Item Attitude and performance: A universal co-relation, example from a chemistry classroom.(Journal of Turkish Science Education, 2020-12-14) Chowdhury, P.; Rankhumise, M.P.; Simelane-Mnisi, Sibongile; Mafa-Theledi, O.N.Twenty-first century chemistry education researchers reported challenges in chemistry education pertaining to high school chemistry teaching-learning outcomes. Even though all studies intended to improve chemistry teaching-learning outcomes, unfortunately the impact of chemistry education research found not to be much encouraging. A few of these studies were compared to identify a possible missing link which is to be addressed under present context of chemistry education research (CER). The issue of students’ attitude, perception and a link of performance in chemistry with attitude and perception drew the attention and found to be missing in the present CER studies. The need to address the issue within the context of existing school environment was felt. This communication is prepared based on an analysis of students’ performance of eleventh grade students from a rural school of South Africa in a chemistry end-of- year test.Item Effectiveness of LMS digital tools used by the academics to foster students’ engagement.(MDPI, 2023) Simelane-Mnisi, SibongileThe purpose of this study was to examine the effectiveness of LMS digital tools used by academics to foster student engagement at the University of Technology in South Africa. International studies have examined how academics encourage student engagement in online learning environments. They also investigated what teachers do and why they do it. The study that explored this problem on the LMS was not discovered by the researcher in a South African context. The intent of this study is to fill the gap in the literature. Participants were 116 academics from the faculties of A (76%) and B (24%). The question posed was: Which of the LMS tools were used effectively by the academics to foster students’ engagement? To answer this question, embedded design was used in a mixed-method approach. Data were gathered using a survey questionnaire with both open-ended and closed-ended questions and interviews. Quantitative data were analyzed with the SPSS version 29 frequency distribution and percentage. Qualitative data were analyzed using Atlas.ti version 22. The results showed that 90.5% of the academics concurred that the learning activities on the LMS foster students to interact and engage. Instructional designers should support academics in the selections and the use of appropriate engagement tools on the LMS. The findings revealed that academics used LMS and third-party tools relating to the discussion forums, groups, Collaborate Ultra, Microsoft Teams chats, and WhatsApp to encourage interactivity in an online environment, as well as the development of authentic assessments in the LMS in this era of artificial intelligence.