https://ir.unisa.ac.za/handle/10500/10497 2026-05-14T08:06:08Z https://ir.unisa.ac.za/handle/10500/30807 Bloom’s taxonomy for the digital age student in a rural African context Dlamini, Ntandokamezi; Akintolu, Morakinyo; LETSEKA, MOEKETSI Bloom’s Taxonomy serves as an important guide for teachers in building their student’s cognition from low to high order thinking. This taxonomy has been widely implemented in face-to-face settings worldwide. With the increased use of technology and blended and online learning on the rise, there is a need for teachers to warm up to digital learning. Teachers must be innovative in using technology to improve the quality of education and its delivery. Bloom’s Digital Taxonomy serves as an updated original Bloom’s Taxonomy for designing technology-rich instruction for quality outcomes. This qualitative study explores the use of technology and digital tools to facilitate student learning experiences and outcomes in the modern era. The secondary data collected and analyzed was gathered from existing sources of information. The study recommends that for teachers to be proficient and achieve the best outcomes and add incentives for the students, there is a need to follow the utilization of Bloom’s Digital Taxonomy and consolidate innovation, following the application will get students closer to accomplishing their learning objectives. Teachers need support to prevent forestall disdain and advancement weariness. To conclude the Bloom Digital Taxonomy is well practised in classrooms, and teachers can rest assured that the students they produce will make a difference in this world through the skills they have accumulated during their schooling years. 2022-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30806 A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University Ajani, Oluwatoyin A; Itasanmi, Sunday Abidemi; Ekpenyong , Violet; Akintolu, Morakinyo; Ajani, Oluwatoyin This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank. 2022-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30805 Adult Literacy Facilitators’ Job Satisfaction in Nigeria and South Africa Itasanmi, Sunday Abidemi; Akintolu, Morakinyo; Oni, Matthew Taiwo This study reported a survey conducted to assess the job satisfaction level among adult literacy facilitators in Nigeria and South Africa. The study adopted a quantitative approach and data was collected from eighty-six (86) adult literacy facilitators (Nigeria-50 and South Africa-36) randomly selected from Oyo State, Nigeria and King Cetshwayo District, KwaZulu-Natal province, South Africa. A structured questionnaire validated by experts and pilot-tested among primary School teachers serves as the research instrument. Data collected from the study were analysed using frequency count, simple percentages, mean, multiple regression analysis and T-test. Results revealed that adult literacy facilitators' job satisfaction level in the two countries is on average. Provision of a positive working environment in terms of improvement in the infrastructural facilities in the literacy centre was ranked first amongst others as ways to improve the job satisfaction of literacy facilitators. There was, however, no statistical difference in job satisfaction among literacy facilitators in Nigeria and South Africa. Therefore, it was concluded that conscious effort must be made at mapping out strategies to improve literacy facilitators’ job satisfaction to enhance adult literacy delivery in the two countries. 2021-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30804 Exploration of the impact of the COVID-19 on Girls' Education in Nigeria Dlamini, Ntandokamenzi P; Oladebo, Tinuola; Akintolu, Morakinyo; Oladebo, Tinuola This article explores the impact of the COVID-19 pandemic on girls’ education in Nigeria. COVID-19 raises concerns to every nationality and has thus made way to the continent of Africa, therein Nigeria. This pandemic has a significant gendered impact on children, especially girls being out of school. The vast majority of pupils affected by this pandemic are rural girls. Despite the fact that these rural girls from poor backgrounds are already marginalised, the pandemic has highly disadvantaged them in terms of access to education, limited provision of resources and infrastructure to ensure learning is taking place even at home. While some research was found to have been done on COVID-19, none was found specifically on rural girls and education in Nigeria. This paper utilised a secondary research methodology which involved reviewing and interpreting past data to explore the impact of this pandemic on the Nigerian girl child. Among other impacts, peer pressure temptations, sexual abuse, unplanned and unwanted pregnancies, and child exploitation were found to put girls at risk. The researchers were able to suggest possible interventions for the girl child’s education in the post COVID-19 era which include the reviewing of cultural practices and customs, making education fashionable, providing extra classes, establishing programmes and initiatives to empower women, and awareness against gender-based violence. This pandemic has drawn attention to the injustices girls live under; and if these interventions are put into practice, a better life for all can be assured. 2021-06-01T00:00:00Z