https://ir.unisa.ac.za/handle/10500/20183 2026-05-05T22:41:08Z https://ir.unisa.ac.za/handle/10500/26184 Towards innovative behaviour for technology students Goosen, Leila; Ngugi, James K. Kriek, Jeanne Scale items related to Cognitive and Metacognitive Strategies (CMSs), Course Design Characteristics (CDCs), Knowledge Sharing Behaviour (KSB) and Innovative Behaviour (IB) can be gathered from literature and located within relevant theoretical conceptual frameworks. The aim of the study reported on in this paper was answering the research question: How can such items be re-purposed and/or modified for measuring CMSs, CDCs, KSB and IB during technology education? The importance of this research is justified in terms of the study objectives. The paper explains the design and execution of the methodology as appropriate and adequate in relation to the research question. This quantitative research design considered issues of reliability and validity. The discussion of results shows insight and originality, suggests implications and makes recommendations that are applicable and useful. The research question is answered in the conclusion, with the conclusions being justifiable in terms of the methodology and the results of the pilot study, which allowed for refining of the measures in terms of a set of original items to be used in the main study. The pilot study also contributes towards scholarly debate in fields related to CMSs, CDCs, KSB and IB. 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/26183 Effects of Felder-Silverman and Honey-Mumford learning model on students’ in technical college Numgwo, Atsumbe Bernard; Emmanuel, Raymond; Owodunni, Samuel Ayanda; Ekpe, Rose Esse Kriek, Jeanne In Nigeria, enhancing instructional delivery in Radio, Television and Electronics (RTVE) as a trade subject in technical colleges has become a great concern for technical teachers as it focuses on overcoming the challenges of assisting the learner to learn by enhancing their cognitive achievement and interest. The purpose of this study was to determine the effect of Felder-Silverman and Honey-Mumford learning models on students’ achievement and interest in RTVE. Two research questions and three hypotheses tested at .05 level of significance guided the study. The study adopted quasi-experimental design. The population for the study consisted of 60 National Technical Certificate level II (NTC II) RTVE students in Technical colleges in Nigeria Federal Capital Territory, Abuja. A population of 60 students consisting of 50 males and 10 females were assigned to two treatment groups. The instruments for data collection were Radio, Television and Electronics Achievement Test (RTVEAT) and Radio, Television and Electronics Interest Inventory (RTVEII). The RTVEAT and RTVEII; Felder-Silverman lesson plans and Honey-Mumford lesson plans were validation. The test-retest reliability was determined using Pearson Product Moment Correlation Coefficient and was found to be .91, while the internal consistency of the RTVEAT was determined by Kuder-Richardson 20 (KR20). The RTVEII was subjected to construct validation using principal component analysis. A total of 24 items were selected for the study in the interest inventory. The internal consistency estimate of the RTVEII was determined using Cronbach Alpha technique and was found to be .82. Mean was used to answer the research questions while, Analysis of Covariance (ANCOVA) was used to test the four hypotheses that guided the study at .05 level of probability. The study found out, among others, that Felder-Silverman learning model is more effective than Honey-Mumford learning model in improving students’ achievement and interest in RTVE. There was an effect of gender on students’ achievement and interest in favour of females. Gender had no significant effect on students’ achievement. The study found no significant effect of treatments and gender on students’ achievement and interest in RTVE. The study recommended among others that Felder-Silverman learning model should be adopted in the teaching/learning of RTVE in Technical Colleges. In addition, workshops, seminars and conferences should be organized by Federal and State Science and Technical Schools Board to enlighten and train RTVE teachers on the application of Felder-Silverman learning model for improving students’ achievement and interest in studying RTVE 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/26182 The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement Mathiba, M.I.; Ramorola, M.Z. Kriek, Jeanne Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase (FP) teachers in implementing Curriculum and Assessment Policy Statement in teaching grade 3 mathematics. The learner performance in Mathematics in rural schools of South Africa is a general problem. This has been confirmed by the report of the Annual National Assessment (ANA) results of 2011 and 2012. Precisely Limpopo Province was considered low (25%) in performance as compared to other provinces of South Africa (DBE, 2012). The cause of this poor performance is not well known. Some studies relate poor performance to learners, while others associate it with the pedagogic method and inappropriate teacher professional development (Ramorola & Nyaumwe, 2011). 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/26181 21st Century teacher skills: design principles for student engagement and success Lautenbach, Geoffrey Kriek, Jeanne Low success rates in first year university modules can lead to lack of progression and reduced student success. One principal reason is that failing some subjects has a greater impact on progression than others. In this study a first year module that was marked as a priority module in the undergraduate BEd course was revised and reconceptualised using pedagogically sound design principles derived from a design-based research approach. The research explains how an institutional intervention plan was replaced by sound module design and innovative teaching in a blended mode to address poor student success in previous years. The design-based research approach led to a number of draft design principles which were tested and refined throughout the presentation of the module in 2019. Besides the design principles, a number of other strategies and ideas led to an extremely positive outcome and greater student success in a module focusing on 21st century teacher skills. 2019-01-01T00:00:00Z