DOCSLIB.ORG

Table of Contents 1 Volume XLVI, Number 1, Spring 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Table of Contents 1 Volume XLVI, Number 1, Spring 2020 Table of Contents 1 Volume XLVI, Number 1, Spring 2020 2 Reinventing High School: Understanding the Challenges and Successes of Transforming Education to Meet Student, Society, and Industry Needs By Scott R. Bartholomew, Greg J. Strimel, Anne M Lucietto, and Mesut Akdere 20 Immediate impact of dynamic graphics instruction on learners of varied levels of spatial ability By Gabriel Grant 32 Effects of Mobile Phones on Students’ Academic Performance in Religious Education By Mangaliso Quinton Mabuza and Joseph Osodo 43 Table of Contents, Volume XLVI, Number 2, Fall 2020 32 Effects of Mobile Phones on Students’ Academic Performance in Religious Education By Mangaliso Quinton Mabuza and Joseph Osodo ABSTRACT Information and Communication This study examined the effects of the mobile Technology in Education phones on high school students’ academic The use of Information and Communication performance in Religious Education. The aim Technology (ICT) has resulted in tremendous of the study was to test the efficiency using progress in the field of education in developed of mobile phones against the lecture method. and developing countries, and it has also Seventy-two participants (31 females and 41 brought a revolution in the teaching and learning males), in the Kingdom of Eswatini, participated process by changing the roles of teachers and in this quasi-experimental study. Purposive learners (Kusi, 2017). The success of integrating sampling was used to select participants who mobile phones into the teaching and learning were randomly assigned to two groups (control process depends on the degree of interaction and experimental). The control group was and communication between teachers and taught the topics, “The birth of the church and learners (Woolfolk, 2014). Today, teachers have The Journal of Technology Studies The Journal of Technology its spread” using a lecture method, whereas enormous opportunities to transmit knowledge the experimental group was taught the same and skills to students with the help of educational topic using mobile phones. The independent technology materials, many in the form of t-test and the dependent t-test were used to audiovisual materials. analyse data. The independent variable used was “teaching method,” with two levels: lecture Information and Communication versus mobile phones. The dependent variable Technology in Eswatini was the participants’ scores derived from the In Eswatini, the government established a pre-test and post-test. The independent t-test fully-fledged ICT Ministry in 2009 to promote and the dependent t-test were used to analyze economic growth and development. The data. The results revealed that there was a government of Eswatini acknowledged the significant difference in favor of the experimental significant role which ICT plays as the country group. The study concluded that the use of moves toward a knowledge-based society as mobile phones improved students’ academic stipulated in the Eswatini National Education performance in Religious Education, and thus the and Training Sector Policy (2018). Moreover, integration use of mobile phones in the teaching one of the objectives stipulated in the policy is of Religious Education is recommended in order to integrate ICT in both primary and secondary to improve performance. schools. Since Eswatini is a developing country, certain technological developments are slow. Keywords: Information and Communication A number of schools and tertiary institutions Technology (ICT), lecture method, mobile have begun to introduce e-learning through phones, Religious Knowledge an initiative by the network service provider, Eswatini Mobile Telephone Network (MTN). INTRODUCTION The initiative has helped schools access Teaching and learning environments of the curriculum content and other materials through 21st century are changing rapidly due to the mobile phones. A number of teachers have been incorporation of Information and Communication introduced to e-learning through this initiative by Technologies (ICT) in education. Mobile phones, the Ministry of Education and Training (MOET) in particular, have gained attention due to their with the assistance from MTN. Other schools applications in education. Smart phones, which have taken the route of not using ordinary can serve as a mini-computer, are efficient textbooks and using e-books. Therefore, tablets learning tools (Alsied, 2019). Research on the and e-book readers have become a focal point use of mobile phones in education shows that they can enhance students’ academic interest Statement of the Problem (Squire & Dikkers, 2012). The purpose of the The Eswatini General Certificate of Secondary current study was to explore the effects of using Education (EGCSE) RE examination results mobile phones on high school students’ academic show that learners’ performance is poor in performance in Religious Education (RE) in RE. The pass rate from 2012 to 2016 ranges contrast to using the lecture method. between 36.65% and 42.06% achieved in 2013 and 2016 respectively (Examinations Council 1999). The approach is more theoretical and less 33 of Swaziland, 2016). Research attributes this practical. It does not apply activity-based learning Performance in Religious Education of Mobile Phones on Students’ Academic Effects problem to teaching methodology. According to encourage students to learn real-life problems to Adunola (2011), poor academic performance based on applied knowledge. Coincidentally, in among learners is fundamentally linked to the context of Eswatini, Shongwe (2010) also application of ineffective teaching methods by observed that Religious Education lessons in the teachers when imparting knowledge to learners. local high schools are dominated by traditional Indeed, studies such as Adeoti and Olufunke teaching methods such as lecturing, note giving, (2016), Ganyaupfu (2016) as well as Akinfe, question and answer as well as too much reliance Olofimiyi, and Fashiky (2012) found a significant on textbooks. This is a cause for concern as relationship between teaching methodology and the Examinations Council of Swaziland (2016) students’ academic performance. Ganyaupfu reported poor performance of students in (2016) also posited that the effectiveness of Religious Education in EGCSE in the past 5 years. teaching methods is often reflected by the achievements of learners. Thus, it can be said Mobile Phone Assisted Learning that the teaching style is also a factor in student Mobile phone assisted learning is a quite new achievement as it determines success or failure. field in research. It offers a way of gaining In light of the statistics above, there was a need new knowledge to improve the mastery of to examine the effects of different teaching skills. This creates a method of learning very methods in RE. As Steel (2012) correctly different from conventional methods commonly observed, very few studies have investigated used in teaching and learning. Research shows students’ personal use of mobile applications for that mobile phones can be used to leverage learning and the learning benefits. Therefore, this instruction (Roschelle, & Pea, 2002), empower study compared the lecture method (traditional) place-based learning (Squire, Jan, & Matthews, which is the most prevalent in Eswatini 2007), and amplify learning (Squire & Dikkers, (Shongwe, 2010) and mobile phone assisted 2012). Mobile phone assisted learning allows learning (modern) to which no local studies have RE teachers to offer access to authentic content, been found in the teaching of RE. communicative religious practice, and task completion (Chinnery, 2006). The Lecture Method The lecture method is a common teaching method. Integrating Mobile Phones Lecturing is when an instructor is the central in Religious Education focus of information transfer (Kelly & Brandes, Mobile phones fit well with the multisource 2001). Typically, an instructor will stand before nature of RE because they give a “total picture” a class and present information for the students. of the subject matter (Hennessey, 2003). That is, The main criticism against the lecture method mobile phones not only facilitate understanding, is that very little exchange occurs between the but also promote interest, analytical research, instructor and the students during a lecture. That critical thinking and enjoyment among students is, when the lecture method is used, the learners (Hesson & Shad, 2005). In contrast to the lecture become passive recipients of information with method, mobile phones are inclined toward little participation in their own learning. It can discovery learning, which is a learner-centered be noted that the success of the lecture method, approach (Greitzer, 2002). Slavin (1996) being a teacher-centered technique, is largely submitted that a learner-centered approach dependent on the teacher’s skill in delivering also motivates goal-oriented behavior among content. In other words, success is typically driven students and is very effective in improving by an instructor’s ability to present information student achievement. Unlike the lecture method, effectively. Therefore, less effective “presenters” mobile phone assisted learning is considered tend to see less transfer of knowledge and skill. more effective since it does not centralize the This is the major weakness of the lecture method. flow of knowledge from the lecturer to the Because the teacher controls the transmission and student (Lindquist, 1995). Since learning is a sharing of knowledge, the lecturer may
Load more

Recommended publications
  • Prospectus 2021/2022
    THE UNIVERSITY OF ESWATINI 2021 PROSPECTUS FOR UNDERGRADUATE PROGRAMMES Admissions Office University of Eswatini February 2021 Thank you for your enquiry about the University of Eswatini. The aim of the booklet is to provide information about: The University and services it offers. The Undergraduate Study Programmes The Admission Requirements The Application Procedure Please note that the information contained in this booklet was correct at the time of going to print but may be changed without notice. Please address correspondence to: The Registrar Attention: Admissions Office University of Eswatini Private Bag 4 KWALUSENI M201 Or Email us at [email protected] 1 BACKGROUND INFORMATION Historical Note The University Of Eswatini (UNESWA) developed from the University of Botswana, Lesotho and Eswatini (UBLS), formerly known as the University of Basutoland, Bechuanaland and Swaziland (UBBS), which had its headquarters in Lesotho between 1964 and 1975. The UBBS had developed from the Pius XII Catholic University College at Roma – so our history has quite deep roots. UNESWA achieved its independent status as a fully-fledged University in 1982. Since achieving university status, UNESWA has continued to grow and to develop in accordance with its stated aim of assisting national development. Student enrolment in accordance has risen steadily, paralleled by an ever-increasing output of graduates since the University’s first Congregation for the conferment of Degrees in 1982. In all 20545 degrees have been conferred, 1156 of them at the 2019 Graduation. The chief mandate, which the university has tried to implement, is human resource production. This is clearly indicated in the type of programmes selected at the beginning, which still constitute a major part of UNESWA programmes.
    [Show full text]
  • Rural Young Children with Disabilities: Education, Challenges, and Opportunities
    International Journal on Studies in Education Volume 2, Issue 2, 2020 ISSN: 2690-7909 Rural Young Children with Disabilities: Education, Challenges, and Opportunities Novuyo Nkomo, Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Adiele Dube Department of Health Education, Southern Africa Nazarene University, Eswatini, [email protected] Donna Marucchi Department of Early Childhood Care & Development, Southern Africa Nazarene University, Eswatini Abstract: The plight of young children with disabilities who live in rural communities remains unsolved issue in many developing countries. Culturally, many people have negative beliefs regarding the causes of disabilities. Disability may be associated with punishment by gods, ancestral spirits resulting from mother‟s promiscuity during pregnancy, witchcraft, or evil spirits. This article focuses on challenges and opportunities of young children with disabilities who live in the rural communities of Eswatini and Zimbabwe, and related to accessing early childhood development (ECD) education services. Lessons drawn between the two countries reveal that in Eswatini, the Disability Unit which caters for disability issues is under the Social Welfare Department and is accommodated in the Deputy Prime Minister‟s Office. In Zimbabwe, Chikwature, Oyedele and Ntini (2016) noted that an inclusive education policy is still yet to be drafted. Disability issues are still not fully represented constitutionally. Using the social exclusion theory enabled the researcher to determine how deeply rooted social exclusion is in the attitudes of teachers and rural communities. Using interviews and focus group discussions, 30 parents/caregivers for children with disabilities, aged 4 to 5 years, were purposively sampled for study. Results showed that the failure of these children to access ECD services in the community impacts negatively on their holistic development.
    [Show full text]
  • Scientific African
    SCIENTIFIC AFRICAN AUTHOR INFORMATION PACK TABLE OF CONTENTS XXX . • Description p.1 • Abstracting and Indexing p.1 • Editorial Board p.1 • Guide for Authors p.6 ISSN: 2468-2276 DESCRIPTION . Scientific African is a peer reviewed, open access, inter- and multidisciplinary scientific journal that is dedicated to expanding access to African research, increasing intra-African scientific collaboration, and building academic research capacity in Africa. The journal aims to provide a modern, highly-visible platform for publishing pan-African research and welcomes submissions from all scientific disciplines in the following broad categories: AGF - Agriculture and Food Security CHE - Chemistry CON - Conservation and Sustainability Studies ECO - Economics and Business ENV - Environmental and Geosciences ITE - Information Technology and Engineering LIF - Life and Health Sciences MAT - Mathematics PHY - Physical Sciences SOC - Social Sciences and Policy The journal welcomes submissions of full text research articles, reviews but also publishes invited perspectives and critical policy papers. ABSTRACTING AND INDEXING . Directory of Open Access Journals (DOAJ) Emerging Sources Citation Index (ESCI) Scopus INSPEC EDITORIAL BOARD . Editor-in-Chief Benji Gyampoh, Kwame Nkrumah University of Science and Technology Department of Fisheries and Watershed Management, Kumasi, Ghana AUTHOR INFORMATION PACK 24 Sep 2021 www.elsevier.com/locate/sciaf 1 Editors Agriculture and Food Security Robert C. Abaidoo, Kwame Nkrumah University of Science and Technology,
    [Show full text]
  • Chapter 1: Orientation of the Study
    SOCIAL COHESION IN SCHOOL CHOIR COMPETITIONS: THE EXPERIENCES OF CONDUCTORS AND ADJUDICATORS by OREEDITSE PATRICK MASUELELE A thesis in partial fulfilment of the requirement of the degree of DOCTOR OF PHILOSOPHY in the Department of Humanities Education Faculty of Education University of Pretoria 2020 Supervisor: Dr Riekie van Aswegen Co-supervisor: Prof. Johan Wassermann © University of Pretoria Declaration I declare that the thesis, which I hereby submit for the degree Doctor of Philosophy at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution”. ............................................................. Oreeditse Patrick Masuelele 3 November 2020 ii © University of Pretoria Ethics clearance certificate iii © University of Pretoria Ethics statement “The author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that he/she has observed the ethical standards required in terms of the University of Pretoria’s code of ethics for researchers and the policy guidelines for responsible research”. iv © University of Pretoria Language editor certificate MJ de Jager Translator and text editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, completed the language and technical editing of the thesis, “Social cohesion in school choir competitions: the experiences of conductors and adjudicators”, by Mr Oreeditse Patrick Masuelele. The onus was on the author to attend to all my suggested changes and comments.
    [Show full text]
  • Download File
    KINGDOM OF ESWATINI STANDARDS FOR INCLUSIVE EDUCATION SPECIAL EDUCATION NEEDS UNIT, MINISTRY OF EDUCATION AND TRAINING FINANCIAL REPORT 2019 Design and layout: www.itldesign.co.za Copyright: Eswatini Ministry of Education and Training. Publication year: 2019 CONTENTS FOREWORD ................................................................................................. IV INTRODUCTION ............................................................................................1 What is ‘Inclusive Education’? .................................................................1 Inclusive Education in Eswatini ...............................................................2 STANDARDS FOR INCLUSIVE EDUCATION IN ESWATINI ........................4 WHO IS THIS DOCUMENT FOR? ................................................................5 STANDARDS AND INDICATORS ..................................................................6 Standard 1: Leadership and management ............................................6 Standard 2: Planning and budgeting for inclusion ............................. 10 Standard 3: School accessibility .......................................................... 11 Standard 4: Support for special needs and disabilities .....................12 Standard 5: Support for potential dropouts and repeaters ...............14 Standard 6: Curriculum, assessment and language ..........................15 Standard 7: Quality teaching and staff development .........................17 Standard 8: Health and Safety ............................................................18
    [Show full text]
  • Medical School Celebrates 79 Young Doctors
    UBOfficial UniversityNEWS of Botswana Newsletter www.ub.bw September 2018 MEDICAL SCHOOL CELEBRATES 79 YOUNG DOCTORS he University of Botswana School of country as well as to be kind, respectful and respect and to honour work and the profession’s TMedicine celebrated the 5th cohort of 79 caring to their clients. ethics. young doctors who graduated with Bachelor Professor Sebudubudu also advised them Ms Maphorisa said their contribution was Degrees in Medicine and Surgery (MBBS) with to always abide by their professional ethical very essential in assisting government and a dinner at the Phakalane Golf Estate Resort in code of conduct and to be part of the solutions the ministry to be more progressive. She also August. instead of the problem. In addition, he urged advised the young doctors to be cautious when Speaking at the Inaugural Convocation them to take their internship training seriously dealing with clients because some of them may Dinner for the Class of 2018, Dean of the Faculty and to face challenges in their profession head not necessarily present clinical deficiencies but of Medicine, Dr Oatlhokwa Nkomazana, said of on. social issues that needed to be referred to other the number, 69 graduated from the University “Make use of the internship training professionals. of Botswana while the rest were from abroad. opportunity and invest in your curriculum The Permanent Secretary also advised the Dr Nkomazana said the young doctors would vitae,” said Professor David Sebudubudu. graduates to be part of team work and study go for internship in public hospitals. Since its He also urged the graduates to further the environment where they would be engaged inception in 2009, the Medical School has so their studies at the University of Botswana as well as to be vigilant with their mental far graduated 200 doctors and most of them Medical School because the University was well health to avoid conditions such as depression.
    [Show full text]
  • Meeting Report
    The International AIDS Society Educational Fund meeting Outcome report 26-27 March 2019 Esulwini, Kingdom of Eswatini Science, Community and Youth in the HIV Response in Southern Africa 1 Table of Contents 1. LIST OF ABBREVIATIONS AND ACRONYMS ............................................................................................... 3 2. INTRODUCTION ........................................................................................................................................ 6 3. BACKGROUND AND CONTEXT .................................................................................................................. 7 4. MEETING REPORT .................................................................................................................................... 9 4.1 EXECUTIVE SUMMARY ......................................................................................................................................... 9 4.2 OFFICIAL OPENING AND WELCOME ADDRESSES ..................................................................................................... 10 5. KEY MESSAGES FROM AIDS 2018 ........................................................................................................... 13 5.1 HIV PREVENTION AND TREATMENT UPDATES - PROF KENNETH NGURE, IAS GOVERNING COUNCIL REPRESENTATIVE FOR AFRICA 13 5.2 UPDATES ON CURE - PROF CAROLINE TIEMESSEN, NATIONAL INSTITUTE FOR COMMUNICABLE DISEASES .......................... 13 6. REGIONAL OVERVIEW OF THE HIV EPIDEMIC – UNAIDS, LAWRENCE MASHIMBYE ................................
    [Show full text]
  • RUFORUM Biennial Conference 2018
    The Sixth African Higher Education Week RUFORUM Biennial Conference 2018 22 - 26 October, 2018 | KICC - Kenya Theme: Aligning African Universities to Accelerate Attainment of Africa’s Agenda 2063 Our Motivation “Transforming agriculture in Africa requires innovative scientific research, educational and training approaches. The education sector Our Motivation, further reinforced by the Science needs to be more connected to the new Agenda for Agriculture in Africa challenges facing rural communities and needs to build capacity of young people to be part of the transformation of the agricultural sector” RUFORUM VISION 2030 AT A GLANCE RUFORUM Vibrant, transformative universities catalysing sustainable, inclusive VISION 2030 agricultural development to feed and create prosperity for Africa TAGDev RANCH CREATE K-Hub RUFORUM Transforming African Regional Anchor Cultivating Knowledge Hub Agricultural Universities Universities Research for University Flagship to meaningfully for Agricultural and Teaching Networking, Programmes contribute to Higher Excellence Partnerships and Africa’s Growth and Education Advocacy Development • Student learning: Providing opportunities for transformative student learning. • Research excellence: Creating and advancing knowledge to improve the quality of life. • Community engagement: Serving and engaging society to enhance economic, social and cultural well-being. • Enhancing innovation: Creating opportunities that promote cooperative action among the public, private and civil sectors to leverage resources to RUFORUM stimulate innovation. Commitments • Knowledge generation and sharing: Enhancing knowledge exchange to drive positive change in Africa’s food and agriculture and higher agricultural education systems. • Support to policy dialogue and reform: Connecting and challenging leaders to champion policy innovation, elevate policies as national priorities and catalyse action for transformation. • Fulfilling the potential of women in agricultural science, technology and innovation.
    [Show full text]
  • The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini
    The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini GUGULETHU MGABHI1* AND MANGALISO MOHAMMED1 1Eswatini Economic Policy Analysis and Research Centre, Mbabane, Eswatini *Correspondence: [email protected] Abstract. This study assesses the economic benefits of the Government of Eswatini’s investment to technical vocational education and training (TVET) from 2005 to 2017. TVET Graduates from 12 public TVET Institutions have been tracked to uncover their absorbability in the labour market and, or self-employment. The study finds that the economic return of the Government of Eswatini’s investment to TVET in 2017 is E1,51. This means that for every E1 invested by the Government of Eswatini to TVET, the economy generates E1,51 through the TVET graduates’ activities in self-employment, formal employment, and part-time skills utilisation. With regards to highly demanded courses amongst the graduates, ccomputer studies have been found to be highly demanded at 20.9%, while agriculture is lowly demanded at 6.3%. The study finds that 56.6% of the graduates are absorbed in formal employment, while 13.7% are engaged in self-employment, meaning that 29.9% are part of the 32.4% unemployed persons in the country. However, the level of unemployment is still high, 43.3%. Graduates who were not economically active before enrolling at the TVET colleges have been found to be formally employed, 35%, 14% are self-employed, 2.5% are both formally and self-employed, while 48.5% are unemployed. A majority (58.5%) of employed graduates are from Gwamile VOCTIM, while self-employment is high amongst graduates from Big Bend Rural Education Centre, 44.4%.
    [Show full text]
  • Table of Contents
    Table of Contents Preface.................................................................................................................................................xiv Chapter 1 ABlendedLearningToolboxforEducators........................................................................................... 1 Chantelle Bosch, North-West University, South Africa Chapter 2 QualityAssuranceinBlendedLearningatInstitutionsinPrivilegedandUnderprivileged Communities:TheNeedforPolicyImplementation............................................................................ 24 Michael Casparus Laubscher, North-West University, South Africa Natasha Ravyse, North-West University, South Africa Chapter 3 ICTsUsedEffectivelytoRe-EnvisionandRestructureE-SchoolingforUnderprivileged Communities:PrimarySchoolsinEkurhuleniSouthDistrict.............................................................. 44 Puseletso Kekana, University of South Africa, South Africa Leila Goosen, University of South Africa, South Africa Chapter 4 Re-EnvisioningandRestructuringE-LearningThroughEngagementWithUnderprivileged Communities:TheImpactofEffectivelyUsingICTsinClassrooms................................................... 66 Nomvula J. Ndhlovu, University of South Africa, South Africa Leila Goosen, University of South Africa, South Africa Chapter 5 AMobileApplication(App)BasedonRealisticMathematicsEducation:TheDesignofan InterventionToolforMathematicsTeachers.......................................................................................
    [Show full text]
  • A Community Cultural Wealth Approach for Enhancing Positive Discipline in Eswatini Schools
    A COMMUNITY CULTURAL WEALTH APPROACH FOR ENHANCING POSITIVE DISCIPLINE IN ESWATINI SCHOOLS. by SICEBO CEDUSIZI KUNENE Thesis submitted in the fulfillment of the requierements for the degree DOCTOR OF PHILOSOPHY in EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF KWAZULU-NATAL COLLEGE OF HUMANITIES SCHOOL OF EDUCATION PROMOTER: PROFESSOR D. J. HLALELE 2020 i DECLARATION Student number: 2145884567 I, SICEBO CEDUSIZI KUNENE declare that: (i) The research reported in this thesis, except where otherwise indicated is my original research. (ii) This thesis has not been submitted for any degree or examination at any other university. (iii) This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a publication of which I am author, co-author or editor, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications. (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the references sections. Signature: Date: 21/02/2020 ii DEDICATION I dedicate this dissertation to my son Scebiso Aphelele Kunene and daughter Scebile Wandisile Kunene.
    [Show full text]
  • Uneswa Journal of Education (Ujoe)
    UJOE Vol. 3 No 1 (JUNE, 2020) UNESWA JOURNAL OF EDUCATION (UJOE) An Online Journal of the Faculty of Education University of Eswatini Kwaluseni Campus. ISSN: 2616-301 UJOE Vol. 3 No 1 (JUNE, 2020) EDITOR-IN-CHIEF Prof.O. I. Oloyede Dean Education EDITOR Dr. P. Mthethwa MANAGING EDITORS Prof. I. Oloyede Prof. C. I. O. Okeke Dr. P. Mthethwa Dr. Y. Faremi Dr. R. Mafumbate Dr. K. Ntinda Dr. S.K. Thwala Ms M.S. Ngcobo. EDITORIAL BOARD MEMBERS Prof. V. Chikoko (Educational Leadership), School of Education, University of KwaZulu-Natal, Durban, South Africa. Dr. O. Pemede (Sociology of Education), Faculty of Education, Lagos State University, Lagos, Nigeria. Prof. M. Chitiyo (Special Education), Department Chair, Duquesne University, Pittsburgh, Pennsylvania, United States of America. Dr. E. Mazibuko (History of Education), Examination Council of Eswatini. Prof. K.G. Karras (Education Studies), Faculty of Education, University of Crete, Gallos University Campus, Rethymno 74100, Crete, Greece. Prof. I. Oloyede (Science Education), Dept. of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. Z. Zhang (Teaching and Learning), College of Education and P-16 Integration, The University of Texas, Rio Grange Valley, Brownsville, United States of America. Prof. C. I. O. Okeke (Sociology of Education), Dept. of Educational Foundations & Management, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. J.W. Badenhorst (Educational Psychology), Department of Postgraduate Studies, Central University of Technology, Welkom Campus, South Africa. Prof. A.B. Oduaran (Adult Education & Lifelong Learning), Faculty of Education, North-West University, Mmabatho 2735, South Africa. Dr. S.S.K. Thwala (Special Needs & Psychology of Education), Dept.
    [Show full text]