• Enhancing physical sciences performance through formative assessment strategies 

  Mngomezulu, Halalisani; Ramaila, Sam (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  This study explored the impact of integrating formative assessment practices on improving academic performance among learners in Physical Sciences classrooms. Simple random sampling was utilised in the UMkhanyakude District ...
• Navigating challenges and enhancing effectiveness : insights from tutors on the art of tutorial delivery 

  Lekota, Tebogo (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  This study investigated the challenges faced by tutors in delivering effective tutorial sessions and the strategies they employed to enhance the learning experience in higher education. The study employed a qualitative ...
• Technology integration by business studies teachers in South Africa to equip learners with employability skills 

  Gcabashe, Nduduzo Brian (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  Nowadays, there is a unique set of skills that is critical for individuals to operate optimally in the 21stcentury business environment. Specifically, skills such as problem-solving, creative thinking, communication, ...
• Perceptions of performing arts graduates, lecturers, and employers on the role of internship programmes in enhancing employability in South Africa 

  Yende, Sakhiseni Joseph (African Perspectives of Research in Teaching and Learning Journal, 2024)

  Framed within Human Capital Theory, this article explores the role of internships in improving the employability of performing arts graduates in South Africa. Although collaboration between the performing arts industry and ...
• Enhancing physical sciences performance through formative assessment strategies 

  Mngomezulu, Halalisani; Ramaila, Sam (African Perspectives of Research in Teaching and Learning Journal, 2024)

  This study explored the impact of integrating formative assessment practices on improving academic performance among learners in Physical Sciences classrooms. Simple random sampling was utilised in the UMkhanyakude District ...
• Evaluating the effectiveness of interactive radio instruction in teaching indigenous languages to native and non-native speakers in Nigeria 

  Fasinro, Kabiru Sasaenia; Akinpelu, Biodun; Alabi, Olaide B; Akinkuotu, Foluke. A.; Onowugbeda, Franklin Ufoma (African Perspectives of Research in Teaching and Learning Journal, 2024)

  This study aimed to investigate the effect of interactive radio instruction on the academic achievement of native and non-native speakers taught indigenous languages. The study was quantitative research and a quasi-experimental ...
• The impact of the BrainBoosters programme on foundational mathematics learning in early childhood education for English second language learners 

  Naude, Mariana; Meier, Corinne (African Perspectives of Research in Teaching and Learning Journal, 2024)

  The poor mathematics performance of South African learners is alarming. A solution is to lay a solid foundation for mathematics learning in early childhood education, using learners’ home language as language of learning ...
• The influence of gender, age and race on attrition in distance education : reality construction through the lens of a deficit model 

  Netanda, Rendani Sipho (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  Literature shows that online students are more likely to prematurely discontinue online courses and qualifications than campus-based students (Patterson & McFadden, 2009). This problem still exists despite a plethora of ...
• How do school leaders manage their time? narratives from school practitioners in Masvingo, Zimbabwe 

  Mupa, Paul (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  Time management is a critical factor in school leadership and management. Without school leaders who manage time effectively schools are likely to decay. Good people do not need laws to tell them to act responsibly or to ...
• Utilising robotics to foster 21st century skills and competencies in physical sciences teaching and learning : a systematic review 

  Ramaila, Sam (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  This systematic review investigates the integration of robotics into physical sciences education and its effectiveness in promoting 21st-century skills and competencies among learners. The sample consists of empirical ...
• Elevation of postgraduate research status at South African universities: a systematic literature review 

  Sundani, Ndivhuwo Doctor; Mangaka, Amukelani Collen (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  According to reports, a crisis is brewing in South African postgraduate education for the same reasons that tertiary education is in turmoil today. Since the dawn of democracy, governments and universities have sought ...
• Assessing student motivation in an involuntary online learning environment 

  Bornman, Marina; Soobramoney, Julia (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  Studies show that motivation to engage in learning activities may be more important for students studying in an online environment than for students in a face-to-face setting. A large number of studies successfully validated ...
• Leadership for effective teaching and learning: the effective application of educational connoisseurship in the eyes of Masvingo District School 

  Mupa, Paul (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  Craft competence by school leadership in the application of supervision theories is the engine that propels quality implementation of syllabuses by teachers in schools. The study sought to investigate the effective application ...
• Self-directed learning of rural first-generation South African undergraduates : a social constructionist perspective on autonomy, competence, and relatedness 

  Moodley, Padhma; Cloete, Jacques (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  This study examined the self-directed learning experiences of rural, first-generation, South African undergraduate students in remote learning, focusing on the development of autonomy, competence and relatedness. Grounded ...
• Understanding student perspectives on e-assessments in a South African university of technology 

  Thembane, Nokukhanya (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  Assessment is a crucial component of the learning process, and with the advent of technology, innovative strategies such as e-assessment have emerged as alternatives to traditional paper-based assessments. ...
• Fostering innovation in higher education: the symbiotic relationship between postgraduate research and supervision 

  Mabasa, Fumani Donald; Makondo, Livingstone (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  This paper explores the interconnectedness of postgraduate research and supervision in South African higher education, highlighting its impact on innovation, teaching, and learning. Effective supervision is crucial for ...
• Exploring challenges of Continuous Assessment Learning Activities (CALA): the case of a selected primary school in Bindura Urban in Zimbabwe 

  Vurayai, Simon; Muchuweni, Norah (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  The study examined the nature and extent of challenges faced during the implementation of Continuous Assessment Learning Activities (CALA), particularly focusing on one primary school in Bindura urban in Zimbabwe. The ...
• Opportunities for Grade 11 students to learn Euclidean geometry in some South African schools 

  Ogbonnaya, Ugorji I.; Bogoshi, Maria M. (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  This research paper investigated the opportunities for Grade 11 students to learn Euclidean geometry in some South African schools. The study aimed to examine the Euclidean geometry curriculum covered in these schools and ...
• Tutors’ experiences of implementing a bilingual language policy at the University of KwaZulu-Natal 

  Nsele, Sanele; Mthembu, Bheki; Mhlongo, Bonakele (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2024)

  The University of KwaZulu-Natal (UKZN) identifies with the goals of South Africa’s Higher Education Institutions multilingual language policy and seeks to be a key player in the implementation thereof. The multilingual ...
• Examining exclusionary impact of blair toilets on learners with disabilities in rural primary schools, Zimbabwe 

  Chidarikire, Munyaradzi; Chidarikire, Jane Nyokanhete (African Perspectives of Research in Teaching & Learning (APORTAL), 2024)

  This qualitative research paper examines the exclusionary impact of Blair toilets on learners with disabilities in rural primary schools in Zimbabwe. By identifying the challenges faced by these learners, such as the tragic ...

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