The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

Mafugu, Tafirenyika

doi:10.18844/cjes.v16i2.5629

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…The onset of the pandemic could have resulted in limited interaction due to challenges such as network. According to the social cognitive theory, learning is more effective when learners are actively involved in the process of knowledge construction through peer-peer interaction or student-lecture interaction as well as interaction with the environment (Kay & Kibble, 2016;Mafugu, 2021). Li and Konsantoppoulos, (2017) observed no significant effect of class size on student performance.…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa

Mafugu¹

2021

IJHE

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The study examined the impact of coursework-only assessment, as made necessary at the onset of the COVID-19 pandemic, adopting a quantitative research approach with 1013 students. The data obtained were analysed using SPSS version 27.0 to obtain descriptive and inferential statistics. The results revealed significant differences between the 2019- and 2020 marks for the same courses. In two of the science courses (T2 and T3), the mean scores for 2019 were significantly higher than the mean scores for 2020. In the mathematics course, the 2020 marks were significantly higher than the marks for 2019. While a normal distribution was assumed for the science courses, the mathematic course showed marks that were skewed to the right. A higher number of distinctions in the F1 course and a significant decline in the mean scores for T1 and T2 implies that there is a need for professional development of lecturers teaching in the online space. It is, therefore, recommended that higher education lecturers need adequate professional development on setting and administering online assessments. The assessment should test adequate lower- and higher-order cognitive skills for sufficient testing of student knowledge during online assessments. Furthermore, a variety of assessment methods and a diversity of tasks may be used to ensure the reliability of the assessment outcomes.

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Section: Discussionmentioning

confidence: 99%

A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa

Mafugu¹

2021

IJHE

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Lecturer Support in the Implementation of a New Curriculum During the COVID-19 Pandemic

Mafugu

Abel

2022

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The objective of the study was to assess the support provided to lecturers in the implementation of a new curriculum during the COVID-19 pandemic to suggest early intervention strategies that address resources and knowledge deficiency gaps that have a negative impact on curriculum implementation. A survey design was used in the study. A representative sample of 30 lecturers was randomly selected from 5 Faculty of Natural Resources Management and Agriculture departments to complete the questionnaire between June and July 2020. The majority of the lecturers agreed that they were involved in the curriculum development. There was affirmation on the issue of professional development, leadership’s support for lecturers’ curriculum implementation and adequate time for curriculum implementation. Similarly, there was collaboration between university leadership and lecturers to plan curriculum implementation. On the contrary, funds for research necessary for curriculum implementation, instructional materials and supplies and technological resources were not adequately supplied. Hence, the paper becomes critical as it highlights the unavailability of technological resources which play a crucial role in online teaching and learning during the COVID-19 pandemic.

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Influences on Mathematics Achievement in Rural Schools: A Nested Study of Underprivileged Learners

Mafugu

2024

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Using a nested design and guided by the Social Control Theory, this study examined the factors that influence learners’ achievement in mathematics in South Africa. The researchers collected data from 32 participants through an online questionnaire with open-ended and closed-ended questions. Quantitative data was analysed using SPSS to produce descriptive statistics and correlations, while qualitative data were subjected to thematic analysis. The findings indicated several important correlations. The engagement of learners with mathematics was positively correlated with their overall performance (r(30) = 0.468, p = 0.007). Similarly, concentration during mathematics tests was moderately positively correlated with performance (r(30) = 0.362, p < 0.042). In particular, the enjoyment of mathematical problem-solving by the learners showed a highly positive correlation with their overall performance (r(30) = 0.599, p < 0.001). Additionally, the belief of the students in their ability to achieve academic goals through mathematics was strongly correlated with their performance (r(30) = 0.571, p < 0.001). Qualitative data highlighted the lack of regular practice as a significant factor affecting maths performance. This lack of practice was attributed to factors such as limited time due to household responsibilities, ineffective time management, and a lack of motivation. The study underscores the importance of creating a supportive learning environment that fosters students’ enthusiasm for mathematics, ultimately improving academic performance and fostering a positive emotional connection to the subject. It also encourages students to overcome procrastination, laziness, and distractions, enhancing their concentration on their studies.

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The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

Cited by 3 publications

References 16 publications

A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa

A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa

Lecturer Support in the Implementation of a New Curriculum During the COVID-19 Pandemic

Influences on Mathematics Achievement in Rural Schools: A Nested Study of Underprivileged Learners

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