Analysis of usage of information systems and technology: Cloud computing

The objective of the paper was to determine the effect of performance expectancy on the learners’ intention to adopt and use Cloud computing.The Unified Theory of Acceptance and Use of Technology (UTAUT) model is used as the basis of this paper, and the data was collected using questionnaires. The questionnaires were analysed for correlation, significance and variance, to study Cloud computing adoption and use based on performance expectancy.The results of the paper revealed that, out of the ten sub-variables, ‘Mobile devices are also mediums for learning’ made the largest contribution, with 62.1 percent agreeing to the statement.There was a relatively strong positive correlation between the feeling of increased interest in studying using internet devices, and Cloud computing adoption and use.All the sub variables for performance expectancy contributed positively, and they reached the statistical significance of p<0.01 in terms of contribution

Current pedagogical practices employed by Technical Vocational Education and Training college's mathematics lecturers

Concerns are increasing about the pedagogies employed by technical vocational education and training (TVET) colleges, particularly regarding the teaching of mathematics, exacerbated by the perception that TVET colleges are inferior to other types of educational institutions. Regardless of TVET colleges’ need to produce skilled workers, the concerns increasingly impede accessibility and students’ preparedness with sufficient workplace skills. While there has been a call to address several of the aforementioned concerns, one that has thus far attracted limited attention despite its importance is the pedagogical practices TVET colleges employ, particularly in mathematics. Guided by social constructivism, the study upon which this article is based explored the pedagogical practices employed by current TVET college lecturers in the mathematics classroom and the limited number of students enrolled in mathematics-based disciplines in TVET. Through a purposive sampling technique, ten (10) mathematics lecturers from a single TVET college in Gauteng were selected to participate in the study. The thematic analysis of the data revealed that these lecturers relied heavily on traditional approaches to teaching ‒ the banking zone was the only approach used extensively ‒ and only allowed for students’ passive involvement with the use of resources limited to whiteboards and textbooks. The routine approach of reviewing homework followed by classwork was dominant and there was a lack of real-life examples. A key recommendation that emerged from the study was further training in various pedagogies and the use of resources in teaching, particularly in mathematics lessons and re-training in advanced pedagogical practices

Trend analysis of first year student experience in university

Using the theoretical framework of Tinto (2013), the first objective of the current research was to establish the experience of first year students within the first few weeks of their studies in university, and the second objective addressed some of the problems they faced within those first few weeks.   Based on the research objectives, a questionnaire was used as the data collection tool. The total number of participants in the survey was 4 020. This represented 27% (4020 out of 15 217) of all University of the Mega Don (pseudonym) first year students registered in 2014.                                                                                            With regards to disability, the survey results indicate that 34 (0.9%) of the surveyed students have disabilities. However, the majority (327 out of 338 (96.7%)) of these students are not registered with the disability office. More than half of students, especially those from low-income or disadvantaged backgrounds, dropout because they are unable to bear the direct and indirect costs of university attendance or are unable to continue attending when financial needs change. The results indicated that 1 001 (25.7%) of the surveyed students did not attend orientation due to late registration and other reasons. However, 1 604 (48.5%) of the surveyed students would like some orientation type activities to be repeated later in the year. The findings of this study show that 1 835 (47.3%) of the students did not know where the Student Development Support (SDS) was located on their campus. Almost half (47.5%) of the respondents indicated that they are not happy with where they live. The findings further show that 1 187 (31.8%) of the surveyed students have transport problems. The majority of the respondents 2 827 (74.9%) would choose University of the Mega Don again if they were rechoosing a higher education institution. The survey results indicate that most surveyed students, 58.3%, rated their experience at University of the Mega Don between good and very good

Operational risk model for MSES :impact on organisational information communication technology

The aim of the study was to investigate the impact of Information Communication Technology Operational Risk Management (ICT ORM) on the performance of a Medium Small Enterprise (MSE). The study was based upon a survey design to collect the primary data from 107 respondents using simple random sampling. The research instrument was administered online. A one stage normative model, associative in nature, was developed based upon reviewing previous research and in line with the research findings. The model elicited five factors based upon the multiple regression analysis of the data: principal causes of ORM failure related to ICT; change management requirements and ICT risk; characteristic(s) of information; challenges posed by ORM solutions and evaluation models affecting ICT adoption within MSEs. Based on the methodologies used in this study including factor analysis and multivariate regression analysis, it is recommended that this model be applied to monitor these changes more closely and to measure the changing strategies and the associated factors such as insufficient or improper user participation in systems development process, identified as potential barriers to the effective adoption and implementation of ICT within an MSE

Fundamental influences related to language-based difficulties in financial mathematics

Motivated in part by a sustained amount of research in South Africa and principally guided by techniques of problem-solving suggested by Polya as well as error analysis by Newman, the current research examines fundamental influencers (underlying factors) relating errors due to language difficulties in financial mathematics concerning the language of instruction. The current research was accomplished using a case study design. The sample size was 105 out of a population of 186, with assumption of confidence and precision levels at 95 per cent and 0.5 respectively. The aim of the study was addressed by using both sets of structured-interview and document analysis for collecting data. Analysis of data was conducted by both content analysis as well as correlation analysis, wherein, the analysis revealed that errors committed by learners in financial mathematics were due to language difficulties. In contrast, misinterpretation of the mathematical semantics was not as a result of not indicating answers as expected, not following instructions, and not understanding instructions

Strategies for teaching and managing large classes in university

A research paper on classroom management at a University.Following extensive debate on management of large classes and its effectiveness, the current study sought to address (1) strategies used by lecturers to manage large classes; (2) required skills needed to effectively teach large classes by lecturers; and lastly (3) effective assessment practices used by lecturers in large classes. A structured questionnaire, which reached a reliability co-efficient of r=+0.87, was administered adopting a descriptive survey research design. One hundred and ten lecturers (N= 110) were randomly selected out of2205 lecturers in the four South African universities in Eastern Cape. The results showed that 'engaging students and developing a sense of belonging' is the best indicator with (Mean 8.6, SD = 12.264). This was followed by ‘automate assessment tasks where possible ’ (e.g. online quizzes) with Mean 3.0, SD = .899 (effective assessment practices); and ‘evaluating student understanding regularly through mini quizzes, short tests, class work or True/False responses ’ with (Mean 2.8, SD = . 752 (managing and teaching large classes)

MATHEMATICAL RISK ANALYSIS: VIA NICHOLAS RISK MODEL AND BAYESIAN ANALYSIS

The objective of this second part of a two-phased study was to explorethe predictive power of quantitative risk analysis (QRA) method andprocess within Higher Education Institution (HEI). The method and process investigated the use impact analysis via Nicholas risk model and Bayesian analysis, with a sample of hundred (100) risk analysts in a historically black South African University in the greater Eastern Cape Province.The first findings supported and confirmed previous literature (KingIII report, 2009: Nicholas and Steyn, 2008: Stoney, 2007: COSA, 2004) that there was a direct relationship between risk factor, its likelihood and impact, certiris paribus. The second finding in relation to either controlling the likelihood or the impact of occurrence of risk (Nicholas risk model) was that to have a brighter risk reward, it was important to control the likelihood ofoccurrence of risks as compared with its impact so to have a direct effect on entire University. On the Bayesian analysis, thus third finding, the impact of risk should be predicted along three aspects. These aspects included the human impact (decisions made), the property impact (students and infrastructural based) and the business impact. Lastly, the study revealed that although in most business cases, where as business cycles considerably vary dependingon the industry and or the institution, this study revealed that, most impacts in HEI (University) was within the period of one academic.The recommendation was that application of quantitative risk analysisshould be related to current legislative framework that affects HEI

Impacts of implementing geogebra on eleventh grade student’s learning of Euclidean Geometry

The aim of the study was to evaluate the efficiency of applying GeoGebra software as a teaching tool to enhance high poverty, rural grade 11 students’ understanding of Euclidean geometry circle theorems. The experimental group received instruction on how to use, make simple constructions, and measure elements in GeoGebra. The control group was taught in a traditional lecture method. Using a quantitative research design, the findings indicated that the use of GeoGebra had a statistically significant effect on the students’ ability to correctly complete problems regarding some circle geometry theorems. Additionally, using a Likert scored questionnaire, students demonstrated that they valued the use of GeoGebra and appreciated this learning innovation.  Altogether, students who interacted with GeoGebra were highly engaged in the learning processes and actively collaborated with other students rather than remaining passive learners. The students who participated in the study evaluated GeoGebra as an appropriate tool to assist them in the learning of mathematics. 

GeoGebra for learning and teaching: A parallel investigation

In the study reported on here, we investigated the effects of the use of dynamic geometry software (DGS) (i.e., GeoGebra) on learners’ learning and a teacher’s beliefs. The learners and teacher involved in the study were from a high-poverty, rural high school in South Africa. We compared grade 11 learners (N = 56) who used GeoGebra in the context of learning circle geometry with learners who experienced geometry through traditional lecture-based instruction. Participating learners were from classes in a public school located in the rural Umkhanyakude district of KwaZulu-Natal, Republic of South Africa. Results showed that learners using GeoGebra were more successful at solving problems and justifying their statements, while the other learners provided a limited justification for their answers. In a parallel and complementary investigation the teacher’s attitudes toward using GeoGebra as an instructional tool were considered qualitatively. Results showed that even in high-poverty, rural settings where the availability of technological resources are limited, the use of GeoGebra affected learners’ learning and had positive effects on the teacher’s beliefs regarding teaching and learning. Keywords: Euclidean geometry; GeoGebra; performance; theorems and proof