Competency-Based Education in Africa: Exploring Teachers’ Perceptions, Understanding, and Practices

This study explored teachers’ knowledge and integration of competency-based practices in schools. One hundred and fifty in-service secondary school teachers were sampled across three African countries using a survey research design. A combination of both closed and open-ended questions was used to elicit responses from respondents via an online system. Responses from the open-ended questions were analysed using thematic analysis, and data received from the structured questions were analysed using percentage distribution. The theoretical lens through which this study was viewed was the Human capital theory and social constructivism theory. Findings revealed that teachers across the three countries have a positive perception of the usage of competency-based approaches but lack professional training and support, which in turn affects the quality of their teaching and assessment practices in classrooms. The implications and recommendations from this study offer teachers as well as education stakeholders in Africa valuable consideration to move beyond the traditional level of assessment and integrate good proxies of academic skills that support learners’ acquisition of 21stcentury skills such as problemsolving, creativity and critical thinking in assessing learners’ competencies

Teaching and learning Physics using interactive simulation: A guided inquiry practice

The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners’ conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention lesson using the integration of IST in the science classroom, and a control group (n = 30) that continued with the conventional teaching method. We adopted a mixed-method approach for this research. Data were collected through a pre-post achievement instrument, classroom observations, and focus group interviews. Data were analysed using the Mann-Whitney U-test, the Wilcoxon signed-rank test, and content analysis. It was found that the mean rank rating of the pre-test results for learners in both groups was not significantly different. However, the Mann-Whitney U-test indicated that learners’ conceptual understanding measured in the post-test result was greater for the experimental group (mean rank gain score = 38.83) compared to the control group (mean rank gain score = 22.17), U = 200.0, p = 0.000185. This finding indicates that integrating IST into inquiry-based activities can be used efficiently to improve learners’ in-depth knowledge of science concepts

Phytochemical and anti-fungal activity of crude extracts, fractions and isolated triterpenoid from Ficus thonningii blume

Background: The importance of plants in human health cannot be overemphasized as plants have provided a good source of anti-infective agents in the fight against  microbial infections. Ficus thonningii Blume (Moraceae), a plant used  ethnomedicinally in West Africa for the treatment of some microbial infections was studied for its antifungal potentials.Objective: To investigate the phytochemical and in vitro antifungal activity of the extracts and isolated compound from leaf and stem bark of Ficus thonningii.Materials and Methods: Determination of phytochemical composition of Ficus thonningii leaf and stem bark and evaluation of the anti-fungal activity of the leaf and stem bark extracts using agar-diffusion technique. The Minimum Inhibitory Concentrations (MIC) of the crude extracts, fractions and isolated compound were determined by agardilution. Bioassay-guided fractionation of the crude extracts was carried out using column chromatography.Results: The phytochemical screening revealed the presence of alkaloids,  cardenolides, terpenoids, saponins, tannins and flavonoids. Crude extracts of F. thonningii demonstrated inhibitory activity on moulds and yeast but none against the dermatophytes (Trichophyton and Microsporium species). Hexane leaf extract was the most active inhibiting all the strains of Aspergillus niger, Candida albicans, Penicillum chrysogenum and Rhizopus nigricans with an MIC range of 20-312  μg/mL. The MIC of the isolated triterpenoid (10 – 78μg/mL) compared favourably with that of the standard drug, tioconazole, used (10 - 20 μg/mL).Conclusion: The study showed that Ficus thonningii Blume is a good source of various phytochemicals includingantimicrobial compounds that showed the potential of being developed into a drug for treating relevant fungal infections.Keywords: Ficus thonningii, Antifungal activity, Triterpenoid, Phytochemical  screenin

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

The growing utilisation of digital technologies in today’s complex and fast-changing world has taken the reality of education beyond the physical classroom. However, the COVID-19 pandemic has forced many educational institutions to make hasty and unprecedented decisions as they switched to the virtual classroom. This study explores teachers’ experiences in transitioning from traditional teaching to virtual teaching during and after the COVID-19 college closure. A sample of seven Technical and Vocational Education and Training (TVET) educators was conveniently selected from colleges in an urban area in South Africa using a case study research design. Data were collected through semi-structured interviews and analysed using thematic analysis. In this regard, all ethical considerations were adhered to during this study. Three of the educators demonstrated a positive cognitive, affective and behavioural attitude towards transitioning to virtual learning. Six of the educators used WhatsApp and online platforms integrated into their college’s website to communicate during virtual teaching. However, challenges such as lack of support on the integration of technology into their practice, access to connectivity, provision of little or no training on pedagogical practices, unconducive home environment, students’ attitudes in the online space, lack of infrastructure and poor policy guidelines and framework for implementing virtual learning pose a threat to educators’ desires to change and support a transition to virtual learning permanently. Therefore, it is recommended that TVET education providers and managers provide adequate support and training for educators to foster pedagogical practices aimed at enhancing students’ virtual learning

Relationships between High School Teachers’ Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria

Abstract: Please refer to full text to view abstrac

Early year teachers’ understanding and implementation of science process skills

Abstract: The quality of South African learners’ performance in science and mathematics continues to remain poor as reflected in National and International assessments. However, it is believed that learners’ poor performance in these subjects could be attributed to their weak and/or disproportional exposure to science instructions during early childhood development. The research objective of this study was to explore teachers’ understanding and implementation of science process skills (SPS) in the early years. Accordingly, data were collected using a qualitative research design of one on one interviews and lesson observations with eight Grade R teachers that were purposively and conveniently selected. The result showed that though participants believe it is important to start teaching science to children in the early years, most of them don’t have an adequate understanding of the science concepts in the Grade R syllabus. Though teachers engaged learners in activities that allowed them to observe, describe, measure, classify, predict and communicate ideas during the observed lessons, most of the teachers were unable to describe SPS. However, six of the teachers attributed their ability to demonstrate the process activities to years of experience and indicated that the teaching qualification they have did not accurately prepare them to teach science in the early years. Besides, teachers expressed a low level of confidence and competency in planning and demonstrating science activities in the early year classrooms

Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa

This study explored teachers’ experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately functioning lesson study pairs. Data were collected through multiple sources including semi-structured interviews, observations of classroom teaching and Lesson Study meetings, field notes, participants’ initial lesson plans and reflective writings. It was found that collaboration through Lesson Study enhanced teachers’ professional teaching strategies, networking skills, lesson plan writing, classroom management, self-efficacy and positive attitudes towards teaching. However, challenges such as lack of time, lack of institutional support and insufficient instructional materials pose a threat to teachers’ participation in Lesson Study. It is therefore recommended that policy makers develop strategic plans to promote the use of Lesson Study as a school-based professional development initiative. Further research on Lesson Study in pre-service science teacher education may pave the way towards professional collaboration as a sustainable practice amongst science teachers. This may ultimately improve the performance levels of science learners in South Africa.Keywords: electricity and magnetism; lesson study; physical sciences; professional development; science teachin

Teaching and assessment through online platforms during the COVID-19 pandemic : benefits and challenges

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Assessment of Female University students’ digital competence : potential implications for Higher Education in Africa

Abstract: This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and their levels of DC (χ2 = .000; p < 0.05). Students also faced challenges such as a lack of ICT tools, insufficient knowledge and skills, data issues, and poor internet connectivity. The implications of these findings for African higher education institutions suggest that female students, particularly in Rwanda and Uganda, require training to be digitally competent and compete globally with their peers. As a result, we recommend that students from different programs of study with less demand in technology be allowed to take compulsory electives in technology courses while older female students are given adequate support

The effects of a lesson study intervention on the teaching of electricity and magnetism

An in-depth case study was undertaken with the purpose of exploring teachers use of Lesson Study as they progressively strive to enhance their teaching of electricity and magnetism. A sample of four physical sciences teachers functioning separately as two lesson study pairs was conveniently selected from three different schools. Data were obtained through semi-structured interviews, individual teacher’s lesson observation and Lesson Study pair observation, field notes, document analysis of participants’ reflective writing and original lesson plan. The social constructivist learning approach of Vygotsky and the adult education approach of Malcolm Knowles was used as the theoretical framework of this study. Data obtained was analysed using qualitative content analysis. Results from this study indicates that individual interpretation of personal experiences and active collaboration with colleagues during Lesson Study meetings changed participants’ attitudes, beliefs and practices about teaching electricity and magnetism. Participants became more confident and competent teaching specific concepts in electricity and magnetism after the brainstorming sessions of the Lesson Study process. However, participants identified lack of support, unavailability of time and workload as contextual factors that might affect their continuous practice of the Lesson Study process. This study provides insight to how and why physical sciences teachers should collaboratively learn within the context of Lesson Study. It also contributes to the knowledge about how to promote effective and practical school based collaborative professional development programs among teachers. It is recommended that educational policy makers should develop strategic plans that allow teachers to engage in practical and effective collaborative professional development programs such as Lesson Study during the school day. Furthermore, the practice of collaborative teaching should start in teacher training programs to help reduce professional isolation among teachers.Science, Mathematics and Technology EducationPhDUnrestricte