Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

Adigun, Olufemi Timothy; Ndwandwe, Ntokozo D.

doi:10.46303/ressat.2022.8

Cited by 3 publications

(1 citation statement)

References 45 publications

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“…Several researchers blame teachers for contributing to poor parental involvement in their children's schooling by their disregarding the value of parent involvement (Adigun & Ndwandwe, 2022;Appiah-Kubi & Amoako, 2020;Hornby & Lafaele, 2011;Ndwandwe, 2014), with such a phenomenon being especially prevalent among parents with low socio-economic status. Research also indicates that teachers might, due to the lack of time and resources, maintain some distance from parents, which can prevent them from becoming involved in their children's education (Boonk, Ritzen, Gijselaers & Brand-Gruwel, 2021).…”

Section: Barriers To Parental Involvementmentioning

confidence: 99%

Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa

Ndwandwe

2023

RESSAT

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Parents are broadly acknowledged to be essential partners in the schooling process of their children, with parental involvement being linked to positive impact on academic achievement. Regrettably, poor parental involvement remains significate and an unfortunate challenge in South African schools, as well as a contributing factor to high failure rates in schools. Therefore, this study investigated the relationship between parental involvement and the academic achievements of learners in secondary schools in the Ehlanzeni District, Mpumalanga, using Epstein’s theory of overlapping spheres of influence as a theoretical lens. A qualitative research design underpinned by the interpretive paradigm was employed, using a sample of two secondary schools with a purposive sample of principals, teachers and parents. Data for the study was obtained through semi-structured interviews conducted with the principals and through focus group discussions conducted with teachers and parents, respectively. The data was gathered through thematic analysis approach. The findings obtained reveal that parental involvement improves discipline and learner achievement. However, various factors hindered parent involvement, such as the lack of confidence in providing assistance to children with homework, conflicts in home–school scheduling, ineffective communication, and reluctance to attend parent meetings and to serve on governance structures. The study recommends that both teachers and parents should establish good home–school relationships, teacher training for parent involvement should be organised, with schools developing a parent involvement programme, so that a viable collaborative partnership can be established between school and home.

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Section: Barriers To Parental Involvementmentioning

confidence: 99%

Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa

Ndwandwe

2023

RESSAT

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Investigating student’s motivation and online learning engagement through the lens of self-determination theory

Ojo,

Ravichander,

Tan

et al. 2024

JARHE

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PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

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Universal Design for Learning

Adigun,

Lephoto,

Tijani

2023

Cases on Teacher Preparation in Deaf Education

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Lesotho, like many other countries of the Sub-Saharan Africa is working assiduously towards achieving sustainable development goals by 2030 and to ensure effective implementation of inclusive education. However, despite the efforts of the government, the education of deaf learners in the country still suffers some setbacks, partly because education of the deaf has not been given the much-needed attention by training and preparing teachers for deaf learners. While education of teachers for deaf learners is unavailable in either of the two teacher training institutions in the country, this chapter advocates for the infusion of the principles of the universal design for learning in the teacher education curriculum. This chapter therefore examines the current situation of education for the deaf in Lesotho and how existing teacher training institutions, through the proposed UDL model, can improve education provisions for deaf learners in the country. Based on the foregoing, the chapter provides implications for policy, practice, and research.

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Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

Cited by 3 publications

References 45 publications

Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa

Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa

Investigating student’s motivation and online learning engagement through the lens of self-determination theory

Universal Design for Learning

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