The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers

Leendertz, Verona; Blignaut, A. Seugnet; Ellis, Suria; Nieuwoudt, Hercules

doi:10.4102/pythagoras.v36i2.297

Cited by 8 publications

(5 citation statements)

References 16 publications

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“…Leendertz, Blignaut, Ellis, and Nieuwoud (2015) attempted to develop a guideline for mathematics teachers to infuse ICT into their pedagogy. The authors acknowledged that they could not find an appropriate guideline for the professional development of mathematics teachers with respect to the pedagogical use of ICT.…”

Section: Introductionmentioning

confidence: 99%

A Snapshot Survey of ICT Integration in South African Schools

Padayachee

2017

SACJ

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Information Communication Technology (ICT) integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges. However, ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges. In part, addressing the strategic and operational challenges involves understanding the current landscape of ICT integration in schools. There is scant information on the practical enforcement of ICTs in the classroom. The aim of this research is to determine the extent of ICT usage in South African schools in order to obtain an understanding of the practical enforcement of ICTs at the school level. This study combines both qualitative and quantitative data collection methods in order to provide a rich nuanced perspective of ICT integration in South African schools. The study found that the uptake of technology remains low, on average the frequency of usage per tool type was as follows: contextual tools (41%), sharing information and ideas tools (29%), experiential tools (26%) and reflective dialogue tools (18%). It was found that teachers are uncertain with respect to the enforcement of e-education while being encumbered by poor infrastructure and lack of skills.

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Section: Introductionmentioning

confidence: 99%

A Snapshot Survey of ICT Integration in South African Schools

Padayachee

2017

SACJ

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“…Table 1 summarises these four assumptions, subjective versus objective, as well as the related data collection method. Understand the social phenomena through the eyes of various respondents in the social activity (Leendertz et al 2015).…”

Section: Research Design and Methodologymentioning

confidence: 99%

The development, validation and standardisation of a questionnaire measuring an Auditing teaching-learning intervention at a SAICA-accredited university

Stumke

Moolman

Leendertz

2023

SAJHE

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Questionnaires are widely used in the Accountancy field as a data collection instrument. However, previous studies have contentious views on the reliability of questionnaires in academic studies.This study describes the development of a custom-made questionnaire to evaluate the effectiveness of a teaching-learning intervention, the Audit Cube, designed to affect the knowledge, skills, attitudes and values of Auditing of B.Com. honours students in the Accountancy field at a SAICA-accredited university. The questionnaire was distributed to 156 university honours students, whereafter it was validated and standardised. Most of the extracted factors indicated a reliability level higher than 0.9, signifying that the constructs were suitable to address the project's research question and that the questionnaire is valid. In conclusion, this study found that the use of questionnaires in academic studies is deemed reliable if a standardised process is followed in its development. Consequently, the study suggests that custom-made questionnaires should undergo factor analysis to prove the instrument's validity prior to reporting on the findings. The findings of this study may be useful to academics in providing guidelines in developing their own data collection instrument to measure the effectiveness of a teaching-learning intervention and may also support the use of questionnaires by researchers in the teaching-learning environment.

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“…This approach to teaching digital technology will encourage real-life digital technology usage among learners and better prepare them for life beyond high school. 9 Previous studies, such as those conducted by Grice,Prestridge,and Maher,Schuck,and Perry,10 approaches for integrating ICT in teaching, factors influencing teachers during integration in South African high schools, 11 and teachers' perceptions of integrating digital technology in teaching. 12 Consequently, there has been a greater emphasis on using digital technology as a teaching tool rather than teaching its content.…”

Section: Introductionmentioning

confidence: 99%

The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices

Mthembu,

Gachie,

Govender

2023

EHASS

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The rapid advancement in digital technology has necessitated a fundamental transformation in the approach to teaching and learning in the classroom. Consequently, teachers must recognize and adapt to this shift by employing appropriate and effective pedagogical methods. However, the lack of comprehensive literature and well-defined policies pertaining to pedagogical adjustments in response to the emergence of technology has left numerous issues unresolved. Therefore, this research investigated the pedagogical approaches adopted by teachers in light of technological advancements in this digital age. The pedagogical shift accompanying the emergence of technology holds significant importance for effective teaching and learning. The research question that was asked to address this pedagogical shift was: In what ways are teachers applying pedagogical approaches in the context of digital technology emergence? To address the research question, a combination of quantitative and qualitative data was collected from high school teachers in the Pinetown district located in Durban KwaZulu-Natal Province through questionnaires and interviews. The findings revealed that teachers are not adequately equipped to implement the pedagogical approaches required for the integration of technology. Furthermore, teachers often perceive technology as a mere tool for occasional use in teaching and learning. Relying solely on laptops and electronic gadgets, without effectively integrating technology into the curriculum and pedagogical approaches, as well as fostering authentic teaching and learning experiences, does not ensure that learners will be prepared to thrive in the era of technology. Additionally, the research discovered that only 31.1% of teachers employed problem-based learning, while 21.7% employed project-based learning as their pedagogical approach. Consequently, there is a need for well-structured policies that can support teachers in making the necessary pedagogical shift to accommodate the emergence of technology. Keywords: Teaching and learning, Pedagogical approaches, Technology integration, Digital technology, Digital skills.

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The development, validation and standardisation of a questionnaire for ICT professional development of mathematics teachers

Cited by 8 publications

References 16 publications

A Snapshot Survey of ICT Integration in South African Schools

A Snapshot Survey of ICT Integration in South African Schools

The development, validation and standardisation of a questionnaire measuring an Auditing teaching-learning intervention at a SAICA-accredited university

The Pedagogical Shift in the Emergence of Digital Technology: Transforming Teaching Practices

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