Jonas Kotoka | University of South Africa (original) (raw)
Papers by Jonas Kotoka
The purpose of this study is to investigate physics teachers' (TPCK) and their learners' achievem... more The purpose of this study is to investigate physics teachers' (TPCK) and their learners' achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of sixpoint Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers' experience and their learners' achievement [Spearman's rho (42) = .39, p = .011] as well as physics teachers' TPCK and their qualifications [Spearman's rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers' TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners' responses on the LCTTPCKQ and their teachers' responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% iii and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum. iv KEY TERMS Electricity, physics teacher, Technological Pedagogical Content Knowledge, Lesson plan, Grade 11 physics, t-Test, Spearman's Correlation, Chi-square Test and learner achievement. v DECLARATION I declare that AN INVESTIGATION OF PHYSICS TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND THEIR LEARNERS' ACHIEVEMENT IN ELECTRICITY is my own work and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references.
African Journal of Research in Mathematics, Science and Technology Education, 2014
This study examines the impact of computer simulations on the performance of 65 grade 11 learners... more This study examines the impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mgwenya circuit in the Mpumalanga province. The study followed a non-equivalent control group design. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used to determine the impact of computer simulations on the performance of grade 11 learners in electromagnetism. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group. In the analysis of the short-answered written questions, the experimental group outperformed the control group. Average normalized gain, (), introduced by Hake on conceptual learning was calculated as 0.18 for the control group which is consistent with Hake's low course and 0.32 for the experimental group which is consistent with Hake's medium course. It was concluded that computer simulations influenced the higher performance of the learners in the experimental group.
The following terminology has been used in this study and is presented alphabetically: Computer S... more The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
The following terminology has been used in this study and is presented alphabetically: Computer S... more The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
African Journal of Research in Mathematics, Science and Technology Education
The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism... more The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mpumalanga province is investigated. Learners did not use the simulations individually, but teachers used them as an interactive demonstration tool. Basic concepts in electromagnetism are difficult to understand owing to their abstract nature. A non-equivalent control group design was followed. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group (t-statistic = 3.58, degrees of freedom = 63, p < 0.05). In the analysis of the test questions by topic, the experimental group also outperformed the control group consistently. The ability of computer simulations to aid learners' conceptual understanding was confirmed. Although the performance of the learners was established, the role of the teachers when selecting the most effective instructional designs to enable learners to understand the fundamental ideas in electromagnetism could not be overlooked.
The purpose of this study is to investigate physics teachers' (TPCK) and their learners' achievem... more The purpose of this study is to investigate physics teachers' (TPCK) and their learners' achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of sixpoint Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers' experience and their learners' achievement [Spearman's rho (42) = .39, p = .011] as well as physics teachers' TPCK and their qualifications [Spearman's rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers' TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners' responses on the LCTTPCKQ and their teachers' responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% iii and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum. iv KEY TERMS Electricity, physics teacher, Technological Pedagogical Content Knowledge, Lesson plan, Grade 11 physics, t-Test, Spearman's Correlation, Chi-square Test and learner achievement. v DECLARATION I declare that AN INVESTIGATION OF PHYSICS TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND THEIR LEARNERS' ACHIEVEMENT IN ELECTRICITY is my own work and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references.
African Journal of Research in Mathematics, Science and Technology Education, 2014
This study examines the impact of computer simulations on the performance of 65 grade 11 learners... more This study examines the impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mgwenya circuit in the Mpumalanga province. The study followed a non-equivalent control group design. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used to determine the impact of computer simulations on the performance of grade 11 learners in electromagnetism. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group. In the analysis of the short-answered written questions, the experimental group outperformed the control group. Average normalized gain, (), introduced by Hake on conceptual learning was calculated as 0.18 for the control group which is consistent with Hake's low course and 0.32 for the experimental group which is consistent with Hake's medium course. It was concluded that computer simulations influenced the higher performance of the learners in the experimental group.
The following terminology has been used in this study and is presented alphabetically: Computer S... more The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
The following terminology has been used in this study and is presented alphabetically: Computer S... more The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
African Journal of Research in Mathematics, Science and Technology Education
The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism... more The impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mpumalanga province is investigated. Learners did not use the simulations individually, but teachers used them as an interactive demonstration tool. Basic concepts in electromagnetism are difficult to understand owing to their abstract nature. A non-equivalent control group design was followed. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post-test than the control group (t-statistic = 3.58, degrees of freedom = 63, p < 0.05). In the analysis of the test questions by topic, the experimental group also outperformed the control group consistently. The ability of computer simulations to aid learners' conceptual understanding was confirmed. Although the performance of the learners was established, the role of the teachers when selecting the most effective instructional designs to enable learners to understand the fundamental ideas in electromagnetism could not be overlooked.