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    Teachers' perceptions of the use of technology in mathematics classrooms and how it relates to learner motivation: An explanatory sequential mixed methods study
    (University of the Witwatersrand, Johannesburg, 2024) Mhlongo, Siyabonga Thandazani; Dlamini, Reuben; Khoza, Samuel
    The use of digital technologies has significantly influenced all areas of society, with their ac- celerated adoption driven by their appeal and transformative potential. In education, their inte- gration is viewed as a potential game-changer for the future of teaching and learning, despite mixed successes in the past. A well-functioning education system is the foundation of society, as it embodies the dreams and aspirations of future generations. In South Africa, the National Development Plan (NDP) sets out ambitious educational goals, particularly for mathematics and science, that if achieved, could improve the country’s socio-economic prospects. However, the current public basic education system is struggling, and achieving these goals is in doubt. To get back on track, South Africa needs a plan to rescue its education system, and the calcu- lated and intentional use of digital technologies might just be the answer. For such a strategy to succeed, it must be underpinned by a solid understanding of how digital technologies can best support teaching and learning. To this end, this research study aimed to explore the relationship between digital technology use and learner motivation in the specific context of teaching and learning mathematics within the public basic education system of the Gauteng province of South Africa. The study utilised social constructivist theory as a lens to interpret motivation, identifying observable interest and engagement in learners as manifestations of motivation within the classroom environment. Situated within the Pragmatic paradigm, this study employed an explanatory sequential mixed methods design. Before the study began, permissions were obtained from institutional gate- keepers to comply with research ethics, and ethical principles were consistently upheld through- out the research process. The study began with a quantitative exploration of teachers’ percep- tions of the use of technology in teaching and learning mathematics, and how this use relates to the motivation of learners to learn mathematics. Following this, a qualitative phase was conducted to delve into the identified complexities and nuances. The initial quantitative phase utilised an online survey questionnaire, designed from existing measures, and contextualised for this study. A total of 55 responses were received, of which 23 were valid for analysis. The collected data were explored and analysed using appropriate descriptive and nonparametric statistical techniques. The results indicated that teachers had a generally positive perception of the use of technology in enhancing learner motivation, along- side nuances that merited further investigation. i – ii – Abstract The qualitative phase involved six teachers who participated in semi-structured interviews. The data generated during this phase were analysed using the reflexive thematic analysis approach, revealing the multifaceted nature of motivation, and the evolving dynamics of technology use in educational settings, through teachers’ experiences. The findings also demonstrated how teach- ers and learners navigate the use of technology in their educational journeys, and how the con- stantly evolving landscape of technology-enriched education is reshaping classroom dynamics and discourse. An integrative interpretation of both the quantitative results and qualitative findings provided a more comprehensive understanding of the importance of digital technology usage by teach- ers and learners, not only within their specific classroom settings, but also in the wider ed- ucational landscape. This enabled significant meta-inferences and implications to be drawn. Amongst these is the nuanced understanding of the potential of technology to influence learner motivation, which is dependent on the teachers’ ability and proficiency to adeptly navigate a technology-rich educational landscape. In broader terms, these insights offer pragmatic strate- gies for integrating digital technologies in educational settings, thereby aligning with, and po- tentially accelerating the achievement of the nation’s broader educational goals.
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    The Impact of a Psychological Capital Micro-Intervention on Academic Engagement within a Student-University Context
    (University of the Witwatersrand, Johannesburg, 2024) Passos, Monique
    Although the student experience is commonly praised for its empowerment, learning opportunities, and adventurous nature, it is important to acknowledge that students also face substantial pressure and stress throughout their academic journeys. This has been known to adversely affect student engagement (i.e., vigour, dedication, and absorption) levels, potentially diminishing academic performance and productivity levels, and increasing the likelihood of university dropouts (Jafri, 2017; Kuh et al., 2008). Fortunately, psychological capital (PsyCap); the combination of four psychological capacities (hope, self-efficacy, optimism, and resilience), has been cited as a significant contributor of academic engagement (Luthans et al., 2016; You, 2016). These constructs are explained by the Job Demands- Resources (JD-R) model as well as the Conservation of Resources (COR) theory. However, few studies have considered the relationship between PsyCap and academic engagement amongst first-year university students. This provided a unique and novel context for application, warranting future research. Thus, the purpose of the current study was to examine whether a micro PsyCap intervention had an effect upon the levels of academic engagement experienced by first-year university students. The following three instruments were combined into an online questionnaire and used to collect the necessary data for the current study: 1) A demographic questionnaire was administered to gather information about the sample and sample characteristics; 2) the Utrecht Work Engagement Scale for Students (UWES-S) was used to measure academic engagement; 3) the Psychological Capital Questionnaire (PCQ) was used to measure psychological capital and/or personal resources. Data was collected at two different time periods (i.e., pre-intervention/time 0 and post-intervention/time 1), whereby the PCQ was used to measure levels of PsyCap, and the UWES-S was used to measure academic Abstract 6 engagement. The data was analysed using descriptive statistics, correlational analysis, and mixed-model analysis of variance (ANOVA). The final sample (N = 319) consisted of both full-time and part-time first-year students across different faculties of study (i.e., Humanities, Health Sciences, and Commerce, Law, and Management) at the University of the Witwatersrand in Johannesburg, South Africa. Results of the current study demonstrated that a positive relationship exists between PsyCap and academic engagement. Specifically, the study revealed that students with higher levels of PsyCap tend to show more energy and enthusiasm (vigour), stronger commitment (dedication), and deeper absorption in their learning (absorption). These findings were supported by previous research. However, the current study also revealed that the proposed PsyCap intervention failed to significantly affect the students’ levels of vigour, dedication, and absorption over time. These results were surprising considering previous research but may be attributed to the inherent difficulties of developing an online intervention in South Africa, where there are significant variations in resource availability and economic status (especially amongst university students). Based on these challenges, future studies should incorporate face-to-face interventions to ensure inclusivity and participation from all participants; use larger and more representative samples; and embrace a mixed-methods approach to gain a deeper understanding of participant experiences. Nevertheless, the study’s result does not invalidate prior research that has demonstrated the effectiveness of PsyCap interventions in enhancing academic engagement amongst university students. Abstract 7 This study confirms a link between psychological capital (PsyCap) and student engagement, underlining the importance of personal resources in the student-university context. Further research is necessary to develop more effective iterations of the proposed PsyCap intervention aimed at effectively enhancing academic engagement and promoting overall student success