Micheal M. van Wyk

The Effects of Teams-Games-Tournaments on Achievement, Retention, and Attitudes of Economics Education Students

Abstract Cooperative learning, as an instructional methodology provides opportunities for students to develop skills in group interactions and in working with others that are needed in today’s world. The purpose of this study was to determine the effects of the cooperative learning technique of Teams-Games-Tournaments (TGT) on the achievement, retention, and attitudes toward TGT as a teaching method. A pretest-posttest, quasi-experimental design was used. Data collection instruments, an achievement test (Test of Economic Literacy), an attitude toward TGT and a retention test were used for the purpose of this study. Results indicated that the achievement test score for the TGT group was 52.99, while the Lecture control group was 50.13. This implies that the TGT group performed better in the achievement test compare to the control group. The retention test for both groups were very similar. The treatment group indicated positive attitude towards TGT as a teaching strategy for economics education.

The Use of Cartoons as a Teaching Tool to Enhance Student Learning in Economics Education

Abstract Excellent and effective teaching demands a host of devices, techniques and strategies not only to achieve cross critical outcomes, but because variety, itself, is a desideratum. One teaching instrument which perhaps is too seldom used, is the economics cartoon. To encourage this development, learning activities become important. This paper investigates why Economics subject didactics students prescribed to cartoons as a teaching tool to enhance their learning. A survey was conducted to determine the use of cartoons as an effective teaching tool in Economics education. The results of the confirmatory factor analyses indicated that the six-factor-model shows a reasonable fit, since the two out of three conditions were consistently satisfied for the six-factor-model of this study. Further, interviews revealed that cartoons positively enhanced constructive learning, cooperative learning and collaborative learning amongst peers. Suggestions were made how to use cartoons as technique to creating interest and developing critical thinking and reflective teaching skills in Economics education.

Do Student Teams Achievement Divisions Enhance Economic Literacy? An Quasi-experimental Design

Abstract Student Teams Achievement Divisions (STAD) is one of the simplest and most extensively researched form of cooperative learning technique. This paper reported the impact of a STAD on students’ performances in economic literacy. Results showed that the experimental group had a 16.13 score increased from the pretest to posttest compared to the control group. The experimental group, which were exposed to STAD, had a statistically significant increased in economic literacy levels compared to the control group.

The Use of Economics Games as a Participative Teaching Strategy to Enhance Student Learning

Abstract Research studies reported that playing games in the classroom does not solve all educational challenges but games and simulations are useful tools to actively involve students in their learning. This study explores the educational value of economics games on student learning in economics education. A quota sampling of fourteen Economics education students were identified and selected for the semi-structured interviews. An interview schedule was used to obtain data. Findings revealed those students’ viewed in-class simulated games as a valuable tool which contributed to their learning which implies that student achievements were enhanced by the in-class structured activities. Economics games enhanced their academic performances, interpersonal relationships and linked to reallife experiences on how markets operate. They acquired and improved their social skills and gained confidence in their ability to apply the skills effectively during the games in the classroom. Lastly, the economics games motivated students to take responsibility for their own learning.

The Selection of Didactic Principles by Teachers in the Field of Economics: An Exploratory Factor Analysis

Abstract The overarching purpose of every lesson is the planning of a teaching-learning situation. These planned lesson outcomes can be achieved in the most purposeful manner possible if teachers are familiar with the didactic principles. To be able to make a responsible choice in respect of the teaching strategies, the teacher should have a sound knowledge of the didactic principles that apply to the teaching of a school subject. This study investigates the selection of didactic principles by teachers in the field of Economics in Free State secondary schools. Data were factor-analysed using a Kaiser-Meyer-Olkin (KMO) for sampling-adequacy and a Principal Component Analysis (PCA) for varimax rotation. Four factors emerged from the analyses, namely: learner centredness, classroom management, problem solving and assessment. These didactic principles were discussed by using exploratory factor analyses in the context of teaching and learning in Economics.The overarching purpose of every lesson is the planning of a teaching-learning situation. These planned lesson outcomes can be achieved in the most purposeful manner possible if teachers are famili...

Post Graduate Certificate of Education Student Teachers’ Views of Economics Games as an Interactive Classroom Technique

Abstract Research studies have reported that playing games in the classroom does not solve all educational challenges but games and simulations are useful and effective tools to actively involve Post Graduate Certificate of Education student teachers in their learning. This study investigated the educational value of in-class simulated games on student learning in economics education through an experimental teaching strategy. A survey was conducted to obtain the data. Students considered the in-class simulated games as a valuable contribution to their learning which implied that students’ achievements were enhanced by structured activities. The games enhanced their academic performances and linked to real-life experiences on how the markets operate. They acquired and improved their social skills and gained confidence in their ability to apply the skills effectively during the games in the classroom. Lastly, the games motivated students to take responsibility for their own learning.

Measuring Students' Attitudes to Economics Education: A Factorial Analysis Approach

Abstract The importance of economic education goes far beyond the goal of improving an understanding of the basic principles of supply and demand and the workings of our economy. Economic attitudes and opinions should be a topic of interest to teachers of economics, whether they teach it as a separate course or integrate it into the existing curriculum. This study explores students’ perceptions of economics education by using an exploratory factor analysis (EFA). An attitude towards economics education (ATEE) scale was constructed to collect data. Seven factors were extracted by using a rotated factor matrix. Female students outperformed male stu dents pertaining to continuous assessment marks. Final examination results revealed that male students’ achievements were significantly higher than female students.

The Nama Stap as Indigenous Identity and Cultural Knowledge

Abstract The Afrocentric method is derived from the Afrocentric paradigm which deals with the question of African identity from the perspective of African people as centred, located, oriented, and grounded. The Afrocentric philosophy is based on the principles of inclusivity, cultural specificity, critical awareness, committedness and political awareness. The Nama Stap is the Namas’ entertainment form used as a social, cultural and educational tool by the Nama-Khoisan people. The purpose of this paper is to [re]claim the Nama Stap as a dance of identity, culture and indigenous knowledge by showing ways in which an Afrocentric-ubuntu-based research approach can be used to research indigenous culture. Data were collected through oral history, field notes and stories. A case is argued for using the Nama Stap as Khoisan cultural heritage tool to promote nation building.

The Place of Indigenous Cultural Games by Educators in the Teaching and Learning of Mathematics

Abstract Many human activities have some mathematical ideas embedded in them. The use of indigenous games is one way of giving context that can help students enjoy and understand mathematics in order to apply it in their everyday lives. The paper gives an empirical assessment of the game of pada that is played by many indigenous children in Zimbabwe. The purpose of the study was to explore mathematical ideas that are embedded in the game of pada. Five children from Gweru urban participated in the study. Focus group interviews and observations were used to gather data and inductive analysis was then used to analyze the data. The study revealed that ideas of counting, inverse variation, geometrical constructions, projectiles, statistics, permutations, combinations and angles of elevation and depression are embedded in the game of pada. The study recommends the training of teachers to utilize indigenous knowledge systems and local cultural games when teaching mathematics in order to fight methophobia among African students.

Using blogs as a means of enhancing reflective Teaching Practice in open distance learning ecologies

Abstract Reflection is an important concept or principle that is fundamental in the interpretation of new information, and is also required if learning is to advance from surface to deep learning. The purpose of this article is to explore the use of blogs as an e-learning journal writing tool for reflection and peer-feedback during Teaching Practice placement at school. In this context, ‘blogs’ refer to social media networking and online support for Post Graduate Certificate of Education (PGCE) students, who were learning to teach Economics and Management Science in Open Distance Learning (ODL) environments. A ‘blog space’ on myUnisa for subject didactics students was created during Teaching Practice placements. Student teachers were encouraged to post their views on the blog space (using the blog space as a communicative platform) with a view to critically reflecting on their learning processes and in order to share their Teaching Practice experiences. The data collected was qualitative in nature, consisting of student teachers’ journal writing reflections and comments on the blog. Findings indicated that the use of blogs enhances student teachers’ reflective Teaching Practice in open and distance learning ecologies throughout this study.