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Theses and dissertations (Accounting and Informatics)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/4

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    Developing a web based blended learning technique to improve computer programming competence of information technology students
    (2017) Jackson, Priyalushinee; Olugbara, Oludayo O.
    Computer-programming dexterity is an essential skill for students of computer science, information technology and engineering who are intrinsically expected to be able to do programming. However, teaching and learning computer-programming concepts and skills have been recognised as a great challenge for both teachers and students, for many reasons. Computer-programming requires new ideas in thinking and conceptualising practical solutions. It requires creative skills in solving practical, but often difficult problems. Moreover, computer-programming students, generally lack problem-solving skills and self-efficacy. They typically find it difficult to use artificial programming languages to solve challenging problems. There is the problem of poor background in science and mathematics that would help students to rapidly understand the intricacies of computer-programming. Students are not motivated to overcome the fear of the bizarre syntax of computer-programming codes. These challenges, coupled with the huge potential of computing applications in the society have made the development of effective pedagogies and environments for computer-programming courses, an important issue. To address this issue in a unique way, this study proposes to explore a web-based, blended learning technique with minimal instructor intervention, to improve the computer-programming competence of information technology students. These students are expected to have developed an acceptable level of computer-programming competence at university to be job ready and to be self-reliant in their future careers. The technique being proposed in this study was implemented in a blackboard ™/®/© web-based environment. The effectiveness of the technique was demonstrated using experimentation coupled with the data analysis method that is based on the three-parameter item response theory and retrospective pretest. The method used in this study to evaluate computer- programming competence of students reflects the perspective of the students in the evaluation process. The results of the study indeed show that using the proposed technique, information technology students dynamically collaborate with their peers with minimal instructor intervention towards improving their computer-programming competence.
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    Examining the perceived reliability of cost effective e-learning handsets for teaching and learning in schools
    (2015) Sofowora, Mayowa A.; Eyono Obono, Seraphin Desire
    The use of mobile devices such as cell phones, smartphones, personal digital assistants and tablet computers is becoming prevalent in today’s world; and it is facilitating access to a vast amount of data, services and applications for the improvement of people’s lives. Advances in electronics and manufacturing technologies usually lead to the rapid release of newer and sleeker models with new features and capabilities. These newer models therefore render older models obsolete, and this pushes people to frequently replace their devices. The drawback of such frequent replacements is that a large number of devices are disposed and they end up as e-waste. The fact that e-waste constitutes a major hazard to human health and to the environment is the motivation behind this study whose aim is to examine the factors affecting the perceptions of teachers on the durability of cell phones in the e-learning context. This research aims was achieved through the content analysis of existing literature and through a survey of 67 secondary school teachers from the iLembe and UMgungundlovu district municipalities in the KwaZulu-Natal province of South Africa. The attribution theory was selected as the theoretical framework for this study, and it led to the identification of four independent variables (Demographics, Intention, Knowledge, and Actual use) and of one dependent variable (Perceived Durability). The results of this study indicate that teaching experience and school location are the only two demographics that affect other variables from this research: School location affects cell phone durability, and teaching experience affects cell phone usage intentions. These results also indicate that all the variables of this research are linked except for the relationship between knowledge and perceived durability. One of the recommendations of this study is the proposal of a three year cycle for cell phone renewals in schools mobile learning projects in order to manage e-waste through e-recycling, and this recommendation is based on the finding of this research that teachers believe that cell phones generally lasts between two to three years. The main contribution of this study is to have examined the durability of mobile phones in the e-learning context and this is something new compared to all the studies reviewed by this research.
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    Advantages and disadvantages of eLearning in primary and secondary schools in the context of developing countries
    (2015) Temitope, Obafemi Samson; Eyono Obono, Seraphin Desire
    Information and Communication Technologies (ICTs) are ubiquitous nowadays, and there are many situations where they are overall perceived either as advantageous or as disadvantageous; but there are other situations where it is unknown whether they are overall advantageous or disadvantageous. For example, ICTs are perceived as advantageous for communication, but texting during driving is perceived as worse than drinking while driving. Concerning for example eLearning which is the use of ICTs in education, the fact that it has not yet eliminated the problem of poor academic performance raises the question as to whether ICTs are advantageous or not in education especially when one considers their high cost. Therefore, the aim of this study is to examine the perceptions of educators on the advantages and disadvantages of eLearning. This aim will be subdivided into three types of research objectives: (a) to select from existing literature suitable theories that can be applied to the examination of educators’ perceptions on the advantages and disadvantages of eLearning; (b) to design a model of the factors affecting educators’ perceptions on the advantages and disadvantages of eLearning; (c) to empirically test the above announced model; (d) to propose recommendations on how to optimize the impact of eLearning. Objectives a, b, and d were accomplished through the review of existing appropriate literature on teaching and learning, and on eLearning; but objective c was met through a survey of 65 educators of Camperdown town schools in the Pinetown district of KwaZulu-Natal province of South Africa. The outcomes of these four objectives are as follows: (a) Constructivism, Progressivism, and Self-regulated learning can be used as suitable theories applicable to the examination of educators perceptions on the advantages and disadvantages of eLearning; (b) It makes sense to hypothesize that educators perceptions on the advantages and disadvantages of eLearning are affected by their demographics and by their adherence to learning theories; (c) Empirical test conducted by this study confirm that educators perceptions on the advantages and disadvantages of eLearning are affected by their adherence to constructivism and to progressivism; (d) It can be concluded that the impact of the use of ICTs on teaching and learning will be optimized through the deployment of constructivist and progressivist educators as champions of eLearning projects in schools.
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    Early introduction of cost-effective e-Learning ICTs in schools
    (2015) Oyetade, Kayode Emmanuel; Eyono Obono, Seraphin Desire
    One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.