Research Publications (Applied Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/213

Browse

Now showing 1 - 15 of 15

Cervical cytology as a diagnostic tool for female genital schistosomiasis : correlation to cervical atypia and Schistosoma polymerase chain reaction
(Cytopathology Foundation Inc with Wolters Kluwer, 2016-04-20) Pillay, Pavitra; van Lieshout, Lisette; Taylor, Myra; Sebitloane, Motshedisi; Zulu, Siphosenkosi Gift; Kleppa, Elisabeth; Roald, Borghild; Kjetland, Eyrun Floerecke
Background: Female genital schistosomiasis (FGS) is a tissue reaction to lodged ova of Schistosoma haematobium in the genital mucosa. Lesions can make the mucosa friable and prone to bleeding and discharge. Women with FGS may have an increased risk of HIV acquisition, and FGS may act as a cofactor in the development of cervical cancer. Objectives: To explore cytology as a method for diagnosing FGS and to discuss the diagnostic challenges in low-resource rural areas. The correlation between FGS and squamous cell atypia (SCA) is also explored and discussed. Cytology results are compared to Schistosoma polymerase chain reaction (PCR) in vaginal lavage and urine and in urine microscopy. Materials and Methods: In a clinical study, 394 women aged between 16 and 23 years from rural high schools in KwaZulu-Natal, South Africa, underwent structured interviews and the following laboratory tests: Cytology Papanicolaou (Pap) smears for S. haematobium ova and cervical SCA, real-time PCR for Schistosoma-specific DNA in vaginal lavage and urine samples, and urine microscopy for the presence of S. haematobium ova. Results: In Pap smears, S. haematobium ova were detected in 8/394 (2.0%). SCA was found in 107/394 (27.1%), seven of these had high-grade squamous intraepithelial lesion (HSIL). Schistosoma specific DNA was detected in 38/394 (9.6%) of vaginal lavages and in 91/394 (23.0%) of urines. Ova were found microscopically in 78/394 (19.7%) of urines. Conclusion: Schistosoma PCR on lavage was a better way to diagnose FGS compared to cytology. There was a significant association between S. haematobium ova in Pap smears and the other diagnostic methods. In low-resource Schistosoma-endemic areas, it is important that cytology screeners are aware of diagnostic challenges in the identification of schistosomiasis in addition to the cytological diagnosis of SCA. Importantly, in this study, three of eight urines were negative but showed Schistosoma ova in their Pap smear, and one of them was also negative for Schistosoma DNA in urine. In this study, SCA was not significantly associated with schistosomiasis. HSIL detected in this young population might need future consideration.
Conjecturing an effective problem-solving heuristic instructional approach for circle geometry
(ASR Research, 2022-04-21) Abakah, Fitzgerald; Brijlall, Deonarain
Abstract- This paper reports on an investigation into finding an effective contemporary problem- solving instructional approach for circle geometry. The participants were high school learners in a South African school. This proposed instructional approach-the IPAC model, adopted four elements of this new approach, namely, the infusion approach, Polya’s approach, and APOS theory in a collaborative learning classroom. This study followed a mixed-method research design. The quantitative data was analysed by implementing descriptive statistics and inferential statistics, while content analysis was performed on data extracted from qualitative questionnaires. The research findings that emanated from this study were the following: the validity, practicality and effectiveness of the designed model were established. Based on these research findings, the researcher recommended among others: (1) the designed model, should be implemented for teaching and learning of mathematics in general and circle geometry in particular, in South African schools; (2) teaching of thinking skills and teaching effective problem-solving instructional approaches should be prioritized in mathematics classrooms in South Africa.
Designing an APOS Theory : technoscience framework to understand mathematical thinking
(2021) Mukavhi, Leckson; Brijlall, Deonarain; Abraham, Jose
The understanding of mathematical thinking is fundamental cognitive and neuroscience phenomenon in mathematics education that can enhance both instructional and pedagogical practice for improved learning outcomes in mathematics. Several studies for the past decades have been thriving to bring out both operational and structural nature of mathematical thinking. This paper presents the novel theoretical framework as a build on to the APOS theory. The APOS theory has managed to successfully explain the mathematics thinking processes involved in the construction of a mathematics concept based on the premises of limited technology integration into mathematics education. Technology and science artefacts are now ubiquitous and constantly advancing and affecting our philosophical assumptions in mathematics education. We carried out a quasi-experiment in a mathematics laboratory involving two groups of 80 students apiece per study year taking Calculus course with differentiated teaching and learning at the University of Zimbabwe. This novel framework, APOS Theory-Technoscience, factored in technological and scientific oriented actions and processes led us to suggest an APOS-T framework as a didactic model for teaching Mathematics in Higher Education. The model could be an emerging digital pedagogy for face to face and remote mathematics instruction.
Embedding undergraduate research through industry-based projects : student experiences
(Durban University of Technology, 2022) Naicker, Ashika; Singh, Evonne
Traditionally, formal training in research methodology begins in postgraduate programmes; however, potential exists to embed high-impact research skills during the undergraduate programme to develop learning by inquiry, promote critical thinking and engaged scholarship. Identifying factors that affect students’ research engagement can provide important practical implications to effectively encourage and facilitate undergraduate research opportunities. This exploratory qualitative study investigates the undergraduate student experience of the research process embedded in collaborative industry-based projects, through focus-group discussions. Using predefined domains from the interview guide, key themes emerging from the focus group discussions included a process-orientated approach to research, knowledge synthesis through data collection and handling, data collection experience, and students’ experience of a collaborative and deep approach to learning. Key enablers of the research engagement included funding for undergraduate research and transfer of research skills into higher levels of study whilst key barriers were limited foundational research knowledge and the impact of emergency situations. Other emergent themes included knowledge transfer through early initiation of research in the undergraduate programme. Institutional and programmatic engagement is required to support undergraduate students with the rigours of becoming knowledge co-constructors for their graduate destination or continuation of postgraduate studies.
An exploration of the common content knowledge of high school mathematics teachers
(University of the Free State, 2014) Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani
Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers’ knowledge of the mathematics they are themselves teaching. Data was generated from the teachers (n = 253) written responses to test that was a shortened form of a previous Grade 12 Mathematics Paper One examination. The sample of teachers were studying towards an Advanced Certificate in Education (an upgrading high school mathematics qualification) at the University of KwaZulu-Natal in South Africa. The findings revealed that the teachers in this sample obtained an average of 57% in the test. Using an APOS theory analysis it was found that many teachers who were working at an action level of a concept would require help and scaffolding to move to process or object levels of understanding of that concept. Furthermore it was found that on average teachers obtained 29% on questions which were at the problem solving level, raising concerns about how these teachers would mediate tasks that are set at high cognitive levels, with their Grade 12 learners.
Exploring support strategies for high school mathematics teachers from underachieving schools
(Kaml-Raj, 2014) Brijlall, Deonarain; Maharaj, A.
Algebra, trigonometry and calculus concepts are dealt with in grades 10 to 12 of South African high school topics, as prescribed by the Curriculum and Assessment Policy Statement. This paper reports on a study exploring practicing teachers’ subject matter knowledge of certain topics they were expected to teach. The theoretical perspectives for the design and analysis of this study were based on Shulman’s conceptual framework. This study was a qualitative case study (n = 28). Practising teachers from the Pinetown district in KwaZulu-Natal participated in this mathematics’ teacher intervention. Focused tasks on algebra, trigonometry and calculus were designed and administered to those teachers. The researchers analysed the data from those tests and found that certain areas of their pedagogical content knowledge required attention.
Exploring the challenges and opportunities for learning during the COVID‐19 pandemic : academics’ and students’ experiences in the clinical technology undergraduate programme in South Africa
(South African Medical Association NPC, 2023) Prakaschandra, R.; Meyer, R.; Bhagwan, R.
Background. The COVID-19 pandemic had a significant influence on all spheres of society. This influence was particularly apparent in healthcare and in the training of health professionals within an already resource-constrained country such as South Africa. The purpose of this study was to explore the challenges and opportunities for learning from the point of view of students undertaking the Bachelor of Health Sciences (BHSc) in Clinical Technology programme, which is a specialised and distinctive field, as well as the academics involved in this programme. Objective. To explore how the clinical training practice component of the undergraduate programme was affected by the COVID-19 pandemic. Methods. A qualitative, exploratory research design was used. A non-probability purposive sampling method was selected. Students and academics were recruited and sampled. The first sample comprised 15 students from each of the 17 clinical departments where clinical training was undertaken. The second sample included 4 academics who were involved in teaching and supervising the placement of students at various healthcare institutions. Data were gathered using in-depth, semi-structured interviews on an adapted version of Gibbs’ cycle of reflection. Six questions were presented to each participant, underpinned by the findings from the literature review and modified specifically to the context of this study. Results. Four broad themes emerged: support for teaching during the COVID-19 pandemic; impact of the pandemic on students’ mental wellbeing; transitioning to the online learning space; and finding opportunities in the time of crisis. Conclusion. This study highlights the issues of preparedness for crisis situations by higher education institutions, academics and students and underscores the need for curricula to be more responsive to student and societal needs.
High school learners’ challenges in solving circle geometry problems
(PONTE, 2022-12-19) Brijlall, Deonarain; Abakah, Fitzgerald; Boschi
This paper reports on a study that investigated high school learners’ difficulties when solving circle geometry problems. This study was conducted on the premise that, if these difficulties are well-known, then the teacher will be guided, to implement appropriate instructional strategies to address them. High school mathematics learners’ poor performances in examinations (formal/informal), nationally, necessitated this study. A high school in the Northern Cape Province was purposefully sampled to serve as the research field for the study and circle geometry lessons were conducted, with the study participants. Thereafter, activities, investigation tasks, class work, home-work and standardized tests were administered to collect data. Data was also collected through classroom observations, video recordings and field notes. This was qualitative research hence, qualitative procedures were followed for data collection, analysis and interpretations. Content analysis was carried out on participants’ written responses to the standardized tests, utilising Newman’s Error Analysis model to inductively, identify participants challenges, which also served as the theoretical framework for the study. The analysed data revealed that learners do not understand circle geometry concepts, hence, their inability to make connections across geometry concepts to solve geometric problems. The researchers concluded this lack of fundamental background prevents learners from applying appropriate techniques in solving circle geometry problems.
Impact of challenges experienced by teachers and learners on mathematics performance in relation to their socio-economic standing
(Global Academy of Training and Research (GATR) Enterprise, 2022-09-25) Brijlall, Deonarain; Ivasen, Selvam Jimmy
Objective – This paper explores the challenges experienced by mathematics teachers and learners of seven high schools in South Africa. A mixed method approach involving interviews and questionnaires was used. Methodology – The sample included 7 principals or deputy principals, 7 departmental heads who supervised mathematics, 1 mathematics teacher who taught mathematics in grades 10 to 12, and 1 mathematics teacher who taught Mathematics in grades 8 and 9. In addition, 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed using a structured interview schedule, followed by participants completing a questionnaire. Findings – Vygotsky's socio-cultural and conceptual development theories in mathematics education formed the basis of this study. The 'Inputs, Processes and Output" model of Howie and Kilpatrick's model of the five strands of achieving 'mathematics proficiency was adopted. We identified many systemic, societal, and pedagogical challenges that teachers and learners experienced, which affected their mathematics teaching and learning. Our findings correlated with research in the literature review. Novelty – The researchers concluded there were always intervention strategies that could assist in minimizing or eradicating the challenges faced by the teachers and learners of mathematics, thus improving their socio-economic standing. Type of Paper: Review JEL Classification: A14, 19. Keywords: Challenges, Strategies, Blended Learning, Scaffolding, Conceptual Development, Collaborative Learning. Reference to this paper should be made as follows: Brijlall, D; Ivasen, S.J. (2022). The impact of challenges experienced by teachers and learners on Mathematics performance, in relation to their socio-economic standing, J. Bus. Econ. Review, 7(2), 112–126. https://doi.org/10.35609/jber.2022.7.2(1)
Innovative pedagogy: implications of genetic decompositions for problem solving in management courses
(Informatics Publishing Limited, 2014-12) Brijlall, Deonarain
Mathematics is a subject on which many business and management courses rely. In this paper the researcher reports on the processes involved in the design of itemised genetic decompositions for certain mathematics tasks. The manner by which this is done may be extended to teaching and learning in management courses in higher education. The researcher used two tasks, one in a high school context from a previously published study and another from a qualitative case study which explored the development of mental constructions of a group of fourth-year pre-service teachers during definition making of certain mathematical concepts in real analysis, at a South African higher education institution. Questionnaires based on two items involving the concept of infinity were administered to those participating pre-service teachers. The pre-service teachers were allowed to respond to these items without lecturer involvement so that a learner-centred learning environment was created. Their mental constructions of these concepts were analysed by using an APOS (Action-Process-Object-Schema) framework. Forty six pre-service teachers, specialising in the teaching of mathematics in the FET school curriculum, participated in the project. It was found that the APOS designed questionnaire generated thick data that led to a modification of the initial genetic decomposition formulated. This modified genetic decomposition has didactical implication for business and management courses taught in higher education. This is illustrated in the recommendations section of this paper.
Mathematics lecturers and students views on the role of language in a multilingual classroom at TVET college level
(Ponte Academic Journal, 2021) Kahiya, Antoinette; Brijlall, Deonarain
This paper reports on a study exploring the teaching and learning of mathematics in a multilingual classroom at a Technical Vocational Education and Training College (TVET). A case study research method was used. Three N5 mathematics lecturers and 20 N5 students were purposefully selected from two campuses of a TVET college in South Africa. Data were collected using semi-structured interviews and through classroom observations. Lecturers were interviewed individually to find out the effects of the language of teaching and learning on student understanding, and to find out the teaching strategies they use to teach mathematics. Findings reveal that students know what they should do in order to understand mathematical concepts, although they do not always adhere to them, and they also know what they expect from lecturers. Lecturers also know the teaching strategies that could give them good results, but the students seem to not do their part. Findings also reveal that a common language between lecturers and students helps a lot in explaining some important mathematical facts and it also helps in improving participation during lessons.
Research integrity and ethical challenges in African higher education
(2021-12-31) Krishna, Suresh Babu Naidu
The proposal for this special issue was ambitious, broad, and purposeful. Researchers must follow ethical and integrity principles throughout the research process, from design to reporting. There is a greater focus on research ethics and integrity in higher education institutions (HEIs) to avoid researcher misconduct, which can have a negative impact on the institution's reputation. Many HEIs have established strategies to oversee and manage ethical issues related to research within their institutions because of this notion. The primary function of such guidelines is to monitor research studies, particularly, those involving human subjects, to ensure that they adhere to national and international ethical guidelines and standards. This special issue titled Research Integrity and Ethical Challenges in African Higher Education aims to emphasize the significance of ethics and integrity in the development of African educational practices, as well as the subsequent ethical challenges.
Undergraduate inquiry-based research to promote sustainable development goal 11 (sustainable cities and communities)
(Durban University of Technology, 2022) Govender, Indrani; Pillay, Rajendran
The global sustainability agenda provides the opportunity for higher education institutions to mainstream the Sustainable Development Goals into their programmes to contribute towards achieving these goals. Using an inquiry-based research approach, underpinned by constructivism, this study aimed to determine how research concepts and research skills can be integrated effectively into a first-year module through inquiry-based learning. First-year students at a South African university were assigned research tasks to analyse journal articles and compile a summative project based on observations in urban ecosystems. Using a mixed-methods approach, data were collected via online, structured questionnaires, reflective practice schedules and semi-structured interviews. Data were analysed quantitatively using descriptive statistics and supported by qualitative analysis of open-ended responses. Some of the findings included main skills developed, communication and social skills; main challenges experienced, finding a study site and working with a partner; the research task was relevant to career and society, and enhanced understanding of the module content. The integration of research at undergraduate level fostered environmental stewardship, positive career aspirations, motivation to pursue further research, and promoted problem-solving to real-world problems. It is recommended that universities support more undergraduate programmes to adopt inquiry-based learning within authentic research tasks.
Using manipulatives to support an embodied approach to learning trigonometry in a South African school : A case study
(Taylor and Francis Online, 2015-12-20) Brijlall, Deonarain; Niranjan, C.
Multiple Intelligence Theory suggests that individuals perceive knowledge in eight different ways. This article reports on a study that explored the role of manipulatives in the teaching and learning of trigonometric ratios in grade 10. The approach attempts in addressing three domains of the Multiple Intelligence Theory (linguistic/verbal intelligence, logical/mathematical intelligence and spatial intelligence). The foundation of this research was a case study contained in the interpretative paradigm involving five grade 10 mathematics pupils at a high school in South Africa. The data was collected from: (1) activity sheet containing written responses of pupils; (2) observations; and (3) semi-structured interviews. The data was analysed and it was found that the use of manipulatives in teaching and learning mathematics played a positive role in leaners understanding of trigonometric ratios at grade 10 level. In general the findings of this study supported other research findings that confirm that manipulatives were important mediating tools in the development of conceptual and procedural understanding of mathematical concepts. Besides these pedagogical implications the study proved that the manipulatives effectively consolidated the features of Lesh's model.
What are the strategies for teaching and learning mathematics that can be used effectively in a multilingual classroom
(Kansai University, 2021) Kahiya, Antoinette; Brijlall, Deonarain
This paper reports on a study which explores the mathematics teaching strategies used in a multilingual classroom at technical and vocational education and training colleges in South Africa. Effective teaching and learning strategies are required that will motivate students to study and understand mathematical concepts, as well as engage in both procedural and conceptual discourses. Brijlall showed that in mathematics classes collaborative learning has a higher rate of success than does individual learning. He recommends further study on this teaching strategy. This study seeks to draw up some strategies which lecturers can use to teach mathematics effectively in a multilingual classroom. Effective strategies should lead to better understanding of mathematical concepts with subsequently improved performance in mathematics examinations. Hence, this study is important in addressing the call for greater research in this area.