Research Articles (Educational Psychology)

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    Feasibility of introducing digital music skills into South African primary school curriculum
    (OpenJournals Publishing AOSIS (Pty) Ltd, 2024) Yende, Sakhiseni Joseph
    BACKGROUND: As the global landscape of education evolves with digital advancements, the feasibility of integrating digital music skills into primary school curricula has become a subject of exploration, South Africa is no exception AIM: This study aims to conduct a content analysis of the existing scholarly writings to assess the feasibility of infusing digital music skills into the curriculum of South African primary schools SETTING: The research is conducted using content analysis, the inclusion of different South African public-school contexts allows for a comprehensive examination of the feasibility of digital music skills integration across varied environments METHODS: The study uses a rigorous qualitative content analysis methodology, drawing on historical documents, archival materials and scholarly discourse RESULTS: The study reveals nuanced insights into the cultural emphasis on music, historical disparities influencing resource distribution, the role of positive social interactions, challenges in curriculum alignment and the imperative for teacher professional development in the context of digital music skills integration CONCLUSION: Findings underscore the importance of a balanced and culturally sensitive approach to curriculum development, highlighting the need for tailored strategies that address historical inequalities and promote collaborative efforts CONTRIBUTION: This article enhances music education by integrating digital technologies, offering virtual practice spaces, collaborative platforms and interactive opportunities. The incorporation of real-time feedback, specialised courses and immersive experiences through virtual and augmented reality not only boosts skill development but also readies students for contemporary music careers
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    Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa
    (Frontiers in Education, 2024) Kgatse, Karabo Moses; Khanare, Fumane; Adewuyi, Habeeb Omoponle
    The implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation. The ‘qualitative research’ approach was adopted. Autoethnography was employed as the study’s design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner’s Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy.