Journal of Research in Social Sciences and Language

Sesotho Language Acquisition by Faculty of Education Students in South Africa: A Systematic Review

2025-04-02T16:21:22+01:00

Higher education institutions are increasingly interested in teaching African languages, specifically as third, fourth, or additional languages. Learning Sesotho poses a unique challenge to non-native speakers if introduced at the exit phase. This systematic review aims to identify the challenges students face while learning Sesotho at the exit stages of their educational degrees and explore how their proficiency in Sesotho can benefit professional teaching practices in different regions of South Africa. Within the scope of this objective, a comprehensive literature search was conducted in "Google Scholar, Scopus, and JSTOR" As of 22 September 2024, a total of 73 articles were identified from the databases. During the initial screening of titles and abstracts, 11 duplicates were excluded. Of the remaining 62 articles, 40 were excluded based on relevance, and 22 were downloaded to the digital workspace. Prioritising African languages in education, particularly by studying additional indigenous languages, can result in significant advantages. Therefore, the study examines the pros and cons of acquiring conversational Sesotho proficiency, particularly in a university setting where IsiZulu may be the predominant language. This exploration highlights the broader implications and benefits of introducing linguistic diversity in educational environments in exit phases. In order to capture nuanced perspectives and experiences, this paper adopts a systematic literature review approach to gain a comprehensive knowledge of the challenges, benefits, and implications of learning Sesotho as an additional language in higher education contexts. The findings of this research highlight that student-teachers lack an understanding of the need to learn an additional language, and therefore, they are not motivated to acquire this knowledge.

The Effect of Cognitive Behavioral Therapy-Based Psychoeducation on Irrational Beliefs, Expressing Emotions, and Mental Well-Being

2025-01-04T14:04:08+00:00

The study aimed to measure how irrational beliefs, emotional expression, and mental well-being levels of high school student participants changed following the psychoeducation intervention. A pre-test–post-test control group experimental design without pairing was used as the research model. Data was collected from twenty high school students, ten in the control group and ten in the experimental group. The Personal Information Form, the Irrational Beliefs Test (IBT), the Emotional Expression Scale (EES), and the Warwick-Edinburgh Mental Well-Being Short Form (WEMWBS) were used in the study. The psychoeducation consisted of eight semi-structured sessions, each lasting 90 minutes. The dataset was analyzed using repeated measures ANOVA with a mixed design. The findings indicate that the level of irrational beliefs in the experimental group decreased significantly more than in the control group. Significant differentiation was observed in the sub-dimensions of approval-seeking and emotional irresponsibility. However, no statistically significant difference was found for the other two variables. The findings of the study were discussed in relation to the relevant literature, and recommendations were provided for researchers and practitioners.

"Belief in Education and in Oneself" Cross-National Intrinsic Career and Study Choice Motives of Student Teachers in Brazil, Chile, Germany, and Japan

2024-12-09T15:23:37+00:00

In light of the global teacher shortage (UNESCO, 2019), the question of the motives for choosing a career in teaching is also becoming increasingly relevant internationally. Previous studies emphasize the central role of intrinsic motives in this decision. This study explores the intrinsic motives of student teachers from four international university locations using biographical texts collected by means of online questionnaires. The data were analysed using a qualitative content analysis. The exploratory study shows that similar intrinsic career and study choice motives exist across countries and can be described in a differentiated way. Partial results suggest that 'belief in education' is a central motive, although this varies according to context. The influence of biographical experiences with one's own teachers and the resulting desire to do better also emerged as a universal motive for choosing teaching as a career.

Effectiveness of Interactive Teaching Methods on Students’ Performance in Social Studies and Civic Education: An Experimental Study in Nigerian Secondary Schools

2025-02-25T14:38:59+00:00

This study investigates the effectiveness of interactive teaching methods on students’ academic performance in Social Studies and Civic Education in Nigerian secondary schools. The study adopted a quasi-experimental research design with a control group. The population consisted of 85,121 Junior Secondary School students from public secondary schools in Southwest Nigeria. A sample of 200 students was selected using a multistage sampling method involving both random and purposive sampling techniques. Two instruments, Social Studies Performance Test (SSPT) and Civic Education Performance Test (CEPT), were developed for data collection. Experts in Social Studies, Civic Education, and Educational Measurement validated the instruments. The reliability was established using the test-retest method, yielding reliability coefficients of 0.89 for SSPT and 0.84 for CEPT. The instruments were administered through pre-tests and post-tests after instructional interventions. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (t-test analysis and Regression ANOVA). Findings revealed that interactive teaching methods significantly improved students’ academic performance in both subjects compared to traditional teaching methods. Additionally, demographic factors such as gender, location, and age did not significantly influence student performance. It was recommended that teachers adopt student-centered teaching strategies, while policymakers should integrate interactive methods into curricula to enhance learning outcomes across diverse student demographics.

Negotiating Gender and Language Barriers: Dual Roles of Vietnamese Married Immigrant Women in Taiwan

2025-04-06T12:06:56+01:00

This article examines the evolving roles of Vietnamese married immigrant women in Taiwan, focusing on their experiences as primary breadwinners within the family. Drawing on Zimmerman’s concept of "doing gender," it explores how these women handle traditional gendered expectations while fulfilling their roles as earners and caregivers. Through in-depth interviews with 13 Vietnamese women, the study highlights how they perceive self-sacrifice and suffering as integral to their sense of dignity. The article demonstrates that while caregiving remains central to their understanding of womanhood, these women view the breadwinner role as both a responsibility and a means to challenge the stigma of being a “bad mother.” The article further reveals how language barriers shape their life and influence power dynamics within the family. The study contributes to the broader discourse on gender, migration, and caregiving; offering insights into the complex intersection of cultural norms, familial obligations, and women’s agency in transnational contexts. Future research could examine how transnational caregiving and breadwinning roles reshape gender norms and family dynamics over time.

Teachers' Experiences in Managing Pupils with Disabilities in Tanzania Inclusive Primary Schools: Challenges and Coping Strategies

2025-04-07T07:24:43+01:00

This study assessed teachers' experiences in managing pupils with disabilities in inclusive primary schools in Muleba District in Tanzania. Specifically, the study assessed challenges faced by teachers in managing pupils with disabilities and strategies to overcome them. The study employed a qualitative approach with a case study design. Data were collected through interviews and observation and analysed through thematic analysis. A purposive non-probability sampling technique selected three schools from three wards. Ten participants appeared in each selected school. The findings revealed that most teachers faced challenges in managing pupils with disabilities in inclusive primary schools. These challenges were pupils’ isolation that caused teachers to face difficulty in teaching them, drop out, insufficient professional teachers, shortage of teaching and learning materials, and poor infrastructure. Educating teachers and society at large on inclusive education and improvisation of teaching aids were adopted by the teachers to manage pupils with disabilities in the schools. It was recommended that the government provide professional development to teachers on inclusive education. Moreover, in collaboration with the school management and education stakeholders, the government has to promote inclusive education practices and create inclusive learning environments for pupils with disabilities in primary schools.

Assessing Teacher Readiness for Online Teaching in Cambodian Higher Education

2025-05-22T20:51:39+01:00

The study examines Cambodian higher education teachers' readiness for online teaching using a structural equation modeling (SEM) approach. The framework centers around three key dimensions: teachers' self-efficacy in technological, pedagogical, and content knowledge (TPACK), their perceived online teaching presence, and the institutional support they receive. A quantitative survey was administered to 140 teachers at the university level. Teachers' online teaching experience positively influenced their TPACK self-efficacy. Online teaching experience also had a significant positive impact on teachers' perceived online teaching presences. Furthermore, teachers' perceptions of institutional support were positively associated with their online teaching experience. These results highlight the critical role of teachers' online teaching experience in shaping their readiness for online teaching and learning (OTL). The findings suggest that targeted professional development programs and institutional support mechanisms can effectively enhance teachers' self-efficacy, online teaching presence, and perceptions of institutional support in Cambodian higher education.