Thuthukile Jita
Biographic Data
| ID | 6955606 |
|---|---|
| NAME | Thuthukile Jita |
| GIVEN NAMES | Thuthukile |
| FAMILY NAME | Jita |
| SIGNATURE | JITA T |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-1173-5251 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Parental involvement in managing senior secondary pre-class tasks for flipped mathematics instruction
The success of flipped classroom pedagogy in senior secondary mathematics relies not only on the quality of instructional design but also on the support students receive outside the classroom, especially within the home. While flipped learning continues attracting recognition, empirical evidence is limited on how parental involvement, shaped by socioeconomic conditions, influences students' management of pre-class tasks. Drawing on a combined app…
Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development
Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Dat…
Assessing the impact of technology access and equity in open distance e-learning
The rise of open distance e-learning (ODeL) has transformed the landscape of higher education, offering flexible learning opportunities to student-teachers to pursue academic programs without constraints. Literature shows an increasing adoption of ODeL models in higher education to expand access. Despite the expansion of ODeL, deep-rooted inequalities in technological access remain a pressing concern, particularly for student-teachers in rural an…
Culturo-Techno-Contextual Approach
Despite years of educational reform, systemic barriers in science education across many African contexts continue to limit equitable learning opportunities, underscoring the need for culturally grounded innovations such as the Culturo-Techno-Contextual Approach (CTCA). Grounded in Vygotsky’s sociocultural theory and culturally relevant pedagogy, this study examined the impact of CTCA on students’ academic performance in genetics. A quasi-experime…
Revolutionizing computer studies pedagogy through cultural, technological connections for improved learning outcomes
Persistent academic gaps among students necessitate exploring cultural and technological connections in classrooms. This study examined the effectiveness of the Culturo-Techno-Contextual Approach (CTCA). A pedagogical framework that combines students’ cultural backgrounds, relevant technological tools, and the specific classroom context to enhance learning. A mixed-methods research design was employed. The quantitative part adopted a quasi-experi…
Perceived Impact of Digital Pedagogical Training on Technology Integration Among Preservice Teachers
Digital pedagogy is a crucial aspect of teacher education aimed at equipping preservice teachers with the necessary skills and knowledge for integrating technology into their teaching. Previous studies have shown that digital skills are key in preparing preservice teachers to be capable of dealing with technology for effective teaching solutions. Consequently, many teacher education programs lack comprehensive training in digital pedagogy, leadin…
Humanizing Pedagogy
The rapid expansion of Information and Communication Technologies (ICTs) in education has the potential to revolutionise higher educational opportunities and promote social development for students through techno-equipped teacher educators. However, despite this intensive growth, for Sub-Saharan Africa, a substantial gap still exists between the widespread use of ICTs and their effective implementation in education. In this theoretical paper, we …
Toward Using Technology for Instructional Purposes in Lesotho
Preparing both teachers and students for the technological world is very challenging, requiring a total shift of the entire education system to accommodate the thorough use of technology. Studies show that technological competence is the key factor that holds the entire modern education structure together. However, the use of technology in teacher education is still delayed as student-teachers engage in technology for activities without meaningfu…
Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa
Introduction This paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa. Methods Drawing from TPACK framework as the study’s theoretical foundation, data gathered through questionnaires ( N = 186) and in-depth semi-structured interviews ( N = 4) were analysed…
“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe
This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and planning (ELPP), and technological, pedagogical, and content knowledge (TPACK) framework to look into p…
No prominent works on this page.
Humanizing Pedagogy
The rapid expansion of Information and Communication Technologies (ICTs) in education has the potential to revolutionise higher educational opportunities and promote social development for students through techno-equipped teacher educators. However, despite this intensive growth, for Sub-Saharan Africa, a substantial gap still exists between the widespread use of ICTs and their effective implementation in education. In this theoretical paper, we …
Toward Using Technology for Instructional Purposes in Lesotho
Preparing both teachers and students for the technological world is very challenging, requiring a total shift of the entire education system to accommodate the thorough use of technology. Studies show that technological competence is the key factor that holds the entire modern education structure together. However, the use of technology in teacher education is still delayed as student-teachers engage in technology for activities without meaningfu…
Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa
Introduction This paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa. Methods Drawing from TPACK framework as the study’s theoretical foundation, data gathered through questionnaires ( N = 186) and in-depth semi-structured interviews ( N = 4) were analysed…
“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe
This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and planning (ELPP), and technological, pedagogical, and content knowledge (TPACK) framework to look into p…
Perceived Impact of Digital Pedagogical Training on Technology Integration Among Preservice Teachers
Digital pedagogy is a crucial aspect of teacher education aimed at equipping preservice teachers with the necessary skills and knowledge for integrating technology into their teaching. Previous studies have shown that digital skills are key in preparing preservice teachers to be capable of dealing with technology for effective teaching solutions. Consequently, many teacher education programs lack comprehensive training in digital pedagogy, leadin…
Parental involvement in managing senior secondary pre-class tasks for flipped mathematics instruction
The success of flipped classroom pedagogy in senior secondary mathematics relies not only on the quality of instructional design but also on the support students receive outside the classroom, especially within the home. While flipped learning continues attracting recognition, empirical evidence is limited on how parental involvement, shaped by socioeconomic conditions, influences students' management of pre-class tasks. Drawing on a combined app…
Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development
Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Dat…
Assessing the impact of technology access and equity in open distance e-learning
The rise of open distance e-learning (ODeL) has transformed the landscape of higher education, offering flexible learning opportunities to student-teachers to pursue academic programs without constraints. Literature shows an increasing adoption of ODeL models in higher education to expand access. Despite the expansion of ODeL, deep-rooted inequalities in technological access remain a pressing concern, particularly for student-teachers in rural an…
Culturo-Techno-Contextual Approach
Despite years of educational reform, systemic barriers in science education across many African contexts continue to limit equitable learning opportunities, underscoring the need for culturally grounded innovations such as the Culturo-Techno-Contextual Approach (CTCA). Grounded in Vygotsky’s sociocultural theory and culturally relevant pedagogy, this study examined the impact of CTCA on students’ academic performance in genetics. A quasi-experime…
Revolutionizing computer studies pedagogy through cultural, technological connections for improved learning outcomes
Persistent academic gaps among students necessitate exploring cultural and technological connections in classrooms. This study examined the effectiveness of the Culturo-Techno-Contextual Approach (CTCA). A pedagogical framework that combines students’ cultural backgrounds, relevant technological tools, and the specific classroom context to enhance learning. A mixed-methods research design was employed. The quantitative part adopted a quasi-experi…
Psychology (5 works) · Computer Science (4 works) · Engineering (4 works) · Online and Blended Learning (4 works) · Pedagogy (4 works) · Sociology (4 works) · Digital literacy in education (3 works) · Mathematics education (3 works) · Engineering ethics (2 works) · Information and Communications Technology (2 works)