Mbazima Amos Ngoveni
Biographic Data
| ID | 9974878 |
|---|---|
| NAME | Mbazima Amos Ngoveni |
| GIVEN NAMES | Mbazima Amos |
| FAMILY NAME | Ngoveni |
| SIGNATURE | NGOVENI M A |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0003-1087-5997 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
School safety factors associated with Grade 9 mathematics achievement in South Africa as measured by TIMSS 2023
Introduction Persistent underperformance in mathematics remains a critical challenge in South African secondary schooling, as consistently evidenced by successive cycles of the Trends in International Mathematics and Science Study (TIMSS). While socioeconomic inequality and resource disparities are well-established explanations, less empirical attention has been given to how school safety conditions, as perceived by students, shape mathematics le…
From Access to Integration
Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qual…
Willing but Underserved
Rural teachers often face systemic barriers that limit their ability to engage in technology-integrated pedagogy despite growing global emphasis on digital education. This study examined the digital training needs, tool proficiency, and institutional support requirements of Grade 8–12 teachers in the rural Libangeni Circuit, Mpumalanga, South Africa. Guided by Desimone’s Teacher Professional Development framework and Clarke and Hollingsworth’s In…
No prominent works on this page.
Willing but Underserved
Rural teachers often face systemic barriers that limit their ability to engage in technology-integrated pedagogy despite growing global emphasis on digital education. This study examined the digital training needs, tool proficiency, and institutional support requirements of Grade 8–12 teachers in the rural Libangeni Circuit, Mpumalanga, South Africa. Guided by Desimone’s Teacher Professional Development framework and Clarke and Hollingsworth’s In…
School safety factors associated with Grade 9 mathematics achievement in South Africa as measured by TIMSS 2023
Introduction Persistent underperformance in mathematics remains a critical challenge in South African secondary schooling, as consistently evidenced by successive cycles of the Trends in International Mathematics and Science Study (TIMSS). While socioeconomic inequality and resource disparities are well-established explanations, less empirical attention has been given to how school safety conditions, as perceived by students, shape mathematics le…
From Access to Integration
Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qual…
E-Learning and COVID-19 (2 works) · Technology integration (2 works) · Academic achievement (1 works) · Bullying, Victimization, and Aggression (1 works) · Descriptive statistics (1 works) · Educational Environments and Student Outcomes (1 works) · Educational Theory and Curriculum Studies (1 works) · Empirical evidence (1 works) · Empirical research (1 works) · Faculty Development (1 works)