Authors:Rentia Van Heerden, Visvanathan Naicker Visvanathan Naicker Pages: 3 - 15 Abstract: The object of this research is to provide a detailed perspective of employee and organisational dynamics in a flexible work practices framework, intra- and post-pandemic. This paper aims to explore the influence of flexible work practices on the employee and the organisation. The most challenging issues during the intra-Covid-19 pandemic period were individual and organisational adaption to new work practices with the aim of sustaining optimum levels of worker morale and productivity, which became meaningful in the context of the continuation of flexible work in transformed and alternative work settings post-pandemic. During this research, non-empirical research was conducted in the arrangement of a review utilising existing empirical evidence, which provides for literature of varied methodologies. This resulted in a detailed non-structured analysis of the remote work concept and its diverse employee and organisational inferences. As a result of the research, it is shown that although improved productivity was regarded as a remote work gain, the merit of employee motivation and job satisfaction is deemed forecasters of prime organisational performance with the consideration that maintaining and supporting an operationally efficient and strengthened organisational work culture should be an organisational aim. In future, a proposed approach of synthesising remote work expertise in policies and syllabi will endorse and sustain the progression of the post-pandemic workplace. It is therefore suggested that a comprehensive PESTLE analysis be performed by utilising the proposed flexible work five-factor model towards crafting a comprehensive list of influences on employee and organisational remote work dynamics for the success of continued remote work practices. PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003307
Authors:Mccpowell Sali Fombang, Gauda Johannes Maseko Pages: 16 - 24 Abstract: The purpose of this study is to determine the impact of credit risk on the profitability of commercial banks in South Africa. This study purposefully chose five banks that control more than 70 % of the market in South Africa. The secondary balanced panel data was gathered from each bank's audited annual financial statements over a ten years (2013-2022). This study was conducted using an explanatory study as our research design. The return on equity was used to measure profitability, while the credit loss ratio, the ratio of loss allowances to total loans and advances, and the ratio of total loans and advances to total assets were used to assess credit risk for each bank. The Variance Inflation Factor was used to test for multicollinearity, while Hausman model specification test was used to determine the preferred model for the study. The data were analysed using a balanced panel data regression with the random effects model. The study's findings show that the credit loss ratio has a positive effect on profitability, whereas the ratio of loss allowances to total loans and advances has a negative effect. The ratio of total loans to total assets was discovered to have a positive and significant relationship with bank profitability. As a result, this study concluded that banks should be aggressive in deploying deposits to extend credit to customers while maintaining effective credit management practices. PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003271
Authors:Justus Nyongesa Wesonga, Johan Van Der Westhuizen Pages: 25 - 37 Abstract: The proliferation of public universities has intensified competition for talent acquisition, accentuating talent development's significance as a pivotal determinant of organizational efficacy. Concurrently, fiscal constraints, imposed by the Kenyan government, have imposed financial strains on public universities, potentially diverting attention away from talent development imperatives. Against this backdrop, this study aims to scrutinize the influence of talent development initiatives on the performance of Maasai Mara University. A total of 86 respondents were engaged in structured interviews, facilitated by standardized questionnaires to gather data pertinent to the research objectives. Participants were selected to ensure representativeness across various organizational hierarchies and departments using a stratified simple random sampling technique. Descriptive statistical methods, including mean and standard deviation calculations, were employed to summarize the data, while inferential analyses, such as Pearson correlation analysis and multiple linear regression, were conducted to ascertain the relationship between talent development and organizational performance. The findings of the study underscore the salience of talent development endeavors in bolstering organizational performance. Notably, the statistical analysis revealed a statistically significant relationship between talent development and organizational performance, as evidenced by an R2 change of 0.204, signifying that talent development accounted for 20.4 % of the variance in organizational performance. Consequently, the study advocates for implementing robust talent development strategies within public universities, positing them as catalysts for enhancing organizational effectiveness. This study's implications extend beyond academia's confines, offering actionable insights for policymakers and organizational leaders, tasked with charting talent management strategies. By informing policy formulation and strategic planning processes, the findings of this study are poised to contribute to the enhancement of talent management practices within the higher education sector, thereby fostering institutional resilience and efficacy PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003374
Authors:Tosin Emmanuel Akinduyo, Nancy Phyllis Makhosazane Mabaso Pages: 38 - 55 Abstract: The researcher sought to investigate mate selection for marital purposes during COVID-19 pandemic, which may be tasking for undergraduates in Nigerian universities. Mate selection is a vital aspect in the process leading up to marital relationships and personal mate selection is common practice across societies, except for the very few wherein individuals are given a mate instead of selecting their mates. Given that most marriages result from the relationships that are formed during studies in tertiary institutions, selecting a good mate from the onset determines the quality of the marriage later on in life. The study investigated how the mate selection experience was affected by the adversaries, brought to the fore by the onset of COVID-19 restrictions. The study employed descriptive research of the survey type. The population for this study consisted of all University of Ilorin undergraduates. A simple random sampling technique was used to select 420 respondents who were undergraduates at the University of Ilorin, Kwara-State. A research instrument titled “Factors Determining Mate Selection among Undergraduates (FDMSUQ)” was used to elicit information, needed from the respondents. The face and content validity of the instrument were ensured while a 0.72 reliability coefficient was obtained. Three research questions were raised and four hypotheses were formulated. All the research questions and hypotheses were tested using descriptive and inferential statistics at 0.05 level of significance. It was found that age, religion, ethnic group, and family structure significantly influence mate selection among undergraduates. Based on the findings, it was recommended among others that Professional Counsellors in collaboration with the parents of undergraduates and religious organisations should constantly make programmes available to undergraduates of all age groups on how, when and what it entails to select a mate, that they will live together with till death do them part PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003340
Authors:Babatunde Kasim Oladele, Omotayo Ligali, Mdutshekelwa Ndlovu Pages: 56 - 63 Abstract: This study investigated the relationship among students’ attitudes, teachers’ teaching methods, and mathematics achievement in Lagos State, Nigeria. The study employed a correlational research design. The population consisted of all the public junior secondary school students in Lagos State. The stratified sampling technique was used to select 30 junior secondary schools across the six education districts in the state, and the simple random sampling technique was used to select 900 students from the selected schools. Participants completed standardised instruments: the Student Attitude Questionnaire (α=0.77), the Teacher Teaching Methods Questionnaire (α=0.92), and the Mathematics Achievement Test (α=0.89). The data collected were analysed using frequency, percentage, Pearson product moment correlation, and multiple regression at α=0.05. The majority of the respondents (75 %) were between 12 and 15 years old, of which 341 were boys and 342 were girls. There is a low positive significant relationship between students’ attitudes and students’ mathematics achievement (r=0.24) and between teachers’ teaching methods and students’ mathematics achievement (r=0.17). The multiple correlation coefficients (R) of all the variables were 0.25. The adjusted R2, which estimates the variance of the dependent variable measured, was 0.06. This implies that all the independent variables students’ attitudes and teachers’ teaching methods—made a 6 % contribution to the variance in students’ achievement in mathematics (F=29.029). It is recommended that students be motivated to have the right attitude towards mathematics and that appropriate teaching methods be employed throughout the teaching-learning process. PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003330
Authors:Morakinyo Akintolu, Moeketsi Letseka Pages: 64 - 74 Abstract: The trends in open distance learning over the years and its evolution to higher education are interesting phenomena that continue to gain acceptance. While open distance learning serves as an intervening solution, initiated by most African higher institutions for students that missed out on the opportunity of studying in mainstream institutions, there is a need for her tertiary institutions to confront the challenge of making the Institutions open to meet the needs of upwardly enrolling higher education of adult students. However, this study argues that not only is this practice pedagogically unsound, but also clearly contradictory to the policy for open distance learning, for which the institutions were established in the specific context of the University of South Africa. It further highlights the rethink of the pedagogical approach by all stakeholders focusing more closely on the quality of openness in teaching and learning. It seeks guidelines for designing teaching and learning, particularly for Open Distance Learning (ODL) institutions, which only have a policy for distance and online learning and in contrast to the institutions’ agenda by creating opportunities through open distance e-learning nationally and on the African continent. The Transactional Distance Theory was adopted to underpin the study. Also, it highlights the openness in ODL and recommends different innovative ways to take the agenda of Open Distance Learning forward for optimal impact. PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003375
Authors:Vojo Fasinu, M.F Machaba Pages: 75 - 83 Abstract: Despite the great importance attached to physics as a core science course that aids the learning of other subjects like mathematics, chemistry, agriculture, biology, computer, geography, and other vocational subjects in high schools to upgrade their knowledge on the physical world, some pre-service teachers still see physics as a very difficult subject that only exist in an abstract form. As a result of this, some pre-service physics teachers find it a challenge when offering or teaching physics as a course in colleges of education and high schools during their teaching practice. The reasons contributing to this is not far from; poor teaching and learning approach, lack of modern practical equipment, and incompetent lecturers among many others. As a result of this, this study finds it necessary to investigate the preserve teachers’ perceptions about the difficult nature of physics as a field of study in a college of education. In achieving this, the study was conducted among some college of education students taking physics as a major or minor field of study in a college of education. And this study was carried out using a quantitative approach of data collection among the 46 students taking physics as a course in a college of education in Nigeria. The result of the finding confirmed that there is a high percentage of the participants taking physics who reported that the teaching process, adopted when learning it, lacks some vital resources, such as motivation, good practical tools, and competent lecturers among many other. As a result of this, some students have taken physics as a difficult subject PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003383
Authors:Mothusi Samosamo, Muntuwenkosi Chili, Jeremiah Madzimure Pages: 84 - 88 Abstract: The transition from high school to university can be a challenging and overwhelming experience for many students. As such, it is imperative for higher education institutions to implement effective interventions to support students during this critical period. This article examines the positioning of First-Year Experience (FYE) interventions within a student transition model. The study was conducted by reviewing existing studies, articles, and books related to FYE interventions and their impact on students' transition experiences. The researchers utilised various academic databases, such as EBSCO, JSTOR, and Google Scholar to gather relevant literature on the topic. The methodology used in this study involved systematically searching for and critically evaluating existing literature on FYE interventions and their role in students' transition experiences. The researchers then synthesized and analyzed the findings from the selected literature to identify trends and gaps in the existing research. Through a review of existing literature, this article explores the various factors that influence students’ transition experiences, the role of FYE interventions, and recommendations for future research and practice. The findings of this research indicate that students’ transition experiences are multifaceted, encompassing academic, social, and personal adjustments. Academic stress, social integration, and identity development are identified as key challenges, faced by students during their transition to university life. The role of FYE interventions in addressing these challenges is perceived to be crucial, highlighting the importance of academic support, mentorship, and opportunities for social connection, provided by these programs. The implications of this research suggest the need for a holistic student transition model that encompasses academic, social, and personal dimensions of the transition experience. FYE interventions are positioned within this model as a key component in supporting students through their transition to university life. The findings also emphasize the importance of tailoring FYE programs to meet the diverse needs of students, taking into account factors, such as cultural background, socioeconomic status, and individual learning styles. In conclusion, this research contributes to the understanding of students’ transition experiences and the positioning of FYE interventions within a comprehensive student transition model. It highlights the diverse challenges, faced by students during their transition to university, and underscores the importance of tailoring FYE programs to meet these challenges. The findings of this research have implications for the design and implementation of effective FYE interventions, emphasizing the need for a holistic approach that addresses the academic, social, and personal dimensions of students’ transition experiences. PubDate: 2024-05-31 DOI: 10.21303/2504-5571.2024.003417
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