HAMZA OMARI MOKIWA

@unisa.ac.za

Senior Lecturer
University of South Africa

HAMZA OMARI MOKIWA


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https://researchid.co/mokiwa45

RESEARCH INTERESTS

• STEM Education
• Curriculum Development of Science
• Language in Science Education
• Classroom practice

FUTURE PROJECTS

Teacher trainers’ conceptions of inclusive Science, Technology, Engineering and Mathematics (STEM).


Applications Invited
8

Scopus Publications

207

Scholar Citations

9

Scholar h-index

9

Scholar i10-index

Scopus Publications

  • The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives
    Hamza Omari Mokiwa
    Africa Education Review, 2020
    Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.
  • The integration of online teaching and learning in stem education as a response to the covid-19 pandemic
    Lindelani Mnguni, Hamza Mokiwa
    Journal of Baltic Science Education, 2020
    Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.
  • Impact of activity-based teaching strategy on gifted students: A case of selected junior secondary schools in Nigeria
    Hamza Omari MOKIWA, Elizabeth Umoh Agbenyeku
    Journal for the Education of Gifted Young Scientists, 2019
    The study investigates the impact of activity-based teaching strategy on gifted students’ academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 Junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealed significant differences in the academic performance between the experimental group exposed to the activity-based teaching strategy when compared to the control group exposed to the traditional lecture method. These findings recommend schools to adopt the activity-based teaching strategy in science classroom in order to effectively commit student to mastery of the subject in both practical and theoretical terms.
  • Reflections on teaching periodic table concepts: A case study of selected schools in South Africa
    Hamza Omari Mokiwa
    Eurasia Journal of Mathematics Science and Technology Education, 2017
    Background:The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa.Material and methods:Qualitative methodology of interviews and document analysis were used to collect data from five participants that were purposively selected. One specific research question was addressed: what practices inform Physical Sciences teachers when teaching periodic table of elements?Results:Results showed that all participants were able to describe specific teaching and learning difficulties, such as relating the properties of substances to characteristics of the constituent particles. They further, recognised the importance of using models of atoms and molecules to promote understanding.Conclusions:These findings have implications for science teaching, learning and teacher education.
  • Exploring a grade 11 teacher's conceptions of the nature of science
    Hamza Omari Mokiwa
    Mediterranean Journal of Social Sciences, 2014
    Teachers’ conceptions of the Nature of Science (NOS) are central to their instructional decisions and classroom practices. This study aimed at exploring beliefs and understanding of the NOS from a grade 11 Physical Science teacher in relation to her classroom practice. It focused on a single teacher, Ms Seperepere (pseudonym) working in a rural school in the Limpopo Province, South Africa. Data on her conceptions of the NOS were gathered using open-ended questionnaire and lesson observations. The analysis of data indicated that Ms Seperepere held fairly mixed views of the NOS that were also reflected in her classroom practice. The study recommends the NOS to be taught explicitly to student teachers and in-service teachers so as to enable them acquire informed views of NOS. With informed views of the NOS, teachers will be able to design and implement their lessons to promote knowledge and skills in scientific inquiry, understanding of the NOS and the application of the scientific knowledge; as stipulated in the South African Physical Science curriculum. DOI: 10.5901/mjss.2014.v5n2p247
  • Teachers' conceptions of teaching physical science in the medium of english: Towards additive Bilingualism?
    Hamza Omari Mokiwa
    Mediterranean Journal of Social Sciences, 2014
    In South Africa, linguistic diversity is high that policy makers and teachers are being faced with complex issues regarding appropriate ways of teaching a multilingual school population. Majority of teachers and learners come from a language background other than English, yet the language of teaching and learning in most schools is English. This paper reports on a research project which sought to explore the conceptions of English additional language (EAL) teachers about their teaching of Physical science in the medium of English. In this case study the data were collected from semi-structured interviews and lesson observations of four experienced EAL teachers in the KwaZulu-Natal Province of South Africa. Analysis of results showed that a majority of teachers prefer to code-switch, using of both English as well as mother tongue in their classrooms. Whilst there are many factors that influence this code-switching, teachers might use this to ease the problems of understanding on the side of the learners. On the other, teachers challenged by the complexities of second language teaching might prefer to use the children’s mother tongue. Other dynamics include teachers who do not possess the required social and cultural capital linked to the second language. The conclusions found that apprehensive with the thought of examinations they tend to teach in a language they think their learners would understand better. These findings are significant because they contributes to a dynamic notion of additive bilingualism and that more work is required in teachers’ pre-service and in-service training so as to enable them promote multilingualism as enshrined in the South African constitution. DOI: 10.5901/mjss.2014.v5n2p79
  • Utilization of information communication technology (ICT) for teaching science to young offenders: Towards lifelong rehabilitation
    Hamza Omari Mokiwa, Sindile A. Ngubane-Mokiwa
    Mediterranean Journal of Social Sciences, 2014
  • Inquiry-based teaching in physical science: Teachers’ instructional practices and conceptions
    Hamza Omari Mokiwa
    Mediterranean Journal of Social Sciences, 2014
    This study aimed at exploring teachers’ instructional practices and conceptions of teaching Physical Science through inquiry. Data were collected using qualitative research methods of individual interviews and observation protocol with the four experienced teachers that were purposively selected. The results revealed that participants used traditional classroom activities more frequently than inquiry-based activities; and whenever they made use of inquiry, they followed a specific order of activities that leads to a more structured or direct type of inquiry. Few used a combination of both traditional classroom activities and inquiry-based activities, leading to a guided type of inquiry. In addition, all participants understood teaching through inquiry as a kind of pedagogy that involves experimentation. This suggests a need for teachers to possess sound knowledge of inquiry and the Nature of Science (NOS); as these are prerequisite for implementing inquiry-based instruction in the classroom. DOI: 10.5901/mjss.2014.v5n23p1074

RECENT SCHOLAR PUBLICATIONS

  • Assessing the Use and Management of Education Resources in Mpumalanga MSTA Schools: A Case Study
    HO Mokiwa, MT Gumbo
    UnisaRxiv , 2025
    2025
  • Physical Sciences Teachers' Experiences of Online Teaching During the Covid-19 Pandemic
    J Osei-Asiamah, HO Mokiwa
    Journal of Information Systems Engineering and Management 10 (48s), 994-1012 , 2025
    2025
  • Inquiry-based science education: Perspectives from Namibian teachers
    T Shivolo, HO Mokiwa
    International Journal of Research in STEM Education 6 (1), 97-112 , 2024
    2024
    Citations: 6
  • Secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction
    T Shivolo, HO Mokiwa
    Journal of Education in Science, Environment and Health 10 (2), 120-139 , 2024
    2024
    Citations: 14
  • Creating Liberating Universities: Engaging Communities in Participatory Action Research. In V. Msila (Ed.), Rethinking Higher Education in Africa: Examining the Ongoing …
    HO Mokiwa, OO Adeniyi.
    Rethinking Higher Education in Africa: Examining the Ongoing Struggles for … , 2024
    2024
  • Unpacking the Practical Work Inquiry Practice Framework for Improving Science Practical Work and Inquiry: A Namibian Perspective
    T Shivolo, HO Mokiwa
    International Journal of Research and Innovation in Social Science 8 (3 … , 2024
    2024
    Citations: 2
  • Navigating Language Diversity in Multilingual STEM Classrooms: Strategies for Inclusive Education
    HO Mokiwa, M Mokhele-Ramulumo
    International Education Trend Issues 2 (2), 92-106 , 2024
    2024
    Citations: 21
  • The Art of Documenting Scientific Knowledge: A Case Study of Two South African Grade 12 Science Teachers
    M Ramulumo, HO Mokiwa
    Jurnal Pendidikan Indonesia Gemilang 3 (2), 160-180 , 2023
    2023
  • Visualizing Science: Bridging Pedagogy and Semiotic Reasoning in the Natural Science Classroom
    TM Taukobong, HO Mokiwa
    Journal of Research and Administration 5 (2), 13581-13590 , 2023
    2023
  • The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives
    HO Mokiwa
    Africa Education Review 17 (4), 87-103 , 2021
    2021
    Citations: 5
  • Developing teaching and learning in Africa: Decolonising perspectives
    V Msila
    African Sun Media , 2020
    2020
    Citations: 14
  • The integration of online teaching and learning in STEM education as a response to the Covid-19 pandemic
    HO Mokiwa, L Mnguni
    Journal of Baltic Science Education 19 (6A), 1040-1042 , 2020
    2020
    Citations: 29
  • The integration of online teaching and learning in STEM education as a response to the Covid-19 pandemic
    HO Mokiwa, L Mnguni
    Journal of Baltic Science Education 19 (6A), 1040-1042 , 2020
    2020
    Citations: 29
  • Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria
    HO Mokiwa, EU Agbenyeku
    Journal for the Education of Gifted Young Scientists 7 (3), 421-434 , 2019
    2019
    Citations: 16
  • Reflections on teaching periodic table concepts: A case study of selected schools in South Africa
    HO Mokiwa
    Eurasia Journal of Mathematics, Science and Technology Education 13 (6 … , 2017
    2017
    Citations: 34
  • Utilization of information communication technology (ICT) for teaching science to young offenders: Towards lifelong rehabilitation
    HO Mokiwa, SA Ngubane-Mokiwa
    Mediterranean Journal of Social Sciences 5 (16), 313-319 , 2014
    2014
    Citations: 2
  • Exploring the teaching of Physical Science through inquiry
    HO Mokiwa
    International journal of educational sciences , 2014
    2014
    Citations: 16
  • Physical Sciences Teachers' Conceptions of Scientific Inquiry: A Case Study
    HO Mokiwa
    University of South Africa , 2014
    2014
  • Exploring a grade 11 teacher’s conceptions of the nature of science
    HO Mokiwa
    Mediterranean Journal of Social Sciences 5 (2), 247-254 , 2014
    2014
    Citations: 6
  • Inquiry-Based Teaching in Physical Science: Teachers’ Instructional Practices and Conceptions
    HO Mokiwa, N Nkopodi
    Mediterranean Journal os Social Sciences 5 , 2014
    2014
    Citations: 13

MOST CITED SCHOLAR PUBLICATIONS

  • Reflections on teaching periodic table concepts: A case study of selected schools in South Africa
    HO Mokiwa
    Eurasia Journal of Mathematics, Science and Technology Education 13 (6 … , 2017
    2017
    Citations: 34
  • The integration of online teaching and learning in STEM education as a response to the Covid-19 pandemic
    HO Mokiwa, L Mnguni
    Journal of Baltic Science Education 19 (6A), 1040-1042 , 2020
    2020
    Citations: 29
  • The integration of online teaching and learning in STEM education as a response to the Covid-19 pandemic
    HO Mokiwa, L Mnguni
    Journal of Baltic Science Education 19 (6A), 1040-1042 , 2020
    2020
    Citations: 29
  • Teachers’ Conceptions of Teaching Physical Science in the Medium of English: Towards Additive Bilingualism?
    HO Mokiwa
    language (L2) , 2014
    2014
    Citations: 29
  • Navigating Language Diversity in Multilingual STEM Classrooms: Strategies for Inclusive Education
    HO Mokiwa, M Mokhele-Ramulumo
    International Education Trend Issues 2 (2), 92-106 , 2024
    2024
    Citations: 21
  • Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria
    HO Mokiwa, EU Agbenyeku
    Journal for the Education of Gifted Young Scientists 7 (3), 421-434 , 2019
    2019
    Citations: 16
  • Exploring the teaching of Physical Science through inquiry
    HO Mokiwa
    International journal of educational sciences , 2014
    2014
    Citations: 16
  • Secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction
    T Shivolo, HO Mokiwa
    Journal of Education in Science, Environment and Health 10 (2), 120-139 , 2024
    2024
    Citations: 14
  • Developing teaching and learning in Africa: Decolonising perspectives
    V Msila
    African Sun Media , 2020
    2020
    Citations: 14
  • Inquiry-Based Teaching in Physical Science: Teachers’ Instructional Practices and Conceptions
    HO Mokiwa, N Nkopodi
    Mediterranean Journal os Social Sciences 5 , 2014
    2014
    Citations: 13
  • Inquiry-based science education: Perspectives from Namibian teachers
    T Shivolo, HO Mokiwa
    International Journal of Research in STEM Education 6 (1), 97-112 , 2024
    2024
    Citations: 6
  • Exploring a grade 11 teacher’s conceptions of the nature of science
    HO Mokiwa
    Mediterranean Journal of Social Sciences 5 (2), 247-254 , 2014
    2014
    Citations: 6
  • The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives
    HO Mokiwa
    Africa Education Review 17 (4), 87-103 , 2021
    2021
    Citations: 5
  • Unpacking the Practical Work Inquiry Practice Framework for Improving Science Practical Work and Inquiry: A Namibian Perspective
    T Shivolo, HO Mokiwa
    International Journal of Research and Innovation in Social Science 8 (3 … , 2024
    2024
    Citations: 2
  • Utilization of information communication technology (ICT) for teaching science to young offenders: Towards lifelong rehabilitation
    HO Mokiwa, SA Ngubane-Mokiwa
    Mediterranean Journal of Social Sciences 5 (16), 313-319 , 2014
    2014
    Citations: 2
  • Assessing the Use and Management of Education Resources in Mpumalanga MSTA Schools: A Case Study
    HO Mokiwa, MT Gumbo
    UnisaRxiv , 2025
    2025
  • Physical Sciences Teachers' Experiences of Online Teaching During the Covid-19 Pandemic
    J Osei-Asiamah, HO Mokiwa
    Journal of Information Systems Engineering and Management 10 (48s), 994-1012 , 2025
    2025
  • Creating Liberating Universities: Engaging Communities in Participatory Action Research. In V. Msila (Ed.), Rethinking Higher Education in Africa: Examining the Ongoing …
    HO Mokiwa, OO Adeniyi.
    Rethinking Higher Education in Africa: Examining the Ongoing Struggles for … , 2024
    2024
  • The Art of Documenting Scientific Knowledge: A Case Study of Two South African Grade 12 Science Teachers
    M Ramulumo, HO Mokiwa
    Jurnal Pendidikan Indonesia Gemilang 3 (2), 160-180 , 2023
    2023
  • Visualizing Science: Bridging Pedagogy and Semiotic Reasoning in the Natural Science Classroom
    TM Taukobong, HO Mokiwa
    Journal of Research and Administration 5 (2), 13581-13590 , 2023
    2023

RESEARCH OUTPUTS (PATENTS, SOFTWARE, PUBLICATIONS, PRODUCTS)

Mokiwa, HO., & Msila, V. (2020). Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter twelve). Cape Town: Sun Press.

Bhuda, T., Mokiwa, HO., & Pudi, T. (2020). Indigenising Mathematics in Schools – Why Ethnomathematics Matters? In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter six). Cape Town: Sun Press.

Mokiwa, H. O & Agbenyeku, E. U. (2019). Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria. Journal for Education of Gifted Young Scientists, 7(3), 421- 434.

Mokiwa, H. O. (2017). Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).

Mokiwa, H. O. (2014). Teachers' conceptions of teaching Physical science in the medium of English" towards additive bilingualism? Mediterranean Journal of Social Sciences, 5(2), 79-86.

Mokiwa, H. O. (2014). Exploring Grade 11 teachers' conceptions of the nature of science, Mediterranean Journal of Social Sciences, 5(2), 247-254.

Mokiwa, H.O., & Ngubane-Mokiwa, S. A. (2014). Utilization of information communication technology (ICT) for teaching science to young offenders: towards lifelong rehabilitation, Mediterranean Journal of Social Sciences, 5(16), 313-319.

Mokiwa, H.O. (2014). Exploring the teaching of Physical science through inquiry. International Journal of Education Sciences, 7(1), 21-27.

Mokiwa, H. O., & Nkopodi, N. (2014). Inquiry-based teaching in Physical science: Teachers' instructional practices and conceptions. Mediterranean Journal of Social Sciences, 5(23), 1074-1082.

Mokiwa, H.O., & Msila, V. M. (2013). Teachers' conceptions of teaching Physical science in the medium of English: A case study (2013). International Journal of Education Sciences, 5(1), 55-62.