Dr. Nomxolisi Mtsi is a senior lecturer in the Faculty of Education at Walter Sisulu University's Komani Campus. She specializes in education and holds a Doctor of Philosophy in Science Education. With extensive experience as a lecturer, manager, curriculum developer, and scholar, Dr. Mtsi has presented research at both national and international conferences and published articles in various peer-reviewed journals. She is dedicated, collaborative, and capable of working effectively at all levels.
EDUCATION
Dr. N. Mtsi
Senior Lecturer
Faculty of Education
RESEARCH, TEACHING, or OTHER INTERESTS
, Multidisciplinary, Agricultural and Biological Sciences
Exploring the Availability and Utilisation of Modern Resources for Teaching Life Sciences in Some Selected Schools in South Africa Kemi O. Adu, N. Mtsi Journal of Ecohumanism, 2024 Life sciences in South Africa cover a broad range of disciplines and have significant contributions in both academic and practical fields. This paper explores the availability and utilization of modern resources for teaching Life Sciences in some selected schools in South Africa. The study employs a transformative paradigm of qualitative research using a phenomenological case study design. Eight teachers were purposively selected and the data were analysed using a thematic approach. The findings revealed among others that without modern resources the teaching and learning of Life Sciences will be a mirage and teachers will find it difficult to disseminate the contents of the subject and achieving learning outcomes will not be possible. The study concludes that Life Sciences teachers need to employ the use of modern resources to meet the needs of the learners in the 21st century. It was recommended that the teacher should update their knowledge in the use of modern resources for teaching Life Sciences and resources should be used following the subject matter and the grade level of the learners.
Teachers’ Content Knowledge and Strategies Used in Teaching Physical Science in Selected Schools at Buffalo City Municipality, South Africa Kemi Olajumoke Adu, Nomxolisi Mtsi International Journal of Learning Teaching and Educational Research, 2024 Physical Science encourages an ethical and responsible approach to studying, creating, and applying the sciences. In South Africa, there is a devaluation of indigenous scientific knowledge and limited access to scientific knowledge due to a history of poor, non-existent, or inadequate schooling in some communities. This paper investigates teachers’ content knowledge and strategies for teaching Physical Science in selected schools at Buffalo City Municipality, East London, South Africa. This paper adopted a descriptive research design and used random sampling to select forty-two Physical Science teachers out of the total population of fifty-two. Self-designed structured questionnaire of Likert modified scale response, the Physical Science Teachers’ Content Knowledge and Strategies Questionnaire (PSTCKSQ), was used to collect participant feedback. Three research questions were set for the paper and revealed the following respectively, a Mean () 3.33 shows a general agreement across all items about the positive impact and importance of Physical Science education another Mean () 3.14 shows a general agreement across all items about the effectiveness and use of different teaching strategies in Physical Science education and the mean score ( = 2.79) indicates moderate agreement on the adequacy of teacher training in Physical Science content. It is recommended among others that Physical Science teachers should establish a stimulating and productive learning environment that encourages students’ curiosity, comprehension, and admiration of the topic by utilising their content expertise. The paper concludes that to address local and global concerns, assist economic development, promote scientific literacy, create employment possibilities, and encourage critical thinking and well-informed decision-making, Physical Science education is essential in South African schools for driving innovation and technological advancement.
A Conceptual Analysis of What it Means to Decolonize the Curriculum Bunmi Isaiah Omodan, Pretty Thandiswa Mpiti, Nomxolisi Mtsi International Journal of Learning Teaching and Educational Research, 2023 The concept of decoloniality has been subject to wide-ranging debates among academics and students alike. These discussions have often looked at the issue from a subjective stance, narrowing its meaning down to interpretation based on individuals’ backgrounds and contexts. Consequently, the understanding of decoloniality as it relates to university curricula has remained fragmented, leading to inconsistencies in how it is put into practice. This study, therefore, seeks to address this gap by unpacking the conceptual ambiguity surrounding what it means to decolonize the curricula in university classrooms. Hence, this study intends to deconstruct the decoloniality of the curriculum as it relates to the pedagogical disposition of the classroom in universities using decolonial theory as the basis of argument. The study answers questions about the assumptions of decoloniality suitable to understand the decoloniality of the curriculum. This conceptual analysis is located within a transformative worldview as a lens and employs conceptual analysis as a tool to make sense of the argument deductively from the decolonial premises. The study argues that decolonizing the curriculum is beyond any personal, contextual, historical, and environmental subjectification, and should instead be viewed as advocacy to challenge existing power dynamics towards incorporating traditionally overlooked or excluded ways of doing. Therefore, it is essential to understand “decolonizing the curriculum” from the process of knowing, empowering the disempowered, self-determination, and an anti-oppressive perspective.
Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms Bunmi Isaiah Omodan, Nomxolisi Mtsi, Pretty Thandiswa Mpiti Journal of Curriculum and Teaching, 2023 It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21st-century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms.
Exploring Grade 8 Students’ Errors When Learning About the Surface Area of Prisms Shakespear Maliketi Chiphambo, Nomxolisi Mtsi Eurasia Journal of Mathematics Science and Technology Education, 2021 The calculation of the total surface area of prisms forms part of the Mathematics curriculum in South Africa. This paper explores Grade 8 students’ errors when learning about the surface area of prisms. The study was guided by the interpretive paradigm and adopted a qualitative approach in a form of a case study design. Data from diagnostic test’s responses were analysed using Newman’s theory of error analysis. The sample comprised 18 purposively selected Grade 8 students. The study revealed that students committed these errors: failure to differentiate 2-Dimensionals from 3-Dimensionals; calculated the Total Surface Area as the perimeter of polygons; used volume of prisms formula for Total Surface Area; and misunderstanding of mathematical terminology related to surface area of prisms. The study recommends the use of students’ errors as tools to guide in designing the intervention activities to remedy misconceptions that students hold when learning about the surface area of prisms.
Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi Africa Education Review, 2020 There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
Challenges Encountered in the Teaching and Learning of the Natural Sciences in Rural Schools in South Africa * Nomxolisi Mtsi, Cosmas Maphosa Journal of Social Sciences, 2016 The study sought to establish challenges encountered by teachers in teaching science in rural junior secondary schools in the Eastern Cape Province of South Africa. Located in the interpretivist paradigm and following a qualitative approach, the study adopted a case study design. A purposive sample of three school principals, three Natural Sciences teachers and eighteen Natural Sciences learners participated in the study. Data were collected through individual interviews with principals and teachers, focus group interviews with learners and lesson observation. Data were analysed for content. The study found that there were numerous challenges related to lack of required infrastructure and resources for science teaching. There were also challenges related to learners’ background, language of instruction and lack of parental support. The study concludes that the teaching and learning of Natural Sciences in rural junior secondary schools is negatively affected by the existence of challenges which should be addressed. It is only after such challenges are addressed that Natural Science can be meaningfully taught and learnt in schools.
