Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams - Post the Covid-19 Pandemic, at a South African University

The purpose of this study is to assess the feasibility of adopting effective e-learning with Microsoft Teams in a South African university. The study sample was purposefully chosen to include 30 registered Natural Sciences students. The study used questionnaires to collect data from 30 undergraduate students enrolled in Natural Science courses at the university using a quantitative research approach. Descriptive statistics such as mean and standard deviation were used to analyse the data. The IBM SPSS Statistics was the program utilized for data analysis. According to the study's findings, the majority of students prefer to learn in person due to challenges such as load shedding and a reluctance to connect on the Teams platform. The TPACK Theoretical Framework, which states that comprehension of technology applications is vital in terms of pedagogy and content, lends credence to the study's assumption. This study aims to provide a thorough analysis of the advantages of e-learning as well as student opinions on the new learning platform.

the opinions of natural science undergraduate students at a South African university about Microsoft teams following the Covid-19 pandemic.The essay begins with a review of the literature and recent additions about Microsoft teams as an online teaching and learning tool.This is followed by the study's methodology, or how the study was carried out.The following section gives the findings and analyses how they relate to existing literature, and finally, the conclusion discusses the findings.

LITERATURE REVIEW
The premise of this study is underpinned by TPACK Theoretical Framework, denotes knowledge of ICT applications suitable for use in teaching in terms of pedagogy and content. 3In recent times, technological advances have enabled the emergence of systems that facilitate lecturers and lecturers in the formulation of educational and learning resources. 4Lecturers are now able to publish their learning materials on the internet, and students are able to access them, such as PowerPoint presentations, lecture video clips, and supplementary resources. 5Furthermore, a vast array of electronic devices, including smartphones, tablet computers, and laptops, are now accessible and accessible, enabling lecturers to deliver lectures and students to gain knowledge outside of the traditional classroom setting.Wang et al. revealed that in China, there is a Massive Open Online Course that offers online learning platform for students and tutors, induces a positive attitude and highlighted flexibility of time and improves attendance. 6egmi and Jones define e-learning as an educational method that facilitates learning by the application of information technology and communication providing an opportunity for learners to have access to all the required education programmes. 7E-learning is rapidly becoming a key technology that is being adopted and utilized by educational institutions and universities around the world.In Indonesia Google Classroom was used to substitute face to face learning with online teaching, where biology and science students showed preference in using the Google Classroom during Covid-19 pandemic. 8According to experts in e-learning, the environment created by e-learning provides meaningful connections that combine the skills and knowledge available to students.Therefore, it is essential for higher education institutions to have a strategy in place if they wish to move away from traditional e-learning methods. 9here is a significant relationship between performance of students and the use of Moodle Learning Systems as a learning platform. 10Martin and Tapp allude that teaching with Teams app offer better platform educators in higher education institutions for class discussions, easy access of teaching material by students material and immediate feedback. 11Lopes et al. conducted using university students, teachers, and librarians found that e-learning was a preferred mode of teaching and learning platform. 12he advantages of online teaching in comparison to traditional methods of instruction are numerous, including enhanced student motivation, enhanced interaction, and enhanced communication. 13Furthermore, distance education can be as successful as traditional teaching when it comes to learner outcomes.Also, online learners have a more positive attitude towards learning than traditional learners, and online classes are beneficial for some students, especially those who are shy. 14On the other hand.Rapant posit that online learning is a subset of distance education using electronic media that, if done well, takes place in dynamic and carefully designed learning environments. 15It provides a well-considered learning ecosystem, aimed at increased flexibility and better access to learning opportunities, through the careful design of unique courses that appropriately combine synchronous, asynchronous and independent study activities.
In the study conducted by Firmansyah discovered that e-learning facilitates the process of learning and thereby changes in practice by supporting instructional design and delivery mechanisms, which captures the developing of materials using set learning objectives, including teaching strategiesembedding feedback and evaluation to influence learners' intrinsic and extrinsic motivation factors, the process has been influenced by several internal, external and contextual factors, including time, IT, flexibility, and independence. 16he disadvantage of online learning, according to some scholars, is the isolation and impersonal nature of online learning. 17Students who study online have fewer opportunities to interact with their peers and teachers, which may affect their motivation, cognition, and affective performance.Other disadvantages of online learning include lack of access to technology, lack of equipment and infrastructures, teachers' and students' technological competencies, teachers' self-efficacy navigating online environments, and lack of or inadequate teacher training.Sari et al. suggest a positive attitude toward technology as a key starting point for teachers and students to improve their digital competencies. 18 Maatuk et al. argue that e-learning is playing a vital role in the existing educational setting, as it changes the entire education system and becomes one of the greatest preferred topics for academics. 19In conclusion, e-learning both traditional face-to-face and e-learning improve performance in teaching and learning, has higher performance impacts in teaching and learning than traditional face-to-face provide higher education educators with insights about the potential of e-learning. 20search questions RQ1: What are the experiences of undergraduate students enrolled in Natural Science course towards the use of Teams as a teaching and learning tool?RQ2: What are the attitudes of undergraduate students enrolled in Natural Science course towards the use of Teams as a teaching and learning tool?THEORETICAL FRAMEWORK TPACK TPACK denotes knowledge of ICT applications suitable for use in teaching in terms of pedagogy and content It describes the following as components of TPACK: Technological knowledge (TK): refers to an understanding of the capabilities and limitations of technology and the abilities necessary to utilise technology effectively.Knowledge of technology also implies an interest in tracking the progression of emerging technology.Technological content knowledge (TCK): relates to an understanding of the relationship between content and technology and how content and technology impact and constrain one another.Technological pedagogical knowledge (TPK): is an understanding of the nature of teaching and learning using technology in the classroom.It comprises utilising technology and gaining knowledge of the advantages and downsides of various technologies for specific pedagogical practises. 21oyuncuoglu posit that TPACK abilities should be assessed holistically to increase graduate students' technological and pedagogical competencies, teaching and learning, and prepare them for academic procedures. 22Being familiar with technology does not imply that TPACK is well-known.Graduate students must have the knowledge and abilities to use technology in their academic fields in the future, as well as examine suitable pedagogical approaches while using technology.To effectively integrate technology into their education, teachers must have adequate TPACK.
Juanda, Shidiq, and Nasrudin agree that technology has presented new learning problems to teachers, such as how to build technical expertise and integrate it with content, teaching, and learning in a specific environment. 23As a result, teachers should have subject knowledge, pedagogical knowledge, and technology knowledge.In essence, this condition necessitates teacher preparedness and appropriate TPACK abilities in order for learning to be effective. 24Maatuk et.al concur with other scholars in that ICT offers unique educational and training opportunities as they improve teaching and learning, and innovation and creativity for people and organizations. 25Furthermore, the use of ICT can promote the development of an educational policy that encourages creative and innovative educational institution environments.

METHODOLOGY
A group of 30 undergraduate students in the Natural Sciences field were randomly assigned questionnaires via Whatsapp during the 2023 June holidays.All 30 questions were completed and returned.Five participants who were enrolled in Natural Sciences Level 2 courses were chosen at random for a pilot research.The Internal Reliability of the Construct Items of the questionnaire was evaluated using Cronbach's Alpha.The Reliability Value of the questionnaire was estimated to be 0.67, and if the Cronbach Reliability Co-efficient is equal to or greater than 0.6, it is considered acceptable. 26This finding was supported by the two Natural Sciences Experts at the University.
The administered questionnaire was divided into two pieces.Section A contained personal information such as gender and age.Section B had ten construct items that were scored on a five-point Likert scale, with 1 indicating "strongly disagree," 2 indicating "disagree," 3 indicating "neutral," 4 indicating "agree," and 5 indicating "strongly agree."

Mean interpretations
Mean between 4.00 and 5.00= High Mean 3.00 and 3.99= Medium High

Construct 1: Lecturers share PowerPoint presentations well
The mean for this construct is 4.3667 and Standard deviation (SD) is 0,49013, the responses of students are high and posit the lecturer shared their PowerPoint presentations well.Since SD is 0,49013 it is very low thus indicating positive agreemen Pratama , et al.Microsoft PowerPoint software is designed to allow the user to present information in engaging way wit sound and video. 27Rouadi and Anouti advocate that PowerPoint is more attention capturing than the traditional method of t Construct 2: There are internet disruptions due to load shedding Load shedding refers to regular planned power outages, the deliberate shutdown of parts of the electricity distribution ne damage to the grid and to safeguard against the risk of national blackout. 29In Table 1, the mean for this construct 2 is 4,10 deviation (SD) is 030513, this means that, the level of agreement is high and that students experienced load shedding du class via Teams.It is evident from these results that the students strongly agree that their learning was indeed affected by This may have negative effect on the academic performance of students.
Construct 3: Students are allowed to ask questions by using the chat box .With regard to construct 3, the mean is 4,1000 and SD is 0,59209, this indicates that students agree to the fact that they were allowed to ask questions using chat box during online learning.Students' interactions with their online instructor shows social presence and promotes information sharing behaviour.

Construct 4: The lecturers highlight the behaviour rules when using Microsoft Teams
In Table 1, under construct 4, the mean is 4.1000 and SD is 0.30513.The results show high level of agreement from students with regard to the fact that the lecturers explained behaviour rules during online teaching (Microsoft Teams).Al-Khatib argues that netiquette or behaviour is an important element in the effective digital citizenship. 30Many scholars concur that, he highlights some netiquette rules such as paying attention, acknowledge others, listen, be inclusive, speak kindly, do not speak ill, accept and give praise others.In essence, the house rules should be set by each teacher before presenting the lesson to students.

Construct 5: I feel shy to talk using Microsoft Teams platform
With reference to Table 1, the mean for construct 5 is 3.600 and SD is 0,85501, thus indicating that students' level of agreement is moderate.Shyness, low esteem and fear of peers/ instructor's judgement hinder student's participation in classrooms. 31In this study, it is obvious that some students displayed shyness and did not participate in online class activities.
students to participate and interact online and to attend classes synchronously or asynchronously. 32The flexibility of online classes can enable students to be successful in their studies.

Construct 7: I gain additional computer skills through using Microsoft Teams
The mean for construct 7 is 4,000 and SD is 0,78784 in

RECOMMENDATIONS
Computer and technological literacy and competency has become necessary for students in pursuit of today's modern education.The following are the recommendations for the university academic administration: a.To offer backup generators in student residences.b.To provide portable inverters to students living in their homes.c.Allowing students to attend face-to-face classes.

CONCLUSION
The study examined how undergraduate students studying natural science at a South African university felt about Microsoft Teams in the wake of the COVID-19 epidemic.According to the survey results, all students agreed that the lecturers shared their PowerPoint, Excel and Word presentation well and that the internet outage during the online classes was caused by load shedding.It is evident that online learning helps to improve students' technological skills and their pedagogical skills.Most students were hesitant to speak up during the online course (Microsoft Teams).Students prefer in-person classes over online courses because they can interact with their classmates and lecturers.The use of TPACK and ICT has a positive impact on the teaching and learning process this have been published by many scholars across the world and is very much relevant to this study.

LIMITATIONS
The research was limited in scope because it only looked at data from students enrolled in the Natural Sciences course at the Faculty of Educational Sciences.The next stage is to do more in-depth study with a bigger population of all students enrolled in various courses at the same university.

I prefer online classes using Microsoft Teams
Table1, this indicates that the level of agreement of students was moderate in that they gained additional computer skills through Microsoft Teams.The use of online teaching platforms enhance technological competencies in students.33InTable1,themeanforconstruct8is2,3667indicatesmediumlow agreement of students pertaining enjoyment of attending anywhere and SD is 1,12903, indicates that students did not enjoy attending classes anywhere.This means that they did not enjoy classes on Teams.According to Dennis, in relation to pace and mode of learning will always be constrained by external factors.34Thesehighlevel of disagreement indicates that these students did not enjoy having classes anywhere.The mean for construct 9 is 4,033 and SD is 0,88992 as in Table1, this shows that the level of agreement is moderate.Students prefer face-to-face classes.Gherhes et al. argue that face to face interaction allows students to interact with the teacher and other participants thus enabling more affective non-verbal communication35.With regard to Table1, construct 10, the mean is 1,733 and SD is 6,3968, this indicate very high level of disagreement , The students do not like online classes at all.This could be to inability to focus on screens for a long time, problem with technology, more time consuming than lectures.36