Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams – Post the Covid-19 Pandemic, at a South African University
Vuyokazi Momoti 
Issue: Vol.4 No.13 Article 21 pp.1647-1655
DOI: https://doi.org/10.38159/ehass.202341321 | Published online 15th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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.
Keywords: Electronic learning, Covid-19 pandemic, IBM SPSS Statistics, Microsoft Teams
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Vuyokazi Momoti is currently a Laboratory Instructor and Researcher in Life Sciences (Botany, Zoology, Natural Sciences Education) at the Department of Mathematics and Natural Science Education, Faculty of Educational Sciences, Walter Sisulu University, South Africa. She is also a Doctor of Education candidate at the Atlantic International University.
Momoti, Vuyokazi. “Exploring the Attitudes of Natural Science Undergraduate Students Towards Microsoft Teams – Post the Covid-19 Pandemic, at a South African University.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1646-1654. https://doi.org/10.38159/ehass.202341321
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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