Self-efficacy and Academic Performance of Mathematics Students in a South African University during the COVID-19 Pandemic Babawande Emmanuel Olawale & Winston Hendricks Issue: Vol.3 No.11 October 2022 [...]
Using Self-Directed learning to mitigate the Post-Covid-19 Pedagogical needs of Rural English First Additional Language Learners Mosebetsi Mokoena Issue: Vol.3 No.11 October 2022 Post COVID-19 Special [...]
Technology-Enhanced Assessment Feedback on Preservice Teachers’ Core Teaching Practices Carisma Nel & Elma Marias Issue: Vol.3 No.11 October 2022 Post COVID-19 Special Issue Article 13 [...]
Pre-Service Teachers’ Academic Identity and their Lived Experiences in Remote Learning: The New Normal in Curriculum Practice Mochina Mphuthi & Molaodi Tshelane Issue: Vol.3 No.11 October [...]
Availability and Utilisation of E-Supervision of Instruction Facilities in the Post-COVID-19 Era Omotayo Adewale Awodiji , Musa Adekunle Ayanwale & Michael Mayowa Oyedoyin Issue: Vol.3 No.11 [...]
Prospects of Blended Learning for the Post-COVID-19 Higher Education: The Instructors’ Perspectives at a University in South Africa Kazeem Ajasa Badaru & Emmanuel Adu Issue: Vol.3 [...]
Education in the New Normal: A Need for Alternative Strategies in Supporting Teaching and Learning in South African Schools in the Post-COVID-19 Era Kayode Babatunde Olawumi & [...]
Exploring Vocabulary Knowledge as a Strategy to Enhance English First Additional Language in the Post Covid -19 Era Siphokazi Ngqeleni & Nomasomi Hilda Matiso Issue: Vol.3 [...]
Post-COVID-19 Teaching and Learning Strategies in South African Schools Benjamin Damoah & Bunmi Isaiah Omodan Issue: Vol.3 No.11 October 2022 Post COVID-19 Special Issue Article [...]
The Role of Entrepreneurship Education in Higher Education Institutions Thobeka Ncanywa & Noluntu Dyantyi Issue: Vol.3 No.11 October 2022 Post COVID-19 Special Issue Article 6 [...]
