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- 2022| Springer NatureThe abolition of corporal punishment (CP) in South African schools in 1996 has continued to generate heated debates among all concerned stakeholders in the educational sector. While some support the ban of corporal punishment, others have vehemently protested its abolishment. Unfortunately, irrespective of the line of debate, legislative instrument has forbidden teachers to use CP on learners and educators have been advised to employ Alternative to Corporal Punishment (ATCP) methods in schools. Regrettably, educators’ capabilities and the effectiveness of ATCP in lieu of CP, especially in the KwaZulu Natal province, South Africa, is yet to be established. Hence, this study is based on the Stimulus-Response Theory and has explored educators’ perceptions and their capabilities of using ATCP in secondary schools. This study employed a qualitative research design to collect data through semi-structured interviews with 12 educators which comprise of three principals and nine teachers from three secondary schools and two circuit managers within the City of uMhlathuze municipalities in the King Cetshwayo district, KwaZulu-Natal Province, South Africa. Data collected were analysed using thematic content analysis with an iterative process. Findings revealed that educators use ATCP, but they are dissatisfied because: They cannot make use of CP; there are no specific effective ATCP strategies; they need active involvement of parents/guardians to promote expected behaviour among learners, and they have reduced capacities to discipline learners with ATCP. Based on the findings, the study recommended capacity building programmes for educators for effective use of ATCP to maintain discipline in schools. Also, there is a need for concrete synergy between the schools and parents/guardians to foster self-discipline in learners
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- Deaf learners have strived to enroll in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.
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