The effectiveness of computer applications technology as a vehicle to promote 21st-century skills to the learners of the Lejweleputswa district.

Abstract

The Computer Applications Technology (CAT) subject has become essential for promoting learners’ success in the contemporary technology-driven environment. Nevertheless, several challenges arise in implementing this subject, despite its significant advantages. Thus, the aim of this paper is to examine the effectiveness of using CAT to promote 21st-century skills (21CS) in learners within the Lejweleputswa District in the Free State Province of South Africa. The study used Technological Pedagogical Content Knowledge (TPACK) as the theoretical framework to achieve this objective. A mixed-methods research design was employed. The sample consisted of the 3 principals supervising schools offering CAT, 16 CAT teachers and 131 CAT learners from secondary schools providing CAT. The data were collected through semi-structured interviews and structured questionnaire. Moreover, the data were analysed using descriptive statistics, inferential statistics, and a chi-square analysis. The study’s major findings revealed that both CAT learners and CAT teachers believe that 21CS are taught through CAT and that CAT learners’ 21CS surpass those of their non-CAT peers. Additionally, CAT teachers observed that CAT learners’ communication skills do not exceed those of their non-CAT peers. Moreover, CAT learners frequently struggle with English. The study also identified several factors that contribute to the successful offering of CAT. Firstly, having adequate resources, such as sufficient computers, printers, and Internet access, is essential for facilitating a smooth teaching and learning process. Additionally, qualified teachers who receive ongoing support from a CAT subject adviser who provides necessary teaching materials to enhance the effectiveness of the subject. However, several challenges that hinder the effective teaching of CAT exist. A major issue is learners’ difficulty in understanding the Language of Learning and Teaching (LoLT). Teachers have noted that many learners struggle with English, which results in incorrect answers during examinations. Additionally, many learners enrolled in CAT have previously failed a grade or have advanced to the next grade despite being inadequately prepared, which negatively impacts their academic performance. Furthermore, the study’s findings revealed that one of the primary challenges associated with effective learning of 21CS through CAT is the financial burden associated with replacing necessary stolen resources. To address the gap between LoLT and understanding, the study recommends that CAT teachers adopt presentation-based learning methods. Specifically, learners should undertake informal, mini-research activities that have CAT-related content, and they should present their findings. This approach may enhance learners’ confidence, improve their English proficiency, and enhance their communication skills. In addition, the study recommends that teachers develop targeted support for advanced learners. The support may include personalised assessments to identify each learner’s preferred learning style, whether visual, auditory, or kinaesthetic. By understanding how advanced learners learn best, teachers can customise their teaching methods using multimedia resources, hands-on activities, or cooperative group work. This tailored approach will not only improve comprehension and retention but will also foster an inclusive environment that addresses the diverse needs of all learners. Furthermore, the study recommends that schools offering CAT enhance their security measures and consider insuring their computer laboratories and equipment. This would help mitigate the frequent need to replace stolen devices, ensuring that learners do not fall behind due to financial limitations.