Research Articles (Science, Mathematics and Technology Education)

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The behavioral intentions to integrate AI in teaching science among distance and contact education student teachers : a comparative study
Mnguni, Lindelani; Sibanda, Doras; Ramulumo, Moleboheng (Taylor and Francis, 2025-12)
Integrating Artificial Intelligence could reduce educational challenges and improve learning outcomes in teaching science. However, the intention of teachers to use these technologies is poorly understood. Informed by the Theory of Planned Behavior, this comparative survey study examined the behavioral intentions of science student teachers from two South African universities to integrate AI into teaching science. An online questionnaire was used to collect data from purposively sampled final-year students from Central University (n = 97) and East Coast University (n = 85). Data analysis involved Exploratory Factor Analysis to identify the structure of constructs, ordinal logistic regression to identify predictors of behavioral intention, and the Mann-Whitney U test to compare behavioral intentions between the two samples. The results suggested that the constructs conformed to the Theory of Planned Behavior with high reliability (Cronbach’s Alpha: .846–.935). Seven factors explained 72.67% of the variance, with strong loadings. Both samples demonstrated a positive intention to integrate AI, with the Central University reporting higher control beliefs (p = .005). However, Ordinal Logistic Regression indicated the constructs did not significantly predict behavioral intentions (p > .05). The findings highlight the importance of providing context-specific training programs to support the integration of AI in science education. IMPACT STATEMENT : This study examined South African science student teachers’ intentions to integrate Artificial Intelligence (AI) into teaching, comparing distance and contact education contexts. The findings show strong readiness to embrace AI, highlighting opportunities for innovation in science education. However, differences in control beliefs reveal structural inequities in training, access, and support that shape confidence in AI adoption. By exposing these disparities, the study demonstrates the need for responsive, hands-on professional development and equitable resource provision. It advances educational practice and policy by offering evidence to strengthen AI integration, bridge systemic gaps, and promote sustainable, equitable improvements in science education.
Enhancing conceptual teaching in organic chemistry through lesson study : a TSPCK-Based approach
Ndlovu, Bongani Prince; Nsele, Sphesihle Winile; Khoza, Hlologelo Climant (De Gruyter, 2025-04)
Conceptual teaching in science education and its implications for pedagogical research have been extensively studied. Likewise, lesson study (LS) has been recognized as a powerful tool for continuous professional development and effective teaching practices. Despite the recognized importance of LS and the affordances of topic-specific PCK (TSPCK) in developing conceptual teaching, the connection between these two approaches in fostering conceptual teaching, remains under-explored within science education. This study aims to explore the development of a conceptual teaching from the dynamic interplay of TSPCK components for teaching a section of organic reactions through a TSPCK-based LS. A qualitative research approach was followed with four teachers from Umkhanyakude district in KwaZulu-Natal. These teachers participated in a TSPCK-based LS to develop a conceptual teaching strategy using Content Representation (CoRe). The findings revealed that teachers progressed from a basic to a developing level of conceptual teaching expertise through LS, as measured by TSPCK component interaction. While the findings are not generalizable, they offer valuable insights into teacher development, highlighting LS as an effective approach for enhancing conceptual teaching in science. This study concludes by recommending large-scale research exploring the role of reflection and feedback during LS in developing conceptual teaching within TSPCK interventions.
Fostering programming skill and critical thinking through AI-assisted PBL integration
Omeh, Christian Basil; Ayanwale, Musa Adekunle; Mnguni, Lindelani; Olelewe, Chijioke Jonathan (Springer, 2025-09)
Despite the increasing emphasis on computational literacy in higher education, we observed that many undergraduate students particularly in developing contexts struggle to master fundamental programming skills and develop critical thinking. Conventional instructional approaches often lack interactivity and personalized scaffolding, which are essential for teaching abstract programming concepts. In response to this challenge, we examined the effect of artificial intelligence (AI)-assisted problem-based learning (PBL) on students’ programming skills, critical thinking, and problem-solving abilities in Java programming. Grounded in a quasi-experimental pre-test post-test control group design, we involved 62 s-year computer science education students from two public universities in Nigeria. Participants were assigned to either an experimental group that used Google Gemini (AI) within a PBL framework or a control group exposed to PBL adopting instructional videos. We employed four validated instruments to measure computer programming skills (CPSAR), critical thinking (CTS), problem-solving (PSS), and academic ability. Using multivariate analysis of covariance (MANCOVA), we analyzed group differences while controlling for pre-test scores and tested moderation effects of academic ability and age group. Our results revealed a statistically significant improvement in programming skills among students in the AI-assisted group, with a large effect size. Critical thinking and problem-solving skill outcomes did not differ significantly between the groups. We also found a significant interaction between the teaching strategy and academic ability, indicating that high-ability students benefited more from AI integration into computer programming instruction. This study provides original insights into AI-enhanced pedagogy and has practical implications for improving programming instruction, particularly in resource-limited educational environments.
Navigating the complexities : South Africa’s journey in collecting data for international reading literacy assessments
Roux, Karen (Frontiers Media, 2025-07-25)
Data collection for international large-scale assessments, such as the Progress in International Reading Literacy Study (PIRLS), is a multifaceted process that demands meticulous planning, coordination, and execution to ensure accuracy and comparability across participating countries. This paper explores South Africa’s endeavours in collecting PIRLS data over the last two cycles (2016 and 2021). South Africa has faced unique challenges and opportunities in its quest to provide reliable data on reading literacy among primary school students. The data collection involves a collaborative effort between national education departments, schools, and international coordinating bodies. Key steps include sampling, instrument translation and adaptation, field staff training, data collection, and quality assurance measures. Investigating South Africa’s PIRLS data collection efforts highlights significant advancements in administrative capacity, stakeholder engagement, and methodological rigour. However, it also reveals persistent issues such as resource constraints, infrastructural disparities, and the need for continuous professional development. This paper underscores the importance of sustained investment in educational research infrastructure and international collaboration to enhance the quality of data collection processes. Ultimately, South Africa’s experiences offer valuable insights for other nations striving to improve their participation in international assessments, contributing to a more comprehensive understanding of global educational outcomes and driving evidence-based policy decisions.
Fostering sustainable community growth through education and skills development : an evaluation of the SIOC-CDT initiatives in South Africa
Muhammed, Shuaib Abolakale; Omidire, Margaret Funke; Mutsago, Taonezvi; Tshele, Mishack; Malahlela, Moloko; Aung, Shine; Mokoena, Gabriel (Adonis and Abbey Publishers, 2025-09)
The SIOC Community Development Trust (SIOC-CDT) launched the Education, Training, and Skills Development (ETS) programme in South Africa to address educational disparities and empower disadvantaged communities, in alignment with Sustainable Development Goal (SDG) 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all). This study evaluates the impact of the ETS initiatives, including the Bridging, Bursary, and Advanced Diploma in Education programme, on educational outcomes and community development. Using a mixed-methods approach, data were collected through surveys and interviews across the Trust’s five beneficiary communities. Findings indicate that the initiatives improved access to education, enhanced academic performance, and provided vital psychosocial support. However, challenges such as inconsistent implementation and limited community reinvestment hindered long-term sustainability. Recommendations include enhancing programmes integration, strengthening psychosocial support, fostering partnerships, leveraging technology, and improving monitoring and evaluation of the ETS programme to better align with the 2030 Impact Agenda, foster sustainable employment and empower the communities through education.
Inducting 'self' into the scholarship of teaching pre-service teachers : a self-study of a doctoral student in education
Khoza, Hlologelo Climant; Nyamupangedengu, Eunice (Work-Integrated Learning New Zealand, 2025)
Education doctoral programs in South Africa focus on inducting students into the scholarship of research. Opportunities for engaging doctoral students in work-integrated learning (WIL) to develop their scholarship of teaching are scarce for aspiring teacher educators. In response to the absence of induction programs for doctoral candidates how one can induct ‘self’ into the scholarship of teaching pre-service teachers using a self-study methodology and the community of practice (CoP) framework was investigated. Drawing from multiple data sources, findings suggest that self-study and engaging in specific practices in the CoP with the help of a mentor teacher educator, promotes self-directed induction on how to teach pre-service teachers. Therefore, a model that can be used to induct education doctoral students into the scholarship of teaching pre-service teachers is proposed. Recommendations for future research that can test the applicability of this model in varied disciplines and contexts are offered and discussed.
Learning about sustainability in a global context of digital transformation in teacher education : exemplary vignettes of experience in webinars
Dittrich, Ann-Kathrin; Mathabathe, Kgadi Clarrie; Eloff, Irma; Agostini, Evi (University of Ljubljana, 2025-03)
Webinars are a powerful digital tool for learning about sustainability in a global context. The implementation of different technologies in teacher education, such as webinars, is becoming indispensable due to digital transformation and internationalisation processes. In this context, digital competences are described as key to quality education and a sustainable future. In teacher education, there is little evidence on how digital tools can be used for learning about sustainability. Based on the Teach4Reach project, a two-year international study on the Sustainable Development Goals in teacher education describes learning experiences in webinars by presenting selected vignettes. The question is how digitisation can support learning on sustainability in a global context of quality education. We conclude that webinars are a digital tool that supports knowledge building and collaborative learning in an international context but that their specific properties need to be recognised. The vignettes exemplify various challenges and opportunities presented by webinars, such as the fundamental role of facilitators, ease of access to the online environment, different behaviours of participants and unknowns about the learning outcomes.
Inclusive education practices in TVET institutions in Botswana, South Africa and Thailand : a systematic review
Chinengundu, Tawanda; Hondonga, Jerald (Routledge, 2024-08-22)
This study collects data on inclusive education practices within Technical Vocational Education and Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic review methodology, the research examines international policies, government reports, and peer-reviewed journal articles relevant to inclusive education in the TVET sector. The objective is to present an overview of current practices, policies, and guidelines, assess the provision of inclusive facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive education policies in the three countries, the TVET sector continues to inadequately address the diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain systemically segregated, thereby excluding individuals with special needs. The literature indicates that effective inclusive practices depend more on the institutional implementation of inclusive processes than students’ abilities. The findings reveal gaps in both policy and practice, highlighting that many TVET teachers lack training in inclusive education pedagogies. Furthermore, there are inadequate funding mechanisms to modernise existing infrastructure, acquire specialised equipment for laboratory work, and support inclusive pedagogies and assessments. Leaders within TVET institutions must recognise the exclusionary barriers faced by individuals and develop solutions to overcome these obstacles.
Designing a fully online work-integrated learning module for craniofacial orthodontics
Ghabrial, Emad; Van Wyk, Mari; Postma, Thomas Corne (Wiley, 2025)
INTRODUCTION : Research has found that orthodontists often lack the knowledge and confidence to engage in craniofacial orthodontics, such as treating cleft-lip and palate patients. This gap highlights the need for an educational strategy that enhances skills transfer in this sub-speciality. This study explores the design considerations for developing a fully online, work-integrated learning module tailored to this need. MATERIALS AND METHODS : The research adopts a case study approach, guided by design thinking as the overarching conceptual model combined with a range of data collection strategies. Following the first three stages of design thinking, a thematic analysis was conducted, similar to the novel six-step process for conceptual model development in qualitative research, to identify the needs of educators and students engaged in orthodontic qualifications or certified examinations. RESULTS : Five key themes emerged through this process, forming the basis for a problem statement and module definition. Building on these insights, five theoretical constructs were developed, providing a conceptual framework for designing a fully online, work-integrated learning module. DISCUSSION : Using this framework, we addressed the identified needs while ensuring alignment with best practices. The next phase of this research will involve prototyping and testing the module with a cohort of students. CONCLUSION : The success of this model has the potential to extend beyond craniofacial orthodontics, offering valuable applications to other medical and dental specialities.
Integrating educational technology in the delivery of design-based courses at a technical teachers' college in Zimbabwe
Goredema, Rachel; Masina, Rumbidzayi; Chinengundu, Tawanda (Universitas Pendidikan Indonesia, 2024-12-02)
Educational Technology became vital in the teaching and learning process, particularly during the Covid-19 era. However, a host of challenges associated with the integration of ET in the teaching and learning process were unearthed. This study sought to establish the extent to which Educational Technology was integrated into the teaching and learning of Design-based subjects at the diploma level during the COVID-19 pandemic and to explore strategies that can be adopted to improve the quality of teaching andlearning in teacher education in times of crises. The study employed a qualitative approach methodology utilising a case study research design. A sample of five lecturers and twenty students was purposively selected. Data were analysed thematically. Results revealed that lecturers have adequate content knowledge about the design-based subjects which they teach but do not have sufficient technological and pedagogical knowledge. The study recommends in-service training of lecturers to effectively use educational technology in teaching processes.
Development of a conditional generative adversarial network model for television spectrum radio environment mapping
Dare, Oluwatobi E.; Okokpujie, Kennedy; Adetiba, Emmanuel; Idowu-Bismark, Olabode; Abayomi, Abdultaofeek; Kala, Raymond Jules; Owolabi, Emmanuel; Ukpong, Udeme C. (Institute of Electrical and Electronics Engineers, 2024-12)
To efficiently use the finite wireless communication resource (radio spectrum), a Radio Environment Map (REM) is needed to monitor, analyse and provide rich awareness of spectrum activities in a radio propagating environment. REM shows radio coverage metrics in a geographical region. A REM construction model with few constraints and optimal performance is needed to better support cognitive radio for dynamic spectrum sharing (DSS) and other benefits of REM. This study aims to estimate fine-resolution REM from sparse radio signal strength measurement. In this study, we utilised conditional generative adversarial network (CGAN) to create a television spectrum radio environment map in order to improve cognitive television white space (TVWS) radio performance in real-time propagation environments. Measurement campaign was carried out to acquire a TV-band (470-862MHz) radio frequency and geographical dataset at Covenant University, Ota, Nigeria. A preprocessing procedure which was implemented with Python script was employed to group the dataset using Nigerian Communications Commission TV spectrum channel spacing and to create incomplete spectrograms for 49 channels. Xgboost, SVM, and kriging variogram models were explored to generate ground truth datasets for the CGAN model training, and the best algorithm was employed. A CGAN REM model was developed using U-Net as a generator and PatchGan as a discriminator. The U-Net generator is a 3-channel input, 16-layer architecture while the PatchGan discriminator is a 6-channel input, 7-layer architecture. The model performance was evaluated using mean square error (MSE) and mean absolute error (MAE). 12 different experiments were carried out varying the training parameters of the CGAN architecture to obtain an optimal model. The achieved root mean square error (RMSE) is 0.1145dBm and MAE is 0.0820dBm, which shows the deviation between the ground truth and the generated REM. This low deviation means that the proposed CGAN REM model possesses an improved accuracy in predicting the spectrum activities within the television spectrum which is considered appropriate for DSS technology. This study also revealed that 41 channels within TV-band in Covenant University are totally unoccupied.
Swallowing and oral-sensorimotor characteristics in a sample of young hospitalised children with severe acute malnutrition
Eslick, Casey Jane; Kritzinger, Alta M. (Aletta Margaretha); Graham, Marien Alet; Kruger, Esedra (Wiley, 2025-05)
AIM : To describe swallowing and oral-sensorimotor characteristics in a sample of young hospitalised children with severe acute malnutrition (SAM). METHODS : The Schedule of Oral-motor Assessment was used to compare oral-sensorimotor skills of 45 hospitalised patients with SAM (M = 15.98 months; SD = 8.03), to pairwise-matched controls (M = 15.96 months; SD = 8.08). Participants were matched for age, gender, TB, HIV-status, socio-economic status including maternal education, paternal employment, housing and transport access. Caregivers reported demographic information, feeding practices and behaviours during feeding. RESULTS : In comparison to controls (n = 6; 13.3%), participants with SAM (n = 25; 55.6%) presented with significantly more oral-sensorimotor difficulties (p < 0.001), across all consistencies except liquids from the trainer cup and bottle. Difficulties included jaw opening and stabilisation, tongue and lip control for chewing, bolus formation and transport, sustained bite and uncoordinated swallowing. Delayed sitting development significantly correlated with uncoordinated swallowing and head extension on puree and cup drinking, and multiple swallows on puree and semi-solids. Force-feeding and slow swallow initiation in semi-solids significantly correlated. Disruptive feeding behaviours and higher levels of food refusal at the beginning of meals were reported. Clinical signs of aspiration were identified. CONCLUSIONS : Oral-sensorimotor dysfunction and possible aspiration were observed in 55.6% of participants with SAM. Safe swallowing function for overall health and nutritional recovery is emphasised. Under-identification of oral-sensorimotor difficulties, lack of referral to speech-language therapists and disruption to continuity of care warrants further research.
Utilizing the power of cooperative learning to teach controversial topics such as genetically modified organisms
Abrie, Amelia L. (Mia) (University of California Press, 2024-05)
Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.
Developing student heuristic characterizations to help them “Bond” with organic chemistry
Mirkin, Philip Joshua (University of California Press, 2024-03)
The volume of content and abstract nature of organic chemistry is challenging and potentially intimidating for students. I describe a strategy for facilitating student development of heuristic tools for engaging with the subject. By using experimental and researched data on carbon, oxygen, nitrogen, and hydrogen, the bulk chemical elements of organic chemistry, my students were encouraged to develop a “character reference” for each. The heuristics of characterization enabled them to relate more easily and engage more creatively with the work, including when working with complex organic molecules later on. I used this approach when teaching carbohydrates, alcohols, fats and proteins to 12- to 14-year-old students.
Dysfluencies in a multilingual speaker : a case study
Nel, Talitha; Geertsema, Salome; Le Roux, Mia; Graham, Marien Alet; Abdoola, Shabnam Salim (Universidad de Castilla la Mancha, 2025-02)
Research involving a multilingual person who clutters and stutters in Bantu languages is limited. Our aim was to describe the dysfluencies of a multilingual person with dysfluencies across and within Sepedi, Afrikaans, and South African English (SAE). A single multilingual adult participant with a persistent mild stuttering and moderate cluttering pattern participated. A mixed-method cross-sectional design was implemented. Perceptual analysis was used to study stuttering-like dysfluencies (SLD) and cluttering-like dysfluencies (CLD) across and within the three languages. The results revealed that the most prevalent SLD in all three languages was the repetition of part words. The repetition of whole words was the most prevalent CLD. The plosive /d/ sound represented the highest occurrence and resulted in repetitions of sounds across and within Afrikaans and SAE. There were no repetitions of sounds in Sepedi, but three repetitions of the syllable /se-/ occurred. Future research is recommended to include a bigger sample size, and other Bantu languages should also be considered.
Inquiry-based science education : tools for supporting the design of schoolteacher professional development programs
Akuma, Fru Vitalis; Koenen, Jenna (Modestum, 2025-03)
For many teacher educators, designing programs to assist pre- and in-service teachers in implementing inquiry-based science education (IBSE) in school classrooms is a complex and challenging task. However, applicable teacher professional development (TPD) frameworks are rare. Thus, the goal of the presented educational design research was to yield a TPD framework, called the ProDevInq framework, and a set of underlying design principles (DPs). These TPD design tools are based on seven components from the science TPD literature. The components include a learning theory, goal, learning strategy, and instructional design model. We generated the DPs based on a systematic review of the relevant literature. After screening the principles based on hallmarks from the literature on what makes science TPD effective, we could synthesize the ProDevInq framework. The resulting TPD design tools have theory-, practice-, and research-related implications in supporting the implementation of IBSE worldwide.
Not liking the Likert? A Rasch analysis of forced-choice format and usefulness in survey design
Combrinck, Celeste (Sage, 2024-10)
We have less time and focus than ever before, while the demand for attention is increasing. Therefore, it is no surprise that when answering questionnaires, we often choose to strongly agree or be neutral, producing problematic and unusable data. The current study investigated forced-choice (ipsative) format compared to the same questions on a Likert-type as a viable alternative. An established motivation questionnaire was administered in two versions, forced-choice and Likert-type, to 1088 first-year engineering students. Descriptive, non-parametric statistics and Rasch measurement models were applied to assess usefulness, validity and reliability. Results: The ipsative version had a higher response rate, less missing data, and the motivations emerged more clearly. Evidence for the reliability and validity of the forced-choice version was excellent. The forced-choice format is recommended as an alternative to the Likert types when collecting human or social survey data.
Teacher resilience in South Africa : the self-efficacy and teacher efficacy of pre-service teachers preparing to teach in a challenged context
Jonker, Carine; Graham, Marien Alet; Ebersohn, L. (Liesel) (Edith Cowan University, 2025-03)
This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher resilience from an under-researched African context and population. Despite contextual challenges, the pre-service teachers indicated high intrapersonal resilience-enabling pathways, with a statistically significant relationship between their self-efficacy and teacher efficacy. The authors propose an evidence-based framework of how high levels of self-efficacy and teacher efficacy may enable prospective teachers to teach despite chronic and cumulative challenges. Few teacher resilience studies exist in the Global South and South Africa, and this study contributes to the body of literature in this field and hopes to promote place-based (e.g., Global South) research through contextual lenses to provide necessary needed evidence for teacher resilience.
Onderwysers se oortuigings, onderwysers se selfdoeltreffendheid, onderriggehalte en onderrigklarigheid : die verband met Suid-Afrikaanse leerders se wiskundeprestasie
Graham, Marien Alet (LitNet, 2024-10)
AFRIKAANS : Die studie het ten doel om ons begrip van die verhouding tussen onderwysers se oortuigings, selfdoeltreffendheid, onderriggehalte en onderrigklarigheid, en graad 9- Suid-Afrikaanse leerders se wiskundeprestasie te verbreed. Die studie het ’n unieke invalshoek deurdat die onderwerp benader word vanuit die sosiale kognitiewe teorie (Bandura 1986), wat fokus op die wederkerige interaksie tussen persoonlike faktore (soos oortuigings en selfdoeltreffendheid), omgewingsinvloede (soos onderriggehalte) en gedrag (soos wiskundeprestasie). ’n Multivlakanalise met wiskundeprestasie as die afhanklike veranderlike en 15 voorspellers is uitgevoer, terwyl sosio-ekonomiese status en geslag beheer is. ’n Sekondêre data-ontleding met behulp van Trends in International Mathematics and Science Study (TIMSS) se 2019-data is gedoen deur ’n kwantitatiewe benadering te gebruik. Die resultate toon dat onderwysers se voorbereidingstyd ’n sleutelvoorspeller van wiskundeprestasie is, wat die noodsaaklikheid van verbeterde voorbereiding en beplanningsgeleenthede beklemtoon. Beleidmakers en belanghebbendes behoort dit te oorweeg om geteikende opleidingsessies vir onderwysers aan te bied. Hierdie programme kan fokus op effektiewe voorbereidingstegnieke, soos die optimalisering van kurrikulumbronne en die integrasie van tegnologie om lesbeplanning te vaartbelyn. Deur geteikende opleiding te bied, kan opvoeders hul voorbereidingspraktyke verbeter, wat tot verbeterde onderrig- en leergehalte sal lei. Ouers se druk op onderwysers is ook geïdentifiseer as ’n beduidende voorspeller van wiskundeprestasie, wat die belang van ouerlike betrokkenheid beklemtoon. Dit onderstreep die behoefte aan beleide wat ouerlike betrokkenheid by skoolverwante aktiwiteite aanmoedig. Daar is ook gewys op die vooruitgang sedert die implementering van die Suid-Afrikaanse Skolewet van 1996, wat die rol van ouerskap in opvoeding benadruk. Om die potensiaal van hierdie beleidsmaatreëls te ontsluit, word daar aanbeveel dat beleidmakers strategieë implementeer om ouers aktief by skoolaktiwiteite te betrek deur verslae te vereis en inligtingsbronne te versprei. Hierdie samewerkingspogings sal uiteindelik bydra tot ’n meer omvattende opvoedkundige omgewing en verbeterde akademiese uitkomste vir leerders.
Beskrywing van fonologiese patrone by Afrikaanse kinders van 24 tot 72 maande
Du Plessis, Simone; Le Roux, Mia; Geertsema, Salome; Graham, Marien Alet (LitNet, 2024-02)
AFRIKAANS : Alhoewel Afrikaans een van 12 amptelike tale in Suid-Afrika is, is daar slegs beperkte inligting oor fonologiese ontwikkeling. Hierdie ondersoek verskaf ’n waardevolle bydrae tot die ontwikkeling van fonologiese patrone (FP’s) by 24–72 maande oue kinders in die Afrikaanse bevolking. Daarbenewens lewer die navorsing ook kommentaar op die verskille in die voorkoms van FP’s tussen seuns en dogters. Die rasionaal het ingesluit die verskaffing van bewysgebaseerde riglyne en data vir die beskrywing van FP’s aan spraakterapeute. Die navorsingsvraag is: Wat is die kenmerkende beskrywing van ’n fonologiese patroon by ’n Afrikaanse eerstetaalspreker in die ouderdomsgroepe 24–72 maande? Tot op datum het geen ander navorsingsondersoeke die verskynsel van FP’s by Afrikaanssprekende kinders geëvalueer nie. Geen normatiewe data is voorheen ingesamel om die voorkoms van FP’s binne die Afrikaanssprekende groep of die verskille tussen seuns en dogters te bepaal nie. Die doel was om FP’s in die Afrikaans eerstetaalsprekende kind in die ouderdomsgroepe 24–72 maande te bepaal en te beskryf. Die ondersoek het ’n retrospektiewe, beskrywende navorsingsontwerp gebruik en in totaal 147 deelnemers ingesluit. Hierdie retrospektiewe ondersoek het voorheen versamelde elektroniese oudio-opnames van die navorsing deur Pringle, Le Roux, Geertsema e.a. (2022) gebruik. Twaalf deskundige spraakterapeute was deel van die data-ontledingsprosedures om FP’s binne die data te bepaal. Vyf luisteraarspanele is vir die ontledingsprosedures op die been gebring, waarna statistiese ontledings gedoen is om gevorderde resultate te bepaal. Alle patrone het na 72 maande voortgeduur, behalwe die aanvanklike konsonantstemgewing en vokalisasie, wat ten volle uitgeskakel is. Die approksimasie van die trilklank /r/ en die lateraal /l/ het die hoogste voorkoms getoon en daar is beduidende verskille tussen die prestasies van seuns en dogters gevind. Resultate het aan die lig gebring dat eerstetaal-Afrikaanssprekende kinders verskillende voorkomssyfers vir spesifieke FP’s toon as ander kinders van dieselfde ouderdom in ander tale.

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