Beyond readiness: ICT integration and simulation use in secondary physics classrooms Olalekan Taofeek Badmus, Loyiso C. Jita, Thuthukile Jita Humanities and Social Sciences Communications, 2026 This study investigated the predictors of simulation integration in physics instruction among in-service secondary school teachers in Nigeria, using an integrated theoretical framework that combined the Technology Acceptance Model and the Will-Skill-Tool model. A convergent parallel mixed methods design was employed. Quantitative data were collected from 375 physics teachers using a validated instrument, the Physics Teachers Simulation Integration Questionnaire, and analysed through confirmatory factor analysis and structural equation modelling. Qualitative data were gathered through semi-structured interviews with six teachers to explore contextual barriers, supports, and professional learning needs. The model examined the influence of attitudes, beliefs about ICT, ICT competency, institutional support, resource availability, and self-efficacy on simulation integration. Contrary to theoretical expectations, none of the hypothesized direct, mediated, or moderated paths were statistically significant, and model fit indices indicated poor structural alignment. Thematic analysis of interview data revealed systemic constraints which included infrastructural deficits, weak leadership support, and limited professional development that helped explain the null quantitative findings. These results suggest that individual teacher readiness is insufficient for simulation integration in under-resourced contexts. The study calls for an expanded ICT adoption framework that incorporates school leadership, policy enactment, and institutional culture. Implications are discussed for teacher professional development, ICT policy, and future research on technology integration in sub-Saharan Africa.
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa Olalekan Taofeek Badmus, Saidat Adeniji, Seyum Getenet, Loyiso C. Jita Journal of Curriculum Studies, 2026 Introduction: Foundational mathematics knowledge is critical for students’ mathematical development and future academic success. Methods: This study examines the foundational mathematics curricula of South Africa and Australia. These countries have dinstict educational systems and unique approaches to mathematics education. The study specifically compares the educational goals and priorities, curriculum structure and reflections on socio-political and economic contexts through document analysis and Van den Akker’s curriculum design framework. Results: Results indicate that Australia foundational and early primary mathematics curriculum promotes flexibility, teacher autonomy, critical thinking, problem solving, technology integration, enhancing higher-order thinking and global functioning while South Africa’s foundational mathematics curriculum offer procedural fluency development, mastery of mathematical concepts, numeray development and standardization to close learning gaps. Discussion: This study reveals how context, national priorities, and educational visions intersect to guide early years mathematics teaching. It underscores the importance of balancing these immediate needs with broader long-term aspirations to ensure that all learners are supported in building solid mathematical foundations for future success.
A Systematic Literature Review on Teacher Leadership Practices in Science and Mathematics Education (2019-2025) Nonjabulo Fortunate Madonda, Lineo Mphatsoane Sesoane, Nomthandazo Moureen Bhekiswayo, Loyiso C. Jita, Olalekan Taofeek Badmus International Journal of Learning Teaching and Educational Research, 2025 This systematic literature review synthesises empirical research on teacher leadership practices in science and mathematics education published between 2019 and June 2025, addressing the main research question: What are the dominant research themes, theoretical frameworks, methodological trends, and enactment contexts of teacher leadership practices in science and mathematics education during this period? A total of 34 peer-reviewed articles indexed in Scopus, Web of Science, ERIC, and EBSCOhost (Education Source) were analysed using the PRISMA 2020 framework and PICOS eligibility criteria. The review aimed to identify dominant research themes, theoretical frameworks, methodological trends, and the enactment of teacher leadership in instructional, assessment, and systemic contexts. Eight dominant themes emerged, with professional development, instructional practices, and leadership identity being the most prevalent. Teacher leaders were found to play critical roles in mentoring, curriculum design, assessment reform, and equity advocacy. Theoretical frameworks such as Communities of Practice, Teacher Leadership Identity Theory, and Transformational Leadership Theory were frequently employed to conceptualise leadership. The review highlights significant gaps in three areas: leadership for marginalised groups is often informal and under-supported (equity and inclusion), insufficient studies from the Global South (global representation), and there is little quantitative or longitudinal research to measure impact (methodological diversity). This review contributes to the field by synthesising current scholarship, identifying critical gaps, and proposing recommendations for expanding methodological approaches, magnifying student and teacher voices, and reinforcing equity-driven, context-responsive leadership practices.
UNDERSTANDING THE LANDSCAPE OF MATHEMATICS TEACHERS’ PROFESSIONAL DEVELOPMENT IN SOUTH AFRICA A REVIEW OF LITERATURE Loyiso Currel Jita, Olalekan Taofeek Badmus Prometeica, 2025 Profession development is essential in standardising the quality of teaching across subject areas and impacting learning in more meaningful ways. In South Africa, students’ achievement in mathematics remains abysmal for decades, evident from the National Senior Certificate examinations and allied global reports. Extensive literature adduced several reasons for the anomaly experienced. Evolving mathematics teachers’ practices owing to low achievement justifies among other reasons for professional development. Extensive studies and trainings on professional development of mathematics teachers are available to date with implication on teachers’ practices to alleviate the existing milieu. This study seeks to aggregate literature on mathematics teachers’ professional development with a view to understand the landscape for impending effort by Education Training and Development Practices Sector Education and Training Authority [ETDP SETA]. This literature review exposes comparatively areas of need and improvement in professional development effort. An understanding of this landscape is a pilot study expected to guide on preparation and instrumentation on areas of professional development for mathematics teachers in South Africa. From the review, we observed absence of empirical data in our context comparing the two models of initial teacher education programme. There is an agreement in the literature to direct professional development to content and pedagogy. Hence, the need for further studies which critically analysed these two areas through the framework of mathematics knowledge for teaching as against the general PCK.
Nature of science representations in South African Grade 10 physical sciences textbook on waves, sound and light Olalekan T. Badmus, Loyiso C. Jita Social Sciences and Humanities Open, 2025 The Nature of Science is a foundational element of science education, central to fostering learners' scientific literacy and critical engagement with scientific knowledge. Despite curriculum directives that emphasise Nature of Science integration, its representation in school textbooks remains uneven, particularly in under-resourced contexts where textbooks often serve as the primary instructional tool. This study examines Nature of Science representation in a South African Grade 10 Physical sciences textbook developed by Siyavula, focusing on chapters covering Waves, Sound, and light. Using qualitative content analysis supported by quantitative coding, the study employs an adapted consensus framework to classify Nature of Science representations as explicit, implicit, or not represented across seven key aspects: empirical and tentative nature of science, creativity and imagination, subjectivity, social and cultural influences, observation versus inference, and scientific theories and laws. The findings reveal strong emphasis on the empirical nature of science, particularly in Longitudinal Waves and Electromagnetic Radiation, while critical aspects such as the tentative nature of knowledge, subjectivity, and the distinction between theories and laws are largely absent. These gaps signal partial alignment with the Curriculum and Assessment Policy Statement, which advocates for explicit Nature of Science instruction and inquiry-based learning. The study calls for structured Nature of Science integration using historical narratives, dedicated activities, and explicit reflection to enhance conceptual clarity, equity, and learners’ preparedness for scientific reasoning in real-world contexts.
Perceptions and practices of principals: examining instructional leadership for curriculum reform Moeketsi David Ralebese, Loyiso Currell Jita, Olalekan Taofeek Badmus Frontiers in Education, 2025 A theoretical and empirical grounded explanation is constructed on how primary school principals perceive and enact instructional leadership during curriculum reform. This study used a concurrent mixed-methods design to integrate data from 248 survey responses with insights from in-depth interviews and observations of three school principals. Findings indicate that while principals perceive themselves as actively engaged in instructional leadership, particularly through Principal Instructional Management dimensions in defining school missions, managing instructional programs, and fostering positive school climate—gaps exist between their self-perceptions and enacted practices. Thematic analysis shows that principals influence the establishment of school goals, facilitate instructional collaboration, and reinforce positive behaviors among teachers and learners. However, inconsistencies emerge in data-driven decision-making and direct instructional oversight. Role Perception and enactment in this study demonstrate how personal beliefs, contextual constraints, and systemic challenges influence leadership behaviors in schools. This study exposes the need for structured training, clearer role expectations, and sustained support to enhance principals’ leadership effectiveness. This study contributes to the global discourse on instructional leadership in developing and under-resourced contexts, offering insights for policymakers and educational stakeholders on strengthening leadership frameworks for sustainable curriculum reform.
Examining Primary School Principals’ Instructional Leadership Practices: A Case Study on Curriculum Reform and Implementation Moeketsi David Ralebese, Loyiso Jita, Olalekan Taofeek Badmus Education Sciences, 2025 This study examines how primary school principals navigate and influence curriculum reform through instructional leadership. Using a qualitative approach, data were gathered from semi-structured interviews and structured observations with three purposefully selected principals, guided by the Principal Instructional Management model. Interview questions focused on three core areas—developing the school mission, managing the instructional program, and fostering a positive school climate—allowing principals to share insights on their leadership strategies, challenges, and engagement in curriculum reform. Observations captured real-time practices, such as classroom visits, teacher interactions, and feedback sessions, to provide a comprehensive view of their instructional leadership roles. Thematic analysis revealed that principals actively shape school missions by integrating personal beliefs, educational agendas, and curriculum policy knowledge. They engage in reflective practices such as meetings and retreats to reinforce the school’s vision among teachers, manage instructional programs through routine and random checks, motivate teachers with positive feedback, and promote a positive climate by supporting social cohesion and addressing teachers’ personal needs. These findings underscore the multifaceted nature of instructional leadership, where principals balance personal convictions with policy-driven mandates. Recommendations include targeted professional development and formal policy recognition of instructional leadership to empower principals in leading reform efforts.
Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction Olalekan Taofeek Badmus, Loyiso C Jita International Journal of Cognitive Research in Science Engineering and Education, 2024 This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.
Exploring Undergraduates’ Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability Olalekan Taofeek Badmus, Thuthukile Jita, Loyiso C. Jita European Journal of Stem Education, 2024 Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.
DOES FURTHER-MATHEMATICS PREDICT STUDENTS’ PERFORMANCE PHYSICS? A CORRELATIONAL DIAGNOSIS OF THREE YEARS SECONDARY EDUCATION Olalekan Badmus, Loyiso Jita Journal of Technology and Science Education, 2023 The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.
Beyond readiness: ICT integration and simulation use in secondary physics classrooms OT Badmus, LC Jita, T Jita Humanities and Social Sciences Communications 13 (1), 270 , 2026 2026 Citations: 1
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa OT Badmus, S Adeniji, S Getenet, LC Jita Journal of Curriculum Studies 58 (1), 27-52 , 2026 2026
Characterised Instructional Leadership Practices for Life Sciences: An Exploration of Two South African Schools T Madonsela, L Jita, O Badmus Research in Educational Policy and Management 7 (2), 36-55 , 2025 2025
Perceptions and practices of principals: Examining instructional leadership for curriculum reform MD Ralebese, LC Jita, OT Badmus Frontiers in Education 10, 1591106 , 2025 2025 Citations: 25
Examining primary school principals’ instructional leadership practices: A case study on curriculum reform and implementation MD Ralebese, L Jita, OT Badmus Education Sciences 15 (1), 70 , 2025 2025 Citations: 47
Life Sciences Teacher’s Perspectives on Instructional Leadership: A Case of Two South African Schools T Madonsela, L Jita, O Badmus JMSP (Jurnal Manajemen dan Supervisi Pendidikan) 9 (2), 196-211 , 2025 2025
Understanding the landscape of mathematics teachers’ professional development in south africa: A review of literature L Jita, OT Badmus Prometeica 32, 2 , 2025 2025
Nature of science representations in South African Grade 10 physical sciences textbook on waves, sound and light OT Badmus, LC Jita Social Sciences & Humanities Open 12, 101848 , 2025 2025 Citations: 2
UNDERSTANDING THE LANDSCAPE OF MATHEMATICS TEACHERS’PROFESSIONAL DEVELOPMENT IN SOUTH AFRICA LC Jita, OT Badmus 2025
Compreendendo o cenário do desenvolvimento profissional de professores de matemática na áfrica do sul LC Jita, OT Badmus 2025
Exploring Undergraduates' Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability. OT Badmus, T Jita, LC Jita European Journal of STEM Education 9 (1), 10 , 2024 2024 Citations: 9
Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols OT Badmus, LC Jita Interdisciplinary Journal of Education Research 6, 1-14 , 2024 2024 Citations: 19
Preservice teachers’ level of knowledge on elements and rationale for nature of science: towards advancing quality instruction OT Badmus, LC Jita International Journal of Cognitive Research in Science, Engineering and … , 2024 2024 Citations: 6
Investigation of factors influencing career choice among STEM undergraduates in Nigeria universities OT Badmus, LC Jita Eurasia Journal of Mathematics, Science and Technology Education 19 (1), em2221 , 2023 2023 Citations: 22
Evaluation of Undergraduates and Postgraduates' Utilisation of Internet for Academic Purpose in STREAM Fields O Badmus, T Jita, LC Jita International Journal of Research in STEM Education 5 (1), 67-84 , 2023 2023 Citations: 2
Does Further-Mathematics Predict Students' Performance Physics? A Correlational Diagnosis of Three Years Secondary Education. OT Badmus, LC Jita Journal of Technology and Science Education 13 (1), 381-392 , 2023 2023 Citations: 7
Evaluation of undergraduate remote learning in STEM fields: The COVID-19 prognosis O Badmus JETT 14 (1), 216-227 , 2023 2023
Does further-mathematics performance predict student's achievement in Physics? A correlational diagnosis in senior secondary schools OT Badmus, L Jita JOTSE 13 (1), 381-392 , 2023 2023 Citations: 1
Science Teacher Education Considering the Covid-19 Pandemic: The African Account OT Badmus, AA Amuda, AO Akanbi, E Ore Jurnal Pendidikan Matematika dan Sains 10 (2), 93-99 , 2022 2022
Didactic handout on Nature of Science: toward effective teaching of Physical Science curriculum OT Badmus, LC Jita Science Education International 33 (3), 306-312 , 2022 2022 Citations: 11
MOST CITED SCHOLAR PUBLICATIONS
Evolution of STEM, STEAM and STREAM education in Africa: The implication of the knowledge gap OT Badmus, EO Omosewo International Journal on Research in STEM Education 2 (2), 99-106 , 2020 2020 Citations: 81
Improving science education in Nigeria: The role of key stakeholders OT Badmus, EO Omosewo European Journal of Health and Biology Education 7 (1), 11-15 , 2018 2018 Citations: 56
Examining primary school principals’ instructional leadership practices: A case study on curriculum reform and implementation MD Ralebese, L Jita, OT Badmus Education Sciences 15 (1), 70 , 2025 2025 Citations: 47
Perceptions and practices of principals: Examining instructional leadership for curriculum reform MD Ralebese, LC Jita, OT Badmus Frontiers in Education 10, 1591106 , 2025 2025 Citations: 25
Pedagogical ımplication of spatial visualization: A correlate of students’ achievements in physics OT Badmus, LC Jita Journal of Turkish Science Education 19 (1), 97-110 , 2022 2022 Citations: 25
Investigation of factors influencing career choice among STEM undergraduates in Nigeria universities OT Badmus, LC Jita Eurasia Journal of Mathematics, Science and Technology Education 19 (1), em2221 , 2023 2023 Citations: 22
Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols OT Badmus, LC Jita Interdisciplinary Journal of Education Research 6, 1-14 , 2024 2024 Citations: 19
Didactic handout on Nature of Science: toward effective teaching of Physical Science curriculum OT Badmus, LC Jita Science Education International 33 (3), 306-312 , 2022 2022 Citations: 11
Exploring Undergraduates' Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability. OT Badmus, T Jita, LC Jita European Journal of STEM Education 9 (1), 10 , 2024 2024 Citations: 9
Does Further-Mathematics Predict Students' Performance Physics? A Correlational Diagnosis of Three Years Secondary Education. OT Badmus, LC Jita Journal of Technology and Science Education 13 (1), 381-392 , 2023 2023 Citations: 7
Preservice teachers’ level of knowledge on elements and rationale for nature of science: towards advancing quality instruction OT Badmus, LC Jita International Journal of Cognitive Research in Science, Engineering and … , 2024 2024 Citations: 6
What is next for Africa’s youthful and useful population? STREAM education for global inclusivity OT Badmus, LC Jita Journal of Culture and Values in Education 5 (2), 32-46 , 2022 2022 Citations: 6
Consonance of General Mathematics and Physics: The Learners’ Achievement Symmetry OT Badmus, AA Amuda, AA Bada Nigerian Online Journal of Educational Sciences and Technology 2 (1), 16-23 , 2020 2020 Citations: 4
Congruence of Physics and Mathematics: a seasonal consonance between facts and logic OT Badmus, E Omosewo Journal of Science and Mathematics Education, 4 (3), 56 83 , 2018 2018 Citations: 3
Mathematical Concept Pre-Teaching Strategy as Predictor of Senior School Students’ Performance in Physics in Ilorin OT Badmus, MA Akanmu, AO Akanbi Al-Hikmah Journal of Education 2 (2), 245-253 , 2015 2015 Citations: 3
Nature of science representations in South African Grade 10 physical sciences textbook on waves, sound and light OT Badmus, LC Jita Social Sciences & Humanities Open 12, 101848 , 2025 2025 Citations: 2
Evaluation of Undergraduates and Postgraduates' Utilisation of Internet for Academic Purpose in STREAM Fields O Badmus, T Jita, LC Jita International Journal of Research in STEM Education 5 (1), 67-84 , 2023 2023 Citations: 2
Assessment of technology integration by senior secondary school teachers of science and mathematics OT Badmus, MM Sulaiman, BT Imam, EO Omosewo ATBU Journal of Science, Technology and Education , 2018 2018 Citations: 2
INFLUENCE OF SCHOOL LOCATION AND SCHOOL TYPE ON SENIOR SCHOOL STUDENTS’ACHIEVEMENT IN PHYSICS IN ILORIN, KWARA STATE IP Soliu, OT Badmus, AO Akanbi, EO Omosewo Journal of Curriculum and Instruction 10 (1) , 2017 2017 Citations: 2
Beyond readiness: ICT integration and simulation use in secondary physics classrooms OT Badmus, LC Jita, T Jita Humanities and Social Sciences Communications 13 (1), 270 , 2026 2026 Citations: 1
