Prof Anass Bayaga

 

• Anass Bayaga, a full Professor, is currently a Research Associate at Nelson Mandela University, specializing in Neuro (Cognitive) STEM Enhancement, Human-Computer Interface and Data Modelling teaching and research. He was formerly professor at Zululand University (acting head of department), and University of Fort Hare (research coordinator). His academic career has been characterised by a multidisciplinary approach, integrating fields such as actuarial science, mathematics and statistics cognition, information systems, and privacy in cyberspace, with studies   at institutions like Leicester University-UK, University of Cape Coast, -Ghana and the University of Fort Hare- South Africa.

• Anass Bayaga currently serves on the editorial boards for Discover Education- Springer Nature, the African Perspectives of Research in Teaching and Learning (South Africa), the International Journal for Mathematics Teaching and Learning (UK), and Computers in the Schools (Taylor & Francis). He has also had the opportunity to guest edit for the South African Journal of Higher Education. Additionally, he has been involved with the Membership Committee of the Mixed Methods International Research Association (MMIRA) and has served as an independent peer reviewer and evaluator for the Academy of Science of South Africa (ASSAf) for DHET-accredited journals, Council on Higher Education (CHE) and National Research Foundation (NRF).

• Anass Bayaga leads the STEM Virtual Technologies research team, focusing on innovative approaches to STEM education through virtual platforms (https://stemvirtual.mandela.ac.za/Our-Project-Team ) in urban, peri-urban and rural communities.

• His research has taken him around different regions, including roles as a visiting researcher at Umea University in Sweden, Michigan State University, and Appalachian State University- US. He was also a Fulbright researcher at George Washington University-US, where he explored cognitive enhancement via mobile computing and applications in STEM through predictive modeling. This area remains a key focus of his current research group.

• Currently, Anass Bayaga is engaged in several interdisciplinary research projects, locally and internationally with a particular emphasis on cognitive (neuro) STEM and Human computer interaction/adoption, and application of digital technologies (AI- deep learning, deep neural networks, emerging technologies) in improving teaching, assessment and learning.

• His research aims to explore the connections between mathematics and STEAM, focusing on enhancing cognitive skills such as spatial visualisation, mental rotations, attention, memory, information processing, and retention to improve numerical and computational decision-making processes. Additionally, he is interested in cognitive enhancement through dynamic visual tools such as machine learning, Geogebra, Sketchpad, m-learning, deep neural network, MATLAB, SmartPLS, R, JAWS, Blockchain, AI, VR, GIS, XR and AR.

RESEARCH AND TEACHING INTERESTS

Neuro-cognitive mathematics (STEM) 

• Mathematics and computational cognition
• STEM cognition 
• Cognitive computing and modelling 

STEM cognitive enhancement via human-computer interaction  

• Metaverse-powered Smart STEM Education in the Industry 4.0
• Mobile-computing (M-learning or E-learning) 
• Artificial Intelligence (AI)  in Digital Education
• Virtual learning environments (VLEs) (OEPs & OERs)
• Computer-based assessment for learning (CABfL)
• Application of bio-sensing technologies for teaching and learning 
• Digital technology applications (Sketchpad, GIS, SmartPLS, MATLAB, Geogebra, Blockchain, JAWS, VR,AR, MR, Metaverse, IoT, Robotics).
• Information security in e-learning (m-learning) platforms

Predictive/mathematical modelling

• Actuarial analysis and modelling (AMOS and Basys)
• Stochastic partial differential equations & modelling (Matlab) 

CURRENT AND ONGOING RESEARCH 

2024

2023

17. Vimbelo, S., and A. Bayaga. (2023). “Current Pedagogical Practices Employed by Technical Vocational Education and Training college’s Mathematics Lecturers. South African Journal of Higher Education 37 (4), 305-21. https://doi.org/10.20853/37-4-5292.

18. Tsamago, H., & Bayaga, A. (2023). The effect of self-organized learning environments (SOLEs) pedagogy on the different aspects of learners' metacognitive skills in the Physical Sciences classroom. Heliyon, 9(10), e20896. https://doi.org/10.1016j.heliyon.2023.e20896

19. Vimbelo, S. & Bayaga, A. (2023). Humanising Pedagogy in Mathematics Education at South African Technical and Vocational Education and Training (TVET) Colleges: Influence on TVET Teaching and Learning. International Journal of Learning Teaching and Educational Research 22(9):633-655 DOI:10.26803/ijlter.22.9.34

20. Bayaga, A & Morar T. (2023). Assistive Computer Application Software, a Tool for Enhancing Mathematics Cognition. (2023). Journal of Namibian Studies , 2226-2241, https://doi.org/10.59670/jns.v34i.2959

21. Bayaga, A & Andre’ Duplessis (2023). Ramifications of the Unified Theory of Acceptance and Use of Technology (UTAUT) among developing countries’ higher education staffs. Education and Information Technologies. DOI:10.1007/s10639-023-12194-6

22. Tsamago, H., & Bayaga, A. (2023). Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study. European Journal of Science and Mathematics Education, 11(3), 533-555. https://doi.org/10.30935/scimath/13038

23. Bayaga, A. (2023, June). Utilizing PLS-SEM in Archival Research: Considerations, Implications, and Practical Guidance. In 8th North America Conference on Industrial Engineering and Operations Management , https://doi.org/10.46254/NA8.20230042.

24. Bayaga, A. (2023). Open Educational Resources/Practices (OER/P) in the era of a pandemic: Lessons for Developing Countries. In P. Abooki (Ed.), Quality Assessment and Enhancement in Higher Education in Africa (pp. xx-xx). Routledge. 605 Third Avenue, New York, NY 10158.

25. Bayaga, A. (2023). Pre-Service Teachers' Cognition of STEM via 4IR Cognitive Principles. In G. Bansal & U. Ramnarain (Eds.), Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond (pp. 234-250). IGI Global. https://doi.org/10.4018/978-1-6684-6932-3.ch010

26. Ndlovu, L., Bayaga, A. and Blignaut, S. (2023). Acceptance of Job Access with Speech (Jaws) as an Assistive Computer Application. In Idrissi, A. (eds) Modern Artificial Intelligence and Data Science. Studies in Computational Intelligence, vol 1102. Springer, Cham. https://doi.org/10.1007/978-3-031-33309-5_25

27. Bayaga, A. (2023). Open Educational Resources/Practices (OER/P) in the era of a pandemic: Lessons for Developing Countries in developing country Ed. Peter Abooki. Quality Assessment and Enhancement in Higher Education in Africa (1st ed.). Routledge, https://doi.org/10.4324/9781003306825PUBLISHED Also see details of book (https://www.taylorfrancis.com/books/edit/10.4324/9781003306825/quality-assessment-enhancement-higher-education-africa-peter-neema-abooki)

28. Bayaga, A. (2022). Ramifications of ease-of-use, access to and acceptance of 4IR technologies in Science teacher preparation In response to the book chapter contributions for the Springer book: “Digital Transformation for Sustainability- ICT-supported Environmental Socio-economic Development” Springer nature. Springer. https://doi.org/10.1007/978-3-031-15420-1

29. Anass Bayaga, P.P. Ndamase-Nzuzo and Michael J. Bossé (2022). Foundation Phase Learners’ Mathematical Errors Caused by Weaknesses in Reading and Ill-posed Problems. Alternation. 29,1: 178 – 201. https://doi.org/10.29086/2519-5476/2022/v29n1a10

30. Tsamago, H., & Bayaga, A. (2022). Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study. European Journal of Science and Mathematics Education, 10(3), 1-23. https://doi.org/10.30935/scimath/xxxx

31. Bayaga, A. (2022). Using Data Science and Artificial Intelligence to Improve Teaching and Learning. Alternation, 39: 116 – 141 (2022) https://doi.org/10.29086/2519-5476/2022/sp39a6

32. Bayaga, A., & Nzuza, P. (2022). Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years. International Journal on Research in STEM Education, 4(1), 01–14. https://doi.org/10.31098/ijrse.v4i1.88

33. Bayaga, A. (2022). Improving the cognition and integration of the M in STEM curricular units among pre-service teachers through phenomenological approach. African Perspectives of Research in Teaching & Learning, 5(1), 1-17

34. Bayaga, A. (2022). Bridging SoTL and Open Educational Resources/Practices (OER/P) Through Tagore’s Southern Theory in the Era of a Pandemic. Journal of Contemporary Issues in Education (JCIE), 17(2), 57-66.

35. Bayaga A. (2022) PLS-SEM modelling in information Systems. ICTAS 2022, March 9-10 Durban, South Africa ISBN: 978-1-6654-4019-6. IEEE

36. Bayaga, A., Lekena, L. L., Selepe, C., du Plessis, A., Blignaut, S., & Morar, T. (2022). Academic, social and economic experiences of first-year students: case study. South African Journal of Higher Education, 36(2), 8-24. https://dx.doi.org/10.20853/36-2-4592

37. Bayaga, A. (2021). Faculty Views of Adaptive E-Learning in a South African University. In: Adeyemo, K.S. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-44217-0_7

38. Bayaga A and Mtose X. (2021). Black Women Leadership Development in Higher Education Space: Identity & Complexity Trajectory. Journal of Negro Education, 90 (4), p.457-471,

39. Amevor, G., Bayaga, A., & Bossé, M. J. (2021). Assessing the Impact of Dynamic Software Environments (MATLAB) on Rural-Based Pre-Service Teachers’ Spatial-Visualisation Skills. Contemporary Educational Technology, 13(4), ep327. https://doi.org/10.30935/cedtech/11235

40. Bayaga, A., X. Khalo, and G. Moyo. 2021. “Fundamental Influences Related to Language-Based Difficulties in Financial Mathematics”. South African Journal of Higher Education 35 (3), 29-44. https://doi.org/10.20853/35-3-3537.

41. Bayaga A (2021). Examining the predictive relevance of security, privacy risk factors, and institutional logics for e-government service adaption. Electronic journal of information systems for developing countries, 1-19, https://doi.org/10.1002/isd2.12201

42. Anass Bayaga, Michael J. Bossé, John Sevier (2021). Conceptual Misunderstanding: On the Interplay of Understanding and Misunderstanding in Geometry. Universal Journal of Educational Research, 9(8), 1511 - 1520. DOI: 10.13189/ujer.2021.090803.

43. Bayaga; Michael J. Bossé; John Sevier; Catherine Fountain; Derek Williams, Samuel Bosire; Sylvan Blignaut. (2021). University Faculty Opinions of Preservice Teachers’ Technological Readiness. Canadian Journal of Science, Mathematics, and Technology Education, 1-21, DOI:10.1007/s42330-021-00138-6

44. Bayaga A., Bosse M. J., & Sevier J. (2021). Analogical Reasoning in Geometry Proofs. Journal of Elementary Education, 14(2), 149-170. https://doi.org/10.18690/rei.14.2.149-170.2021

45. Amevor, G., Bayaga, A., & Bosse, M. J. (2021). Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB. International Journal of Emerging Technologies in Learning (iJET), 16(10), pp. 125–149. https://doi.org/10.3991/ijet.v16i10.19269

46. Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computer & Education, 160, 104010. https://doi.org/10.1016/j.compedu.2020.104010

47. Philile Nobuhle Mathaba , Anass Bayaga (2021). Analysis of Types, Sources of Errors and Misconceptions in South African Algebra Cognition. Universal Journal of Educational Research, 9(5), 928 - 937. DOI: 10.13189/ujer.2021.090505.

48. Dlamini, S.M., Bayaga, A. & Moyo, G., 2021, ‘Imperatives of situating teacher and higher education in the context of the Fourth Industrial Revolution’, in F. Maringe (ed.), Higher Education in the melting pot: Emerging discourses of the Fourth Industrial Revolution and decolonisation (Disruptions in Education Volume 1), pp. 29–41, AOSIS, Cape Town.https://doi.org/10.4102/aosis.2021.BK305.02

49. Anass Bayaga. PLS-SEM technique and phases of analysis – implications for information systems’ (IS) exploratory design researchers. ICTAS 2021 (2021 Conference on Information Communications Technology and Society (ICTAS). In print. Proceedings

2020

50. Mutambara, D., & Bayaga, A. (2020). Predicting rural stem teachers’ acceptance of mobile learning in the fourth industrial revolution. Journal of Construction Project Management and Innovation, 10(2), 14–29. https://doi.org/10.36615/jcpmi.v10i2.404

51. Michael J. Bosse, Erica Slate Young, Anass Bayaga, Kathleen Lynch-Davis, Ashley DeMarte, Catherine Fountain. (2020). Cognitive Processes in Problem Solving in a Dynamic Mathematics Environment. international journal for mathematics teaching and learning, 21(2), 174-196

52. Bayaga, A. (2020). Cognitive enhancement via adaptive learning technology" the International Journal of Technology Enhanced Learning,  78-91 https://doi.org/10.1504/IJTEL.2021.111592

53. Mutambara, D. & Bayaga, A., 2020, ‘Rural-based Science, Technology, Engineering and Mathematics teachers’ and learners’ acceptance of mobile learning’, South African Journal of Information Management 22(1), a1200. https://doi.org/10.4102/sajim.v22i1.1200

54. Matambura D & Bayaga A. (2020). Learners' and Teachers' Acceptance of Mobile Learning in South Africa via Technology Acceptance Model (TAM). International Journal of Learning Technology (IJLT) 16(2), 90 - 108DOI: 10.1504/IJLT.2021.117763

55. Mthethwa, Mthembeni, Bayaga, Anass, Bosse, Michael J., & Williams, Derek. (2020). GeoGebra for learning and teaching: A parallel investigation. South African Journal of Education, 40(2), 1-12. https://dx.doi.org/10.15700/saje.v40n2a1669

56. Nzuza Ndamase & Bayaga Early Mathematics Learners’ Numerical Errors: Consequence of Poor Learners’ Comprehension and Teachers’ Instructions.  Open Journal for Educational Research, 2021, 5(2), 275-288. ISSN (Online) 2560-5313 https://doi.org/10.32591/coas.ojer.0502.11275b

57. David Mutambara and Anass Bayaga (2020). Understanding Rural Parents’ Behavioural Intention to Allow their Children to Use Mobile Learning (m-Learning). I3E: Conference on e-Business, e-Services and e-Society Responsible Design, Implementation and Use of Information and Communication Technology. 19th IFIP WG 6.11 Conference on e-Business, e-Services, and e-Society, I3E 2020, Skukuza, South Africa, April 6–8, 2020, Proceedings, Part I. Editors. Marié HattinghMachdel MattheeHanlie SmutsIlias PappasYogesh K. DwivediMatti Mäntymäki. –  

58. Bayaga A (2020). The Impact of Cybersecurity Threats on E-Government in Developing Countries: A Case of South Africa " for the proceedings of the Digital Skills Conference 2020 with the following ISBN:978-0-6399275-6-5

59. Bayaga A (2020). Implications and the need to include perceived ease of use, perceived risk and cultural values on citizens’ acceptance of e-government services. Proceedings of the Digital Skills Conference 2020 with the following ISBN:978-0-6399275-6-5

60. Bayaga, A. Ophoff, J & Kyobe M. (2020). Criticism of the role of trust in e-government services, The 2020 international Conference on Information Communications Technology and Society (ICTAS) (IEEE #47918), the 4th, Durban, South Africa, 11 and 12 March 2020

61. Bayaga A. (2020). Examining the Challenges of Integration and Interoperability of Security and Privacy Policy Framework for E-government Service: Case of South Africa" The 2020 international Conference on Information Communications Technology and Society (ICTAS) (IEEE #47918), the 4th, Durban, South Africa, 11 and 12 March 2020.

62. Bayaga A.  (2020). Appropriate e-government service support and influences on end-users. ICTAS) (IEEE #47918), the 4th, is to be held in Durban, South Africa, 11 and 12 March 2020.The 2020 international Conference on Information Communications Technology and Society (ICTAS) (IEEE #47918), the 4th, Durban, South Africa, 11 and 12 March 2020.

2019

63. Bayaga, A., Mthethwa, M. Z., Bossé, M. J., Fountain, C. A., & Sevier, J. (2019). The Impact of GeoGebra on Geometric Problems in Rural Schools.  South African Journal of Higher Education, 33(6). https://doi.org/10.15700/saje.v40n2a1669

64. Kok, Petrus & Bayaga, Anass. (2019). Enhancing Graphic Communication and Design Student Teachers’ Spatial Visualisation Skills through 3D Solid Computer Modelling. African Journal of Research in Mathematics, Science and Technology Education. 23. 1-12. 10.1080/18117295.2019.1587249

65. ​Bosse, M. J., Bayaga, A., Fountain, C., Young, E. S., & DeMarte, A. (2019). Mathematics Learning Through the Lens of Language Acquisition. International Electronic Journal of Elementary Education, 12(1), 103–113. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/850

66. Bayaga, A & Ophoff, J.  (2019). Determinants of E-Government Use in Developing Countries: The Influence of Privacy and Security Concerns. NextComp2019: Next Generation Computing Applications 2019 September 19-21, Mauritius: IEEE publication

67. MJ Bossé, A Bayaga, C Fountain, ES Young (2019). Mathematical Representational Code Switching. International Journal for Mathematics Teaching and Learning 20 (1), 33-61, 2019

2018

68. Bayaga A and Bosse M. (2018).  Semantic and Syntactic Fraction Understanding, Semantic and Syntactic Fraction Understanding.  International Electronic Journal of Elementary Education. IEJEE, 11(2), 139 -146, DOI: 10.26822/iejee.2019248587

69. ​Bosse M, Bayaga A, Catherine F, Kathleen LD, Kwaku Gyamfi. (2018). Fraction Learners: Assessing Understanding Through Language Acquisition. International Electronic Journal of Elementary Education- IEJEE, 11(2), 115 -126, DOI: 10.26822/iejee.2019248585

70. ​Lekena, L.L., and A. Bayaga. (2018). Trend Analysis of First Year Student Experience in University. South African Journal of Higher Education 32 (2), 157-75. https://doi.org/10.20853/32-2-1934.

71. S. R. Alghamdi and A. Bayaga, "Suitable LMS Content and Format for Training," 2018 21st Saudi Computer Society National Computer Conference (NCC), Riyadh, Saudi Arabia, 2018, pp. 1-7. doi: 10.1109/NCG.2018.8593176

72. MJ Bossé, M Ringler, A Bayaga, C Fountain, ES Young (2018). Acquiring math: Connecting math learning and second language acquisition. International Journal for Mathematics Teaching and Learning 19 (2), 223-252,

2017

73. Charles Cobbinah and Bayaga A (2017). Physics Content and Pedagogical Changes: Ramification of Theory and Practice. EURASIA Journal of Mathematics Science and Technology Education. 13(6), 1633-1651, https://doi.org/10.12973/eurasia.2017.00689a

74. Bayaga, A., Flowerday, S. and Cilliers, L. (2017), IT Risk and Chaos Theory: Effect on the performance of South African SMEs, the 21st World Multiconference on Systemic Cybernetics and Informatics (WMSCI 2017) in Florida, USA. July 8 - 11, 2017 – Orlando, Florida, USA.

2016

75. SR Alghamdi, A Bayaga (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi Arabian universities. Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(9), 2309-2330. https://doi.org/10.12973/eurasia.2016.1281a

2015

76. Khalo X and Bayaga A (2015). Analysis of Errors Due to Deficient Mastery of Prerequisite Skills, Facts and Concepts: The Case of Financial Mathematics. The Independent Journal of Teaching and Learning, 10, pp 98-113. http://hdl.handle.net/11622/58

77. Anass Bayaga, Newman Wadesango & Ongayi Vongai Wadesango (2015) Impact of teachers’ beliefs on mathematics education, Africa Education Review, 12:2, 280-293, DOI: 10.1080/18146627.2015.1108008 Published/Accepted   2015

78. Bayaga A, Tarwireyi P, Adu E (2015). Understanding the Value of Evaluating ICT Models to Improve Medium and Small Enterprises: In e-Infrastructure and e-Services for Developing Countries. (147); pp293-301. ISBN: 978-3-319-16885-2. Online ISBN: 978-3-319-16886-9. Springer International Publishing.

2014

79. Bayaga Anass & Adu Emmanuel O., 2014. ICT evaluation models and performance of medium and small enterprises. Journal for Perspectives of Economic Political and Social Integration, 20(1), 9-24,

80. ​Moyo, George, Khewu, Noncedo PD, & Bayaga, Anass. (2014). Disciplinary practices in schools and principles of alternatives to corporal punishment strategies. South African Journal of Education, 34(1), 1-14. Retrieved November 15, 2022, from http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002014000100012&lng=en&tlng=en.

81. ​Khalo X and Bayaga A (2014). The Underlying Factors Related to The Errors Due to Incorrect Association or Rigidity of Thinking: Case of Financial Mathematics. The Journal for Transdisciplinary Research in Southern Africa, 10(3), pp. 340-354. DOI: https://doi.org/10.4102/td.v10i3.181

82. Siboniso C. Makhaye, Tarwireyi P, Adigun MO and Bayaga A (2014). Designing Dynamic Federated Identity Management Framework for Reduction of Management Overhead in Cloud Computing. International Conference on Information Technology and Applications (ICITA) IEEE, (conference proceedings). Hilton Hotel, Sydney, Australia, 1 – 4 July. ISBN number 978-0-9803267-6-5 – Australia

83. Khalo X and Bayaga A (2014). The Underlying Reason Why Learners Commit Errors in Mathematical Literacy: Financial mathematics. 2014 SAERA conference. UKZN. ISBN 9780190400668- South Africa

84. Bayaga A & SV Flowerday. (2014). Evaluating IT Models and Performance: Case of SMEs. Contemporary Management in Theory and Practice. Proceedings of the 26^th annual SAIMS conference contemporary management in theory and practice proceedings of the 26th annual SAIMS conference. 14 – 17 September 2014 Riverside Sun Resort - ISBN: 9780869707845 - South Africa

2013

85. Bayaga, Anass, & Wadesango, Newman. (2013). Assessment - enabling participation in academic discourse and the implications. South African Journal of Education, 33(3), 00. Retrieved November 15, 2022, from http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002013000300004&lng=en&tlng=en.

86. ​Bayaga A and Flowerday S (2013). ICT Operational Risk Management (ORM) and Performances of a Financial SME. Pakistan Development Review (PDR), 52(2). 127-138

87. Bayaga A, Flowerday S and Cilliers L (2013) – Valuing Information Technology (IT) and Operational Risk Management. ICT4Africa 2013 submission Web page.  www.ictforafrica.org. Zimbabwe

88. Amongst Postgraduate Education Research in South Africa- A Survey of Three South African Universities. Page 77-93. The state of play in educational research in South Africa: Practices and perspectives.  Conference proceedings of the South Africa Education Research Association, Klein Kariba. 28-30 January 2013. Cape Town: Oxford University Press.    ISNB 978019 5996609 - South Africa

2012

89. Bayaga A and Flowerday S (2012). Principal causes of Information Communication Technology (ICT) Risk failure in an SME. ASE International Conference on Social Informatics (SocialInformatics 2012) / 2012 ASE International Conference on Cyber Security (CyberSecurity 2012) / 2012 ASE International Conference on BioMedical Computing. Washington, US. ISBN 978-0-7695-4938-5 IEEE- Washington, US

90. Lekena LL and Bayaga (2012). Contextual Dimension of Knowledge Generation in Educational Research: Case of South Africa Universities. Page 94-109. The State of Play in Educational Research in South Africa: Practices and Perspectives. Conference proceedings of the South Africa Education Research Association, Klein Kariba. 28-30 January 2013. Cape Town: Oxford University Press. ISNB 978019 5996609 - South Africa

2011

91. Paul T, Flowerday S and Bayaga A (2011). Information Security. Information Systems South Africa (ISSA) 2011 Conference: ISSA 2011, Proceedings published by the IEEE Online. http://icsa.cs.up.ac.za/issa/2011/TOC_Paper.htm ISBN 9781457714818. South Africa

2010

92. Bayaga A, Mtose X and Quan- Baffour KP (2010). Social Influences on the Studying of Mathematics by Black South African Learners. Problems of Education in the 21st Century, 3, 43- 56 (ISSN 1822-7864) http://journals.indexcopernicus.com/abstracted.php?level=4&id_issue=843920

93. Bayaga, A. 2010. Statistics & Probability Education in South Africa: Constraints of Learning. Problems of Education in the 21st Century, 25-30. http://oaji.net/articles/2014/457-1400134002.pdf

94. Bayaga, A. and Flowerday, S. (2010). A Conceptual Operational Risk Model for SMEs: Impact on Organisational Information Technology. Information Systems South Africa (ISSA) 2010 Conference: ISSA 2010, Proceedings published by the IEEE Online Print ISBN: 978-1-4244-5493-8 http://icsa.cs.up.ac.za/issa/2010/TOC_Paper.htm. South Africa

95. Michael J. Bosse, Anass Bayaga, Kathleen Lynch-Davis, Ashley DeMarte: "Assessing Analytic Geometry Understanding: Van Hiele, SOLO, and Beyond" the International Journal for Mathematics Teaching.  

96. Bayaga A (2010). Multinomial logistic regression: usage and application in risk analysis. Journal of applied quantitative methods 5 (2), 2010

2009

97. Quan-Baffour, KP and Bayaga A (2009). The ‘African’ Curriculum: Its Content and Relevance to Africa’s Regeneration. Curriculum Issues in Higher Education. pp 61-69. ISBN 9781868885732 http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=16282.

 

CONTACT: anassB@mandela.ac.za or +27 41 504 4310