BEd (FOUNDATION & INTERMEDIATE PHASE TEACHING)

GRADE R DIPLOMA

ASSIGNMENT 2
DUE DATE: 30 SEPTEMBER 2024
THIS ASSESSMENT COVERS UNITS 1 AND 3

MODULE NAME COMPUTER LITERACY

MODULE CODE R/B-CLI 110
NQF LEVEL 5
EXAMINER DR H. KRUGER
INTERNAL MODERATOR MR A. MOOLMAN
ACADEMIC HEAD DR H. KRUGER
TOTAL MARKS 100
INSTRUCTIONS:
ASSIGNMENT PAPER
a) Read each question carefully and consider the mark allocation to guide your response.
b) Answer all questions in English, except for the language modules. When answering the questions for
the language modules, the language will be stated in the front matter, e.g., Answer in
Afrikaans/isiXhosa/isiZulu/
Sepedi/Setswana.
c) Attempt to complete all questions. Do not leave questions unanswered.
d) All submitted answers must be written in your own words. Evidence of plagiarism and improper
paraphrasing will be further investigated.
e) Note that using artificial intelligence (such as ChatGPT) to produce content and images and then
represent these as your work is considered a severe irregularity that will be penalised accordingly.
f) Refer to the Student Orientation Booklet on MySANTS for information on referencing and plagiarism.
SUBMISSION
a) Use a separate document to draft your rough answers.
b) Hereafter, copy your answers to the platform using Google Chrome or Firefox as your web browser.
c) Carefully check each response before submitting your e-assignment, saving as you complete each
question.
d) Please note that online submissions should be conducted through your laptop, desktop, or tablet. If
possible, avoid the use of your cell phone.
e) Please take note that only one submission per student will be allowed.
SUPPORT
a) Should you experience any challenges, notify SANTS immediately.
b) You can also consult your MySANTS Student Manual 2022 and the SMS you were sent, linked to the
Guide on completing an Assignment https://lms.sants.co.za/Files/Students.pdf.
c) Login to MySANTS, select Enquiry and then insert your query to receive support.
d) Support is ONLY available from 8:00 am – 4:00 pm on weekdays.
MULTIPLE-CHOICE QUESTIONS
a) Read the question Carefully: Read the Question thoroughly to understand what it asks.
b) Consider Each Option: Review all the answer choices provided. Pay attention to any keywords or
phrases that stand out.
c) Look for Keywords: Sometimes, specific keywords or phrases in the question can guide you to the
correct answer within the choices.

Page 1 of 15
QUESTION 1

CONSIDER THE FOLLOWING SCENARIO AND ANSWER THE QUESTIONS BELOW

At Ndlovu High School, the administration is eager to enhance the integration of ICTs into
the learning environment to better prepare students for the digital age. They have recently
invested in various new ICT resources, including tablets, laptops, and interactive
whiteboards.

However, during a faculty meeting, concerns are raised about the effectiveness of this
initiative. Mr. Patel, a veteran teacher, suggests that access to ICT resources may not be
sufficient for successful integration. "We need to consider the e-readiness of both students
and teachers," he explains. "If they are uncomfortable using these tools, our efforts will fall
short."

Ms. Mhlongo, a younger teacher, agrees. "We should focus on providing training and
support to ensure everyone feels confident incorporating ICTs into their teaching and
learning practices," she suggests.

Inspired by their discussion, the school prioritised teacher professional development

workshops and orientation sessions for students to boost their e-readiness. By doing so,
they aim to create a more dynamic and engaging learning environment where ICTs are
effectively utilised to enhance educational outcomes.

QUESTION 1.1 [5]

As Ndlovu High School seeks to enhance the integration of ICTs into the learning environment,
the faculty engages in a discussion during a staff meeting. They consider various factors that
could influence the success of this initiative. During the meeting, the principal asked: "What
do you believe is one of the critical factors determining the successful integration of ICTs into
educational environments?"

Read the following statements by the teachers of Ndlovu High School and select the most
appropriate response.

a) "The availability of ICT resources," suggests Mr. Johnson, the IT coordinator. "Without
adequate access to technology, it is challenging to incorporate ICTs effectively."
b) "I think it is the degree of e-readiness among students and teachers," Ms Ramirez, a
language arts teacher, comments. "If they are uncomfortable using these tools, it hinders
our efforts."
c) "Perhaps it is the number of electronic learning tools used," offers Ms. Patel, a science
teacher. "The variety of tools available can significantly impact how we integrate ICTs into
our lessons."
d) "I would argue that the popularity of ICTs in the workplace could be a factor," suggests Mr.
Smith, a social studies teacher. "If students see the relevance of these technologies outside
of school, they may be more motivated to engage with them in the classroom."
e) "What about the frequency of Internet and computer use in classrooms?" proposes Ms.
Thompson, the math department head. "Regular use of technology could help normalise its
presence in the learning environment."

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QUESTION 1.2 [5]

Ms. Mhlongo initiates a discussion: "Why is it crucial for teachers to have a positive attitude
toward using ICTs in the classroom?"

Select the most appropriate response from the teachers:

a) "To enhance teaching and learning experiences," suggests Mr. Chikwamba, a geography
teacher. "Embracing ICTs allows us to create dynamic and interactive lessons that cater to
diverse learning styles."
b) "To stimulate collaborative learning among students," adds Ms. Nkosi, an English teacher.
"ICTs provide opportunities for students to work together on projects, share ideas, and learn
from each other."
c) "To match the popularity of ICTs in the workplace," remarks Mr. Juma, the school's IT
specialist. "By integrating technology into our teaching, we equip students with skills
essential for their future careers."
d) "A positive attitude toward using ICTs can also increase the availability of ICT resources,"
Ms. Dlamini, a mathematics teacher, suggests. "When teachers show enthusiasm for
technology, it encourages the school to invest in more resources and training."
e) "Additionally, embracing technology in the classroom can help reduce the number of
electronic learning tools used," adds Mr Mbeki, a science teacher. "By leveraging ICTs
effectively, we can streamline the learning process and minimise the need for excessive
tools and materials."

QUESTION 1.3 [5]

In the context of Ndlovu High School's initiative to integrate ICTs into the classroom, what does
"e-readiness in education" primarily assess?

a) The ability of students and teachers to effectively use specific electronic learning tools, such
as interactive whiteboards and educational apps, is demonstrated by their proficiency in
incorporating these tools into lessons.
b) The readiness of the classroom environment in terms of ICT resources, including the
availability and accessibility of devices like tablets and laptops for both teachers and
students.
c) The preparedness of students and teachers to integrate ICTs into teaching and learning
practices, ensuring they feel confident and comfortable utilising technology to enhance
educational experiences.
d) The extent to which educators embrace ICTs in the classroom reflects their willingness to
incorporate technology into lesson plans and adapt teaching methodologies to leverage
digital tools effectively.
e) The frequency of collaborative learning activities facilitated by ICTs, such as group projects
and online discussions, demonstrates technology's integration to foster student teamwork
and engagement.

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QUESTION 1.4 [5]

What is a critical factor in enabling this shift in the context of Ndlovu High School's initiative to
transition from teacher-centred to learner-centred pedagogy using technology?

a) Providing teachers unlimited access to computers and the Internet may support technology
integration. Still, it does not necessarily ensure a shift to learner-centred pedagogy, as Mr
Patel and Ms Mhlongo emphasised during the faculty meeting.
b) Relying solely on teachers to determine their use of technology may result in inconsistent
implementation and hinder the systematic adoption of learner-centred practices.
c) Focusing on professional development for teachers and administrators. It equips educators
with the knowledge and skills needed to effectively integrate technology in ways that
promote learner-centred approaches.
d) Advocating for increased teacher innovation without specific training may lead to
experimentation, but it may not necessarily lead to the deliberate adoption of technology-
supported learner-centred pedagogy.
e) Implementing strict regulations on technology use in classrooms may provide structure, but
it could also limit teachers' autonomy and creativity in leveraging technology to facilitate
learner-centred approaches.

QUESTION 1.5 [5]

In the context of Ndlovu High School's initiative to enhance technology integration in teaching
and learning, what is the primary role of school leadership?

a) Limiting teachers' access to technology resources contradicts the school's goal of promoting
ICT integration, as discussed during the faculty meeting where concerns about the
initiative's effectiveness were raised.
b) Promoting teacher autonomy in technology use may be beneficial, but it should be balanced
with guidance and support to ensure effective and purposeful integration aligned with
educational goals.
c) Enforcing strict regulations on technology usage may hinder teachers' flexibility and
creativity in utilising technology.
d) While providing unlimited technology resources to teachers could be advantageous, it may
not be feasible and does not address the importance of leadership in guiding and supporting
teachers' technology integration efforts.
e) To motivate and support teachers in implementing technology and fostering innovation. This
involves providing professional development opportunities, resources, and encouragement
to ensure successful technology integration aligned with the school's educational
objectives.

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QUESTION 1.6 [5]

What is one of the critical responsibilities of school leaders concerning ICT implementation?

a) They should allocate funds towards purchasing updated computer equipment, software and
training to support the school's objective of integrating technology into various subjects.
b) They should balance extracurricular activities with core academic programs to ensure
students receive a well-rounded education.
c) They should implement guidelines for staff members' responsible use of ICT resources to
prevent misuse and ensure equitable access for all.
d) They should encourage project-based learning and provide resources for students to
explore topics independently, fostering digital literacy and critical thinking skills.
e) They should prioritise regular training sessions and workshops for teachers to effectively
enhance their ability to incorporate technology into classroom instruction.

QUESTION 1.7 [5]

What is the primary role of school leaders in successfully implementing ICTs in schools?

a) Ensuring that all classrooms are equipped with functioning computers and internet access.
b) Surveying teachers and students to understand how ICTs are currently being used and how
they can be improved.
c) Hosting workshops for parents and community members to highlight the benefits of
integrating ICTs into education.
d) Offering training sessions for teachers on effectively using software and digital tools in their
lessons.
e) Implementing a comprehensive curriculum that incorporates ICT skills development
alongside traditional academic subjects.

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QUESTION 1.8 [5]

What is the significance of school leaders' behaviour in the context of ICT implementation in
schools?

a) Ensure all classrooms have functioning computers and internet access to support ICT
integration.
b) To guide teachers in researching effective ways to incorporate ICTs into their lessons and
improve student learning outcomes.
c) To facilitate workshops and training sessions to directly teach ICT skills to students and
staff members, empowering them to utilise technology effectively.
d) To establish guidelines and best practices for creating a conducive environment that
promotes academic excellence by integrating ICTs into teaching and learning.
e) To emphasise the benefits of ICTs on teaching and learning while addressing potential
challenges and limitations to ensure a balanced perspective.

QUESTION 1.9 [5]

Which responsibility is crucial for a school leader planning to implement ICTs effectively?

a) Providing sufficient access to ICT resources based on the school's capabilities and needs,
ensuring equitable distribution and efficient utilisation.
b) Considering the school's physical infrastructure and budgetary limitations when planning
ICT initiatives, avoiding unrealistic expectations.
c) Offering targeted training and support programs to bridge the knowledge gap between staff
and students in utilising ICT resources effectively.
d) Developing a clear roadmap and measurable goals for integrating ICTs into teaching and
learning practices, aligning them with the school's overall vision for educational excellence.
e) Implementing strategies to address economic and social inequalities through equitable
access to ICT resources and opportunities for all students promotes inclusivity and diversity
in learning.

QUESTION 2 [2]

What significant contribution did Mishra and Koehler make to understanding teaching and
learning with technology?
a) They introduced a new pedagogical framework.
a) They emphasised the irrelevance of technology in education.
b) They integrated technology into the PCK framework.
c) They rejected the use of technology in traditional pedagogy.
d) They advocated for a separate framework for technology in education.

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QUESTION 3

Read the following scenario and answer the questions that follow:

At Sizwe Secondary School in South Africa, the administration is keen to enhance the quality
of education by effectively integrating technology. Recognising the importance of equipping
teachers with the necessary skills, they introduce a series of professional development
workshops focused on the Technological Pedagogical Content Knowledge (TPACK)
framework.

Teachers engage in collaborative discussions and hands-on activities during these

workshops to deepen their understanding of the TPACK framework. They explore effectively
integrating technology into their teaching practices by considering the intersection of
content, pedagogical and technological knowledge.

For instance, Ms. Dlamini, a mathematics teacher, learns how to use educational apps and
online simulations to illustrate complex mathematical concepts, enhancing students'
understanding and engagement. Mr. Ndlovu, a history teacher, discovers how to integrate
multimedia resources and digital storytelling platforms to bring historical events to life for his
students.

Through guided reflection and peer feedback, teachers develop lesson plans that
incorporate the principles of TPACK. They collaborate with the school's IT specialist to select
appropriate technology tools and resources that align with their curriculum objectives and
teaching strategies.

As a result of this ongoing professional development, teachers at Sizwe Secondary School

feel more confident and empowered to leverage technology in their classrooms. Students
benefit from more interactive and personalised learning experiences, leading to improved
academic outcomes and a more dynamic learning environment.

QUESTION 3.1 [2]

How does the TPACK framework address the relationship between technology and teaching
and learning?

a) The TPACK framework does not emphasise the exclusion of technology but recognises its
importance in modern classrooms, encouraging teachers to integrate technology effectively
to enhance teaching and learning experiences.
b) The TPACK framework does not introduce a simplified approach to incorporating
technology. Instead, it acknowledges the multifaceted nature of technology integration,
considering content, pedagogical, and technological knowledge in teaching practices.
c) The TPACK framework highlights the complexity of integrating technology into education
by emphasising the need for teachers to understand how technology intersects with their
subject matter and instructional strategies, fostering thoughtful and purposeful integration.
d) The TPACK framework does not advocate for a separate framework for technology but
provides a comprehensive model that integrates technology seamlessly into teaching
practices, recognising the interconnectedness of content, pedagogy, and technology.

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e) The TPACK framework does not focus solely on traditional pedagogical practices but
encourages teachers to leverage technology to enhance and transform teaching methods,
embracing innovative approaches that meet the diverse needs of students in the digital age.

QUESTION 3.2 [2]

What impact does technology have on traditional pedagogical practices in teaching and
learning?

a) Technology does not exclude traditional pedagogical practices but complements them,
providing additional tools and resources to support teaching and learning.
b) While technology can streamline certain aspects of traditional pedagogical practices, it does
not necessarily simplify them. Instead, technology may enhance these practices by making
them more engaging, interactive, and accessible to students.
c) Technology offers an innovative approach to teaching and learning by providing
opportunities for personalised learning experiences, collaborative projects, and access to a
wealth of digital resources and tools.
d) Technology does not replace traditional pedagogical practices entirely but enriches them,
offering new possibilities for instruction and learning that complement traditional methods.
e) Technology does not isolate traditional pedagogical practices from modern teaching
methods but integrates them into a broader framework of instructional strategies that
leverage technology to enhance student engagement and achievement.

QUESTION 4

Read the following scenario and answer the questions that follow:

At Sizwe Secondary School, Mr. Moyo, a mathematics teacher, implements the

Technological Pedagogical Content Knowledge (TPACK) framework to enrich his teaching
practices in the classroom.

While teaching algebraic equations, Mr. Moyo integrates technology using graphing
calculators and interactive online platforms. Recognising that some students struggle with
abstract concepts in algebra, he aims to provide visual and interactive experiences to
deepen their understanding. At the beginning of the lesson, Mr. Moyo assesses students'
prior knowledge of algebraic equations through a brief review activity. He then introduces
the graphing calculator software, demonstrating how it can be used to graph equations,
identify critical features of functions, and solve equations numerically.

Mr. Moyo guides students through a series of hands-on activities where they explore various
types of algebraic equations using graphing calculators. He encourages students to
manipulate parameters and observe how changes affect the graphs, fostering a deeper
understanding of algebraic concepts such as slope, intercepts, and transformations. As
students work with the technology, Mr. Moyo circulates the classroom, providing
individualised support and feedback.

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 He poses thought-provoking questions to stimulate critical thinking and encourages students
to explain their reasoning to their peers, promoting collaborative learning and
communication skills.

Throughout the lesson, Mr. Moyo uses the interactive online platform to assign additional
practice problems and quizzes, allowing students to reinforce their learning outside the
classroom. He monitors students' progress and provides timely feedback to address
misconceptions or errors.

At the end of the lesson, Mr. Moyo facilitates a class discussion where students reflect on
their learning experiences with the technology. They express appreciation for the visual
representations provided by the graphing calculators and the opportunity to explore
algebraic concepts interactively.

By applying the TPACK framework in his mathematics classroom, Mr. Moyo effectively
integrates technology to enhance teaching and learning, providing students at Sizwe
Secondary School with engaging and interactive experiences that deepen their
understanding of algebraic concepts.

QUESTION 4.1 [2]

Based on the scenario of Mr Moyo integrating technology into his mathematics classroom at
Sizwe Secondary School using the TPACK framework, which statement best reflects the
benefits of this approach?

a) Students are assigned traditional paper-based worksheets to practice algebraic equations.

b) Mr. Moyo relies solely on lecture-based instruction without incorporating technology.
c) Students can explore algebraic concepts visually and interactively using graphing
calculators and online platforms.
d) Technology is used sporadically in the classroom without precise alignment with curriculum
objectives.
e) Mr. Moyo provides limited support and feedback to students as they work with technology
in the classroom.

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QUESTION 4.2 [3]

Considering Mr. Moyo's implementation of the TPACK framework in his mathematics

classroom at Sizwe Secondary School, which statement best reflects the impact of integrating
technology on student learning?

a) Students absorb information through a combination of traditional and technology-enhanced

instruction.
b) Students are intimidated by the advanced features of the technology tools utilised in the
classroom.
c) Students encounter occasional technical glitches hindering their access to the technology
resources.
d) Students exhibit varying levels of collaboration during technology-integrated tasks,
contributing to a diverse learning environment.
e) Students actively participate in algebraic problem-solving using graphing calculators and
interactive online platforms.

QUESTION 4.3 [3]

In Mr. Moyo's mathematics classroom at Sizwe Secondary School, how does integrating
technology using the TPACK framework enhance student engagement?

a) Students are confined to passive learning through conventional methods, limiting their
interaction with algebraic concepts.
b) Students actively investigate algebraic concepts through dynamic manipulation of
equations and functions using graphing calculators and online platforms.
c) Students grapple with the intricacies of the technology tools, hindering their ability to engage
meaningfully with algebraic concepts.
d) Students frequently encounter connectivity issues, disrupting their immersion in technology-
enhanced learning experiences.
e) Students demonstrate varying levels of collaboration during technology-integrated tasks,
fostering a diverse and interactive learning environment.

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QUESTION 4.4 [3]

In analysing Mr. Moyo's application of the TPACK framework in his mathematics classroom at
Sizwe Secondary School, which aspect could be further enhanced?

a) Ensuring that technology-enhanced activities align closely with the curriculum objectives.
b) Incorporating more traditional teaching methods to balance the integration of technology.
c) Providing students with limited access to technology to avoid overwhelming them.
d) Minimising opportunities for student collaboration to maintain control over the learning
process.
e) Restricting the use of technology to teacher-led demonstrations rather than student-
centered exploration.

QUESTION 4.5 [4]

How could Mr Moyo refine his approach to integrating technology using the TPACK framework
in his mathematics classroom at Sizwe Secondary School?

a) By increasing reliance on traditional teaching methods and reducing the use of technology.
b) Providing sufficient guidance and support to students when using technology tools.
c) Ensure that technology-enhanced activities are accessible and equitable for all students.
d) Limiting student exploration and experimentation with technology to maintain control over
the classroom.
e) Disregarding curriculum objectives and solely focusing on technological advancements.

QUESTION 4.6 [4]

Which aspect of Mr. Moyo's implementation of the TPACK framework in his mathematics
classroom could be further improved?

a) Relying on more traditional teaching methods.

b) Using more complex technology tools.
c) Ensuring that technology-enhanced activities are designed to promote active student
engagement.
d) Discouraging student collaboration and interaction during technology-integrated tasks.
e) More alignment between technology use and curriculum objectives.

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QUESTION 5 [2]

What is the primary purpose of practising good online file management in a digital classroom
environment?

a) Organising files alphabetically for easier access enables students and teachers to locate
and retrieve necessary documents and resources quickly.
b) To ensure data security and record-keeping by implementing proper folder structures and
permissions, safeguarding sensitive information from unauthorised access or loss.
c) To categorise files based on their size, allowing for efficient storage allocation and
optimisation of storage space, which is particularly important in environments with limited
storage capacity.
d) Creating a single folder for all types of information may lead to clutter and disorganisation,
making it difficult to find specific files or resources when needed.
e) Minimising the number of storage folders could lead to confusion and inefficiency, as it may
become challenging to organise and locate files effectively within a single folder.

QUESTION 6 [2]

What is one of the advantages of using digital educational material in the classroom?
a) It eliminates the need for students to use electronic devices.
b) It reduces access to educational materials outside the classroom.
c) It saves paper and promotes environmental sustainability.
d) It limits the use of visually appealing content.
e) It decreases the availability of online assessment activities.

QUESTION 7 [2]

Which communication protocol, defined in 1991 but in use before that, is primarily responsible
for transporting web pages over the Internet?
a) FTP – file transfer protocol
b) SMTP – short mail transfer protocol
c) HTTP – hypertext transfer protocol
d) TCP/IP – transmission control protocol/Internet protocol
e) TCP – telephone control protocol

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QUESTION 8 [2]

What is the main distinction between "the Internet" and "the Web"?
a) "The Internet" refers to the hardware infrastructure, while "the Web" refers to software
applications.
b) "The Internet" is a global communication system, while "the Web" is a local network.
c) "The Internet" is a type of broadband connection, while "the Web" refers to dial-up
connections.
d) "The Internet" is supported by the HTTP protocol, while "the Web" is a physical
infrastructure.
e) "The Internet" and "the Web" can be used interchangeably.

QUESTION 9 [2]

What is the primary function of a hyperlink on a web page?

a) To change the colour of text or graphics on the page.
b) To take you to a different part of the same web page.
c) To display underlined word(s) in blue.
d) To indicate the starting page, known as the Home Page.
e) To automatically jump to another web address or page.

QUESTION 10 [2]

How do hyperlinks typically indicate that a web page has been previously visited?
a) By displaying the link in bold text.
b) By changing the colour of the hyperlink.
c) By making the hyperlink text larger.
d) By underlining the hyperlink in red.
e) By adding a star next to the hyperlink.

QUESTION 11 [2]

How do web-based email systems differ from email clients installed on local computers?
a) Web-based email systems are free, while email clients require a subscription.
b) Web-based email systems do not require access to the Internet.
c) Web-based email systems allow for faster email delivery.
d) Web-based email systems are remote mail clients accessible via a web browser.
e) Email clients offer more storage space for email attachments.

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QUESTION 12 [2]

What is the primary purpose of including a salutation in your email, such as "Dear Mrs.
Dlamini"?
a) To make your email visually appealing.
b) To indicate your preference for decorative fonts.
c) To keep the email brief and concise.
d) To establish a polite and friendly tone.
e) To eliminate the need for a subject line.

QUESTION 13 [2]

What is the primary function of a web browser?

a) To convert HTML code into a readable page.
b) To manage email messages.
c) To design web pages.
d) To store web pages on a local computer.
e) To act as a server for hosting web content.

QUESTION 14 [2]

What is the primary purpose of a search engine when you use it on the Internet?
a) To send and receive emails.
b) To play online games.
c) To access social media.
d) To find information and websites.
e) To watch streaming videos.

QUESTION 15 [2]

Which of the following strategies is most effective when seeking reliable information online?
a) Trusting information from websites with flashy designs and numerous advertisements.
b) Relying on a single source without cross-referencing information from other sources.
c) Evaluating the credibility of the website and author, checking for citations, and cross-
referencing with other reputable sources.
d) Believing information that confirms your pre-existing beliefs and opinions.
e) Avoid any information found on the Internet and only rely on print sources.

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QUESTION 16 [2]

Why is Wikipedia often considered less reliable than other academic research sources?
a) Experts in the field write Wikipedia articles.
b) Wikipedia provides up-to-date information on all topics.
c) Wikipedia articles may be edited by anyone, leading to potential inaccuracies and bias.
d) Wikipedia has a strict peer-review process for its content.
e) Wikipedia articles are always cited with primary sources.

QUESTION 17 [2]

What characterises a primary source when researching information on the web?

a) It is a source that analyses and interprets historical events.
b) It is a source that offers expert opinions and summaries of research studies.
c) It is a source that a well-known author or journalist writes.
d) It is a source that presents original, firsthand, or direct evidence of an event or topic.
e) It is a source that compiles information from various secondary sources.

QUESTION 18 [2]

What is the primary reason for citing sources and avoiding plagiarism in academic work?
a) To take credit for someone else's ideas and writing.
b) To demonstrate expertise in a particular field.
c) To make the work appear more original.
d) To avoid using primary sources in research.
e) To undermine the credibility of other authors.

QUESTION 19 [2]

What is Turnitin primarily used for?

a) To create original academic assignments for students.
b) To provide resources for academic research.
c) To offer guidelines on proper referencing.
d) To detect and identify levels of plagiarism in students' work.
e) To prevent access to the Internet for academic purposes.

END

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