Professor Kuttickattu John MAMMEN
Qualifications: B.Sc, HDE (PG), LLB, M.Sc, M.Ed, D.Ed
Position: Full Professor
Phone number: 043 704 7178
Teaching areas of specialisation: Science, Maths and Technology Education, Comparative Education, Higher Education Management
Research Interests: Same as areas of specialisation
Publications (last five years ):
Coetzee, J. & Mammen, K.J. (2017). Science and engineering students’ difficulties with fractions at entry-level to university. Mathematics Education (Paper accepted and page fee paid-await volume and page numbers).
Coetzee, J & Mammen, K.J. (2016). Challenges faced by entry-level technical university students in word problems involving fractions terminology. International Journal of Educational Sciences.15(3): 461-473.
Alex, J.K & Mammen, K.J. (2016). The unheard voice of educators: South African mathematics educators’ views on implementation of the Curriculum and Assessment Policy Statement (CAPS) in the FET band education. Proceedings of the 24th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 12-15 January, Tshwane University of Technology, Arts Campus, Pretoria. Pages 12-22. Long paper. Routledge, Taylor & Francis Group.
Alex, J.K & Mammen, K.J. (2016). Impact of van Hiele Theory Based Instruction on Senior Secondary School Learners’ Geometric Understanding. Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(8): 2223-2236.
Alex, J.K. & Mammen, K.J. (2016). Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners. Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(2): 173-188.
Nokwali, M.P., Mammen, K.J., & Maphosa, C. (2015). How is Technology Education Implemented in South African Schools? Views from Technology Education Learners. International Journal of Educational Sciences. 8 (3): 563-571.
Nokwali, M.P., Mammen, K.J., & Maphosa, C. (2014) Assessing educators’ views on the implementation of technology education in selected schools. Mediterranean Journal of Social Sciences, 5 (16):463-472.
Alex, J.K. & Mammen, K.J. (2014) An assessment of the readiness of grade 10 learners for geometry in the context of Curriculum and Assessment Policy Statement (CAPS) expectation. International Journal of Educational Sciences, 7 (1): 29-39.
Dlamini, C.S, Okeke, C.L.O. & Mammen, K.J. (2014) An investigation of work-related stress among high school teachers in the Hhohho region of Swaziland. Mediterranean Journal of Social Sciences, 5 (15): 575-586.
Abongdia, J.A., Galloway, G. & Mammen, K.J. (2014) An analysis of a sample of South African university students’ reflections on Nelson Mandela as a motivator of learning. Mediterranean Journal of Social Sciences, 5 (14): 304-311.
Nxumalo, K. N., Okeke, C. I. O. & Mammen, K.J. (2014) Cultural beliefs and practices towards HIV/AIDS amongst Swazi high school Learners. Studies on Ethnomedicine, 8 (2): 135-146.
Rajkaran, S & Mammen, K. J. (2014) Identifying key performance indicators for academic departments in a comprehensive university through a consensus-based approach: a South African case study. Journal of Sociology and Social Anthropology, 5 (3): 283-294.
Mammen, K. J. & Meyiwa, T. (2013). Perceptions and Concerns on Plagiarism and its: Implications for Teacher Education: a case study of a South African university. International Journal of Educational Sciences, 5 (2): 99-108.
Mathews, M., Mammen, K.J., & Mammen, M. (2012). Myths and beliefs about the acquisition of the diseases Taeniasis and Cysticercosis amongst the Xhosa university students in South Africa. Studies on Ethno-Medicine, 6 (3): 197-206.
Ncube, B., Mammen, K.J. & Molepo, J.M. (2012). Mismatch between policy implementation and ground realities: the case of science educator mentoring in South African schools. The Anthropologist, 14 (6): 607-616.
Nkonki, V.J.J. & Mammen, K.J. (2012). Implementation of the integrated quality management system and educators’ perceptions, concerns and dispositions on their career stages. Journal of Social Sciences, .31 (3): 329-336.
Rajkaran, S. & Mammen, K.J. (2012). Establishing performance indicators for university academics through a consensus-based approach: a South African case study. Journal of Social Sciences, 30 (2): 127-135.
Alex, J.K. & Mammen, K.J. (2012). A survey of South African Grade 10 Learners’ Geometric thinking in terms of Van Hiele levels. The Anthropologist, 14 (2): 123-129.
Maphosa, C. & Mammen, K.J. (2011). Learners’ Views on the Effects of Disciplinary Measures in South African Schools. Journal of Social Science, 28(3): 153-160.
Mammen, K.J. (2011). Learning referencing styles and rejection of plagiarism as essential life-skills for quality education and the promotion of knowledge economy in the 21st century. Indian Journal of Life Skills Education, 2 (2) 400-424.
Maphosa, C. & Mammen, K.J. (2011). How Chaotic and Unmanageable Classrooms Have Become: Insights into Prevalent Forms of Learner Indiscipline in South African Schools. The Anthropologist, 13(3): 185-193.
Maphosa, C. & Mammen, K.J. (2011). Disciplinary Measures Used in South African Schools: How Do Learners View Their Effectiveness? Journal of Social Sciences. 29(2): 143-149.
Maphosa, C. & Mammen, K.J. (2011) Maintaining Discipline: How Do Learners View the Way Teachers Operate in South African Schools? Journal of Social Sciences. 29(3): 213-222
· Kumar, V & Mammen, K.J. (2016). Guided Enquiry Based Learning (GEBL) strategy, Gender and Critical Thinking Skills as determinants of National Diploma Engineering students’ academic achievement in Power Electronics. A paper presented at the University of Fort Hare Centenary Conference, Alice, South Africa: 04-06 July,
· Alex, J.K. & Mammen, K.J. (2016). Visual versus Verbal Representations in Geometry Terminology for Conceptual Understanding-A South African Case Study of Pre-service Entry Level Mathematics Education Students. Canada International Conference on Education (CICE), University of Toronto, Mississauga, Canada: 27-30 June.