scholarly journals Teaching methods applied in higher education during C0VID-19 pandemic in Africa

2022 ◽  
Vol 9 (1) ◽  
pp. 27-40
Author(s):  
Mahona J. Paschal ◽  
Titus O. Pacho ◽  
Oluyinka Adewoyin
Keyword(s):  
Effective Teaching ◽  
Skill Acquisition ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Physical Contact ◽  
African Countries ◽  
Descriptive Case Study ◽  
Internet Availability ◽  
Learning Institutions

The outbreak of COVID has imposed a lot of challenges globally to effective teaching since the first COVID 19 pandemic in Africa. In 2020, different African countries have witnessed a drastic change in economic, social and political sphere of life. In order to avoid further spread of COVID-19 and with strict preventive measures, physical contact teaching was cancelled until further notice. The suspension of physical classes at the universities has brought unique challenges to students and educators in the process of delivering contents of the curriculum and achieving value in the education sector across Africa. Our empirical research aimed at finding out the effective teaching methods adopted by higher educational institutions during COVID-19 Pandemic in Africa. The study employed qualitative study design rooted in a descriptive case study, semi structured interview was used to collect data from ten lecturers from seven countries in Africa. The study found greater satisfaction with teaching and learning methods used in African universities. However, both adaptation and application of new teaching methods in higher learning institutions in Africa are still facing various challenges. Throughout this study, we recommend that each university should invest in technologies and research, consistent internet availability, training and skill acquisition in computer operation.

Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools

2017 ◽  
Vol 118 (3/4) ◽  
pp. 170-184 ◽  
Author(s):  
Rekai Zenda
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Content Type ◽  
Face To Face ◽  
Hands On

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

scholarly journals The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
Dennis Banda ◽  
Mulenga Kapwepwe
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Social Deprivation ◽  
Higher Learning ◽  
Knowledge Systems ◽  
Creative Commons ◽  
Learning Institutions

This study was on the influence of rurality and its Indigenous Knowledge Systems (IKS) with reference to the Ukulange Mbusa (UM) ceremony of the Bemba people of the Northern Zambia. Rurality is a demographic and a social category and implies distance from urban centres, sparse population, lack of amenities, infrastructure and sometimes social deprivation. A lot of forms of indigenous knowledge are imparted on learners from rural areas before they join universities and meet other knowledge systems. The study tried to establish if some learning and teaching approaches, methods and techniques used in such traditional ceremonies and settings could influence the teaching and learning in higher learning institutions. Interviews, Focus Group Discussions (FGD), and documents analysis were used to collect data. The sample was drawn from traditional chiefs, women counsellors (alangizi) and university students initiated in the Ukulange Mbusa ceremony. Findings of the study are that the positive influences of rurality and their forms of indigenous knowledge are often minimised, misunderstood, ignored, viewed as backward, local, native, and therefore not suitable for use in higher learning institutions. However, this study argues that progressive indigenous forms of knowledge must be hybridized with the university ones, save negative ones such as those fuelling early marriages.   Keywords: Indigenous knowledge, Rurality, Folklore, Culture, ZambiaHow to cite this article:Banda, D. & Kapwepwe, M. 2020. The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia. Scholarship of Teaching and Learning in the South. 4(2): 197-217. https://doi.org/10.36615/sotls.v4i2.148.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Comparison of effective teaching methods to achieve skill acquisition using a robotic virtual reality simulator

Medicine ◽  
2018 ◽  
Vol 97 (51) ◽  
pp. e13569 ◽  
Author(s):  
Ji Sung Shim ◽  
Jae Yoon Kim ◽  
Jong Hyun Pyun ◽  
Seok Cho ◽  
Mi Mi Oh ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Effective Teaching ◽  
Skill Acquisition ◽  
Teaching Methods ◽  
Virtual Reality Simulator

scholarly journals Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

2021 ◽  
pp. 103-112
Author(s):  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Performance ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Social Learning Theory ◽  
Teaching And Learning ◽  
Research Study ◽  
Teaching Method ◽  
Knowledge Retention ◽  
Student Centered ◽  
Effective Teaching And Learning

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

scholarly journals Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective

2020 ◽  
Author(s):  
Aneesa Abdul Rashid ◽  
Mohd Radzniwan A Rashid ◽  
Mohamad Nurman Yaman ◽  
Irfan Mohamad
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Activities ◽  
Medical Teaching ◽  
Teaching Online ◽  
Face To Face

The COVID-19 pandemic affected institution of higher learning as some teaching and learning activities had to halt due to safety of the students and staff. Face to face teaching was stopped, and lecturers had to find other methods of teaching. Online teaching was the only allowed method. The methods were synchronous and asynchronous. Lecturers have had to find innovative ways to practice effective teaching methods. Assessments had to also be done online taking important factors into consideration, following steps given by authorities. This article discusses issues around medical teaching during the COVID-19 pandemic Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 77-S 81

scholarly journals ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS

2020 ◽  
Vol 78 (3) ◽  
pp. 371-393
Author(s):  
Ijeoma Chidinma Ogbonnaya ◽  
Andile Mji ◽  
Oliva Neo Mafa-Theledi ◽  
Beatrice Ngulube
Keyword(s):  
South Africa ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Structured Interview ◽  
School Level ◽  
Market Dynamics ◽  
Pedagogical Content ◽  
Descriptive Case Study ◽  
Knowledge Domains

The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.

Influence of Urbanization on Teaching and Learning of Agriculture for Enhance Skill Acqusition in Ebonyi State.

2019 ◽  
pp. 263-269
Author(s):  
Nwakwengu S.A. ◽  
Aneke C.U.
Keyword(s):  
Data Collection ◽  
Skill Acquisition ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Agricultural Science ◽  
Urban Migration ◽  
Urban Settlement ◽  
Public Secondary School ◽  
Research Questions ◽  
Senior Secondary

The main purpose of this study was to determine the influence of urbanization in teaching and learning of agriculture in Ebonyi State. The study was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population was 397 which comprised 261 teachers of agricultural science in Ebonyi State and 136 senior secondary three students from 5 public secondary school in Abakiliki, Ebonyi State. No sampling was done due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded reliability index of 0.85 indicating that the instrument was suitable for data collection. The questionnaire was distributed by the researcher and three trained research assistants. Out of 397 copies distributed 383 were properly filled and returned representing 96.47 percent return rate. Mean and standard deviation were used to answer the research questions and t-test statistics was used to test the null hypotheses. Based on the data analysis, it was found that urbanization affects the quality of teachers in rural schools due to rural urban migration, increases the rate of agricultural teacher‟s turnover in teaching and reduces government attention to agricultural science teaching facilities in urban areas. Recommendations were made among, others that Government should be make teaching of skill acquisition in urban settlement to be attractive to the students and teachers should make instruction facilities to meet the needed skills and contemporary issues in urban settlement to the students.

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