scholarly journals Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

2021 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Bekithemba Dube ◽  
Xolisile P. Ndaba
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Poor Performance ◽  
Main Argument ◽  
Participatory Action ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Kwazulu Natal ◽  
Attitudes Towards Science ◽  
Thematic Approach

This paper discusses using bricolage to mitigate the struggles faced by progressed learners in rural KwaZulu-Natal, South Africa, in the context of the global COVID-19 pandemic. Most progressed learners perform poorly in many subjects, especially sciences. Their struggle has stimulated the need to find ways to enhance their performance. Reinvented artefacts and processes can be used for emancipation, and to transform agendas for improving the performance of progressed learners. To collect data, we used participatory action research, which uses a thematic approach to make meaning of data. We created a WhatsApp group to enable focus group discussions for collecting data, to circumvent COVID-19 restrictions. The group had 14 members, among whom teachers and learners from rural schools. The study found that the factors that contributed to poor performance were a lack of teaching and learning materials, too few teachers, less than optimal teaching methods and learners’ attitudes towards science subjects. The main argument of the article is that, in this time characterised by the COVID-19 pandemic, embracing bricolage has the impetus to mitigate challenges relating to the education of progressed learners. Thus, it is important to emancipate teachers, so that they can bricolise the environment for teaching and learning.

scholarly journals Critical Emancipatory Research Approach to Enhance Performance Among Progressed Learners in Life Sciences

2021 ◽  
Vol 12 (4) ◽  
pp. 53
Author(s):  
Ndaba Xolisile ◽  
Dube Bekithemba
Keyword(s):  
Social Justice ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Life Science ◽  
Life Sciences ◽  
Research Approach ◽  
Main Argument ◽  
Participatory Action ◽  
Theoretical Paper ◽  
Thematic Approach

In this theoretical paper, we discuss critical emancipatory research (CER) as an approach to enhance performance among progressed learners in life sciences. Most of the progressed learners perform poorly in life science igniting the need to find alternatives to enhance the performance. We have earthed this paper in CER based on the values such emancipation, transformation and social justice which are pertinent to reinvent better performance in life science. To collect data, we used participatory action research ad used thematic approach to make meaning of the data.  The finding of the paper is that progressed learners face various vulnerabilities, which impede their performance, necessitated a need to rethink approached used for teaching and learning. The main argument of the article is that CER has the impetus to change the progressed learners’ attitude, enhances effective communication and collaboration between the progressed learners, parents, teachers and the DBE to improve the academic performance of progressed learners in life sciences.   Received: 2 May 2021 / Accepted: 15 June 2021 / Published: 8 July 2021

scholarly journals Farmer-preferred learning methods and utilised teaching approaches by Egerton University, Kenya

2020 ◽  
Vol 28 (s1) ◽  
pp. 203-213
Author(s):  
E.O. Ondiege ◽  
M. Mutuku ◽  
N.W. Mungai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Focus Group Discussions ◽  
Cross Sectional Survey ◽  
Group Discussions ◽  
Learning Methods ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Key Informant ◽  
Effective Community

Universities are centres of frontier knowledge and skills, with the capacity to transform communities,when appropriately and adequately transmitted to users. The aim of this paper was to compare farmer-preferred learning methods and those utilised in teaching during Egerton University’s outreach activities, with a view to drawing useful insights for more effective community future engagements. A cross sectional survey was conducted in 2017, using researcher-administered questionnaires, on a sample of 84 farmers purposefully selected from communities where Egerton University implemented extension outreach programmes. Key informant interviews and focus group discussions were also conducted for community leaders and extension officers in the selected Wards, to supplement data collection. Results showed that the decision to participate in the outreach activities implemented by Egerton University was personal, with nearly all the respondents (99%) citing acquisition of new knowledge and skills as the major reason. Demonstrations were the most preferred and utilised methods (90 and 92%, respectively); while the use of group discussions were preferred by 51% of the respondents and utilised in 86% of the outreach activities. Results also showed significant relations for demonstration (c2 = 17.21, P<.001), touring university model farms (c2 = 68.11, P<.001) and use of training videos (c2 = 40.98, P<.001) between farmer-preferred learning methods and utilised teaching methods. This explains the popularity of demonstrations as a teaching and learning method of Egerton University in connecting theoretical and scientific aspects, to practice. Learner centred teaching methods, with the capacity to facilitate collaborative or cooperative learning, should be enhanced.

Minority Languages’ exclusion in the Lesotho School Curriculum: Perceptions of Teachers and Learners

2021 ◽  
Vol 55 (1) ◽  
pp. 133-149
Author(s):  
Maboleba Kolobe ◽  
Lifelile Matsoso
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Poor Performance ◽  
School Curriculum ◽  
National Minority ◽  
Minority Languages ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learning Practices ◽  
Linguistic Backgrounds

The study sought to know why learners from linguistically disadvantaged backgrounds have low educational morale. A constructivist study  was adopted through the use of focus group discussions with 246 learners and 142 teachers in 23 schools located in Botha Bothe, Mohale’s Hoek, Qacha’s Nek and Quthing districts in Lesotho. The findings revealed minimal if not absolute nonrecognition of minority languages in the teaching and learning of learners from these linguistic backgrounds. Therefore, the study concludes that linguistically exclusive  curriculum, and teaching and learning practices can reasonably be associated with poor performance of learners. Based on these findings, the paper recommends that Lesotho’s education system recognise the existence of national minority languages. In other words, the  curriculum, its implementation and assessment of learners should not be divorced from the linguistic background of learners.

scholarly journals A Note on Teaching and Learning Linear Algebra in Tribhuvan University

2019 ◽  
Vol 15 (2) ◽  
pp. 242-245
Author(s):  
Tulasi Prasad Nepal
Keyword(s):  
Linear Algebra ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Active Part ◽  
Primary Role ◽  
Group Discussions ◽  
Mathematical System ◽  
Traditional Lectures ◽  
Individual Opinion

The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning.

scholarly journals Educating critically about language and intercultural communication: What and who is at stake?

2021 ◽  
Vol 3 (2) ◽  
pp. 153-178
Author(s):  
Chantal Crozet ◽  
Kerry Mullan ◽  
Jing Qi ◽  
Masoud Kianpour
Keyword(s):  
Intercultural Communication ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
First Year ◽  
Communication Education ◽  
Critical Perspective ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Perspective Theory ◽  
Informal Feedback

This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.

scholarly journals Complexities and Constraints Influencing Learner Performance in Physical Science

2016 ◽  
Vol 5 (1) ◽  
pp. 30-46
Author(s):  
Mavhungu Abel Mafukata
Keyword(s):  
Physical Science ◽  
Poor Performance ◽  
Limpopo Province ◽  
Free Access ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learner Support ◽  
Learner Performance ◽  
Key Informant ◽  
Vhembe District

This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education) examination results. Twenty six schools (n=26) were purposively selected from three circuits of education (n=3). From these schools, two learners were randomly selected (n=52) for interviews. In addition, two circuit managers (n=2) were conveniently selected as part of Key Informant Interviews (KII). For the Focus Group Discussions (FGDs), twelve (n=12) parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs) should be established.

scholarly journals How is Clinical Trial Reimbursement Money Spent? South African Trial Participants’ Reported Reimbursement Spending Patterns and Perceptions of Appropriate Reimbursement Amounts

2021 ◽  
Author(s):  
Cecilia Milford ◽  
Tammany Cavanagh ◽  
Yolandie Ralfe ◽  
Virginia Maphumulo ◽  
Mags Beksinska ◽  
...  
Keyword(s):  
South African ◽  
Risk Minimization ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Mixed Methods Approach ◽  
Spending Patterns ◽  
Kwazulu Natal ◽  
Reimbursement Amount ◽  
Trial Participants ◽  
The Ideal

AbstractReimbursement of participants in clinical trials is extensively debated. Guidance recommends that compensation should reflect time, inconvenience and reimbursement of expenses. This study describes how participants spend their reimbursement and perceptions of appropriate reimbursement amounts. This was a sub-study of the evidence for contraceptive options and HIV outcomes (ECHO) trial. Participants were from two sites in KwaZulu-Natal, South Africa. A mixed methods approach was used. 500 participants completed a questionnaire, and 32 participated in one of four focus group discussions (FGD). The majority (81%) used reimbursement for transport to the research site, followed by toiletry purchases (64%). Many described how reimbursement supplemented income, used to cover basic living costs. Some used money to buy luxury items and takeaway foods. The ideal reimbursement amount per visit ranged: ZAR150-ZAR340 (US$10–24). Reimbursement spending and perceptions are in line with local guidance. Reimbursement should consider risk minimization together with ensuring informed, voluntary decision making.

scholarly journals Engaging homeless individuals in discussion about their food experiences to optimise wellbeing: A pilot study

2017 ◽  
Vol 76 (5) ◽  
pp. 557-568 ◽  
Author(s):  
Clare Pettinger ◽  
Julie M Parsons ◽  
Miranda Cunningham ◽  
Lyndsey Withers ◽  
Gia D’Aprano ◽  
...  
Keyword(s):  
Food Environment ◽  
Photo Elicitation ◽  
Service Users ◽  
Participatory Action ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Homeless Adults ◽  
Education Practice ◽  
Nutritional Health ◽  
Poor Nutrition

Objective: High levels of social and economic deprivation are apparent in many UK cities, where there is evidence of certain ‘marginalised’ communities suffering disproportionately from poor nutrition, threatening health. Finding ways to engage with these communities is essential to identify strategies to optimise wellbeing and life skills. The Food as a Lifestyle Motivator project aimed to pilot creative methods among homeless adults for the examination of food-related experiences in order to facilitate their engagement in the wellbeing discourse. Design: Creative Participatory Action Research methods including Photo-Elicitation. Setting: A homeless service provider in Plymouth, UK. Method: A sample of homeless service users took photographs of their food activities over a 10-day period, and then volunteered to share their photos in focus group discussions to elicit meaning related to their food experiences. Results: Five themes were generated from nine service user narratives, demonstrating that food holds meaning, elicits emotions and exerts power. The food environment can be a critical social meeting place and food preparation can provide companionship and occupation. Conclusion: As well as being central to many health concerns, food may also be a powerful way to motivate people to change their lifestyle. The participatory methods used in this pilot hold potential to engage effectively with harder-to-reach service users. Discussions about their wellbeing indicate food as a powerful ‘catalyst’ for inclusion with the potential to empower individuals. The study serves to inform health education practice, design of services and address (nutritional) health inequalities.

Effects of Language Status on Assessment and Educational Development of Basotho Learners from Minority Languages’ Backgrounds

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Maboleba Agnes Kolobe ◽  
Lifelile Matsoso
Keyword(s):  
Teaching And Learning ◽  
Educational Development ◽  
Mother Tongue ◽  
Poor Performance ◽  
National Minority ◽  
Minority Languages ◽  
Group Discussions ◽  
Language Background ◽  
Teaching Learning ◽  
Linguistic Backgrounds

This paper provides a critical overview of the theoretical and practical questions that prevail in the teaching, learning, and assessment of learners from diverse linguistic backgrounds in Lesotho.  It investigates how far exclusion of minority languages affects both assessment and/or educational development of learners whose mother tongue is not Sesotho but other minority languages spoken in Lesotho. The paper advances a research-evidenced argument that the poor performance of students from such backgrounds is indicative of marginalisation and discrimination of such learners due to their language background. A constructivist qualitative study was adopted through use of focus group discussions with 246 learners and 142 teachers in 23 schools located in Botha Bothe, Mohale’s Hoek, Qacha’s Nek and Quthing districts in Lesotho. These places were selected based on their predominance of minority languages. The findings revealed diminutive if not absolute non-recognition of minority languages in teaching, learning, and assessment of learners from this linguistic background. Therefore, the study concludes that linguistically discriminative curriculum, teaching and learning and assessment educational practices can reasonably be associated with   poor performance of learners. Based on these findings, the paper recommends that Lesotho’s education system should respect and embrace existence of national minority languages. Again, the curriculum, its implementation and more importantly assessment should not be divorced from linguistic background of learners.

scholarly journals Online conferencing for focus group discussions with teenage girls

2019 ◽  
Vol 19 (3) ◽  
pp. 281-293
Author(s):  
Roberta Thompson
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Remote Access ◽  
Power Relationships ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Content Type ◽  
Teenage Girls ◽  
Technological Advances ◽  
Spontaneous Interaction

Purpose The purpose of this paper is to examine the use of online conferencing platforms for focus group discussions with teenage girls. Design/methodology/approach The paper discusses the use of online conferencing for focus group discussions with Australian teenage girls aged 12–14 years who were participating in a study about their online interaction with friends. It examines both the practical application of online conferencing as a qualitative method as well as the inherent challenges of this context for youth research. Design decisions are explained and methods for ensuring rich contribution are detailed. Findings Online conferencing offers three distinct advantages for focus group work. First, the environment consciously engages participants in spontaneous interaction with other participants by using communication tools familiar to them. Second, elaborated discussion can be stimulated by introducing ideas and trends through visual mediums and artefacts. Third, the virtual setting provides remote access by the researcher which shifts power relationships so discussions flow more naturally between participants. Practical implications Outcomes indicate that online conferencing is an effective method for encouraging participants to share ideas and experiences about aspects of their lives that are often private and/or sensitive. Originality/value Technological advances in online collaboration tools have resulted in an increased use of online conferencing platforms across disciplines especially for teaching and learning contexts. However, application of online conferencing for focus group discussions with young people has not received much attention. Research presented here demonstrates that it is a useful tool for engaging teenage girls in focus group discussions.

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