An architecture for feedback-driven learning analytics
- Authors: Winfield, Philip John
- Date: 2023-12
- Subjects: Educational statistics -- Data processing , Education -- Research -- Statistical methods , Teacher-student relationships
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62744 , vital:72935
- Description: Feedback from students provides an opportunity to gain insights into students’ learning behaviour and participation in higher education learning and teaching. Academic staff are expected to constantly review and improve the learning and teaching environment where feedback contributes vital information toward pedagogical decision-making. Reviewing student feedback is essential but time-consuming, making it crucial to explore more effective and efficient ways to analyse and present feedback that encourages intervention and support. The general design science research evaluation pattern guided the construction and evaluation of a Feedback-Driven Architecture (FDA) for Learning Analytics (LA) to address this problem. An FDA implementation using a suitable case demonstrated each component validating the feasibility and effectiveness of the proposed design. The components identified for inclusion in the FDA were integrated within layers of a three-tiered architecture pattern. The data layer incorporates the collection, preparation and storage of learning management system data which includes free-form narrative student feedback. The application layer contains logic to support the analysis of free-form narrative student feedback and extraction of learning analytics. Arrangement and visualisation of information in the presentation layer aim to promote appropriate intervention and support. Evaluation using a case study showed that the FDA provided necessary guidelines for developing an implementation that produced feedbackdriven learning analytics. Data preparation transformed unstructured data into a suitable representation for effective analysis. Cohorts within narrative feedback responses were identified using the k-means clustering algorithm and latent Dirichlet allocation. Logistic regression and support vector machines were applied as predictive models and trained using extracted quantitative markers to predict academic success. , Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2023
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- Date Issued: 2023-12
Exploring traditional and cooperative teaching strategies in Grade 9 mathematics classrooms in the Buffalo City Metro Education District
- Authors: Papama Febana https://orcid.org/0000-0002-9508-8900
- Date: 2023-11
- Subjects: Mathematics -- Study and teaching , Teacher-student relationships
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29610 , vital:78413
- Description: Poor learners’ mathematics achievement has remained a subject of serious concern to all parties involved. Several studies attribute a wide range of factors to the low level of learners’ achievement in mathematics. However, this quasi-experiment study determined to explore traditional and cooperative teaching strategies in grade 9 learners’ mathematics performance. It also investigated the moderating effects of gender and school location in learners’ mathematics achievement. It was carried out in three schools (uptown, township, and rural) that are located in the context of Buffalo City Metropolitan Municipality (BCMM) educational district. The sample consisted of 177 participants, from schools selected through a judgement sampling. Four instruments – Mathematics Achievement Test 1 (MAT1), Mathematics Achievement Test 2 (MAT2), Traditional Teaching Strategy (TTS), and Cooperative Teaching Strategy (CTS) guides were developed and administered to the respondents. Five null and alternative hypotheses were generated and tested at a 0.05 level of significance. A post-test only research design with a 2x2x3 factorial matrix was adopted. The factorial ANOVA to compare the difference between school locations using MAT1 and then MAT2 was employed. Similarly, the t-test to compare the difference between male and female learners using MAT1 and then using MAT2 were also conducted. The interaction effects between teaching strategy and school location then between teaching strategy and gender were also tested. Scheffé post-hoc analysis was carried out to determine the difference between means of more than two comparison groups. To answer RQ1, HO1 was rejected and H1 was supported given the t-value =12.01, p < 0.05. The independent t-test showed that there was a mean difference [mean (CTS) – mean (TTS) > 0] of 9.94 with a large effect size d = 0.62; To answer RQ2, the test failed to reject HO2. The results revealed that F(2, 291) = 5.31, p < 0.05. The maininteraction effects size differences by school locations (A, B & C) were 0.27, 0.43 and 0.73 respectively. Scheffé post-hoc analysis showed that there was a greatest difference between rural and uptown schools. Followed by rural and township. There was no significant difference between township and uptown schools. Therefore, H1 was not supported. To answer RQ3, the test failed to reject HO3 given the t-value = 0.57, p > 0.05, and a small effect size d = 0.1. The t-value = 0.57 is too low. The TTS MAT1 male and female mean difference = 0.518 is likely due to chance and not a reflection of the population. There was not enough evidence to support H3; To answer RQ4, HO4 was upheld. There was a CTS MAT2 mean difference = 2.57 (female > male) which is likely due to chance and not a reflection of the population. There was a small effect size d = 0.3 and large staying power (1 – β) = 0.81. Thus, H4 was not supported; To answer RQ5, the test failed to reject HO5 with F(1, 293) = 1.55, p > 0.05. The main effect size difference of the means for gender and teaching strategies were 0.14 and 0.62 respectively and a large power (1 – β) = 0.99. Thus, H5 was not supported. Based on these findings, it was therefore recommended that provincial and district leaders should consider the specific factors of school locations and school’s learner achievements when implementing new policies. Data driven meetings based on learner performance must take place so as to find and minimise the root causes of gaps in learners’ performance. Furthermore, regularly scheduled data meetings should be compulsory for rural school principals seeking to increase learner achievement so that rural learners have the same opportunities as their counterpart uptown- and township schools. , Thesis (PhD) -- Faculty of Education, 2023
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- Date Issued: 2023-11
Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
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- Date Issued: 2017
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
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- Date Issued: 2011