Part-time Bachelor of Education students’ cognitive shutdown in research methods and statistics in one institution in Eswatini: Towards a framework for epistemological access
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
The implementation of foundational provision programmes in a rural based University in South Africa: implications for student academic development practices
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
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