Education, Development, Leadership and Management

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An evaluation of the impact of a life science module on teachers' scientific literacy.
(2003) Naidoo, Jaqueline Theresa.; Dempster, Edith Roslyn.; Harley, Keneth Lee.; Aitchison, John Jacques William.; Sader, Mahomed Yusuf.
The Advanced Certificate in Education Programme was launched in 2002 at the School of Education, Training and Development, University of Natal, Pietermaritzburg, in an attempt to upgrade and retrain science educators, given the drastic shortage of qualified science educators in South Africa. This research study investigated the development of scientific literacy within a group of fifteen educators during the first semester of their two-year Advanced Certificate in Education Programme. The study focused on scientific literacy and the relationship between language comprehension skills, readability and scientific literacy. This study aimed to examine whether the Natural Sciences and Biological Sciences module of the Advanced Certificate in Education Programme was effective in raising the level of scientific literacy of educators. Both quantitative and qualitative methods were employed in the collection of data. Students wrote a pre-test at the beginning of the first semester and the same test was written as the post-test at the end of the first semester. Semi-structured interviews with tutors were also conducted. Responses of students in the Student Evaluation Questionnaire, given at the end of their first year of study, were analysed to ascertain their perceptions about the tutors, their knowledge and understanding of the content and skills of the modules and the learning material. The questions used in the achievement test were adapted from the question bank of the Science Achievement Test used for Grade 8 learners in the Third International Mathematics and Science Study-Repeat in 1998/1999. The same achievement test was used in the pre-test and post-test, using questions from the Life Science and Scientific Inquiry and the Nature of Science content areas. The results from this research study indicated that although the level of scientific literacy of educators improved, it was not statistically significant. The study also highlights that language and comprehension skills and inability of students to express their answers in writing hampered their performance in the scientific literacy test. This was demonstrated by the significant positive correlation between language comprehension and readability with scientific literacy. Specific areas of conceptual difficulty were also highlighted in this study. Implications of these findings for further research and delivery of mixed-mode programmes are discussed.
An evaluation of the teaching strategies of an adult educator.
(2007) Naidoo, Charles.; Aitchison, John Jacques William.
This research is a case study. The study investigates the teaching strategies currently utilized in the adult education classroom; ascertains the reasons for the use of such strategies and recommends teaching strategies that could be used in order to improve instruction. The research was conducted at an adult learning centre. In pursuit of his objectives, the researcher aimed to answer the following key questions: • What teaching strategies are currently being utilized in the classroom? • How effective are these teaching strategies in meeting the learning needs of the adult learners? • How do these teaching strategies relate to existing literature? Data was collected primarily by engaging in the observation of actual teaching in the classroom. Structured interviews were conducted with the educator and learners concerned in order to confirm the classroom observation findings. Although the findings from this study are problematic to generalize, the findings will give us a better understanding of teaching strategies. This understanding could be useful to: • Educators of adult learners with a view to improving their practice. • Researchers in the field of education. • Textbook writers and curriculum development specialists. • National and regional policymakers. • Anyone who has an interest in education. This study is guided by the theory of andragogy as expounded by Knowles. This theory is relevant because it informed the study as to how best teaching and learning of adults can be undertaken. Findings from this study reveal that the teaching strategy most frequently used are the mass instruction strategies. The lecture method is most frequently used. This method is made interactive with the incorporation of discussions, recitations and the use of questioning. Individual instruction and group instruction strategies are used to a limited extent.
An exploration of women's transformation through distance learning in Kenya.
(2004) Kithome, Lucy Kasyoka.; Aitchison, John Jacques William.
This research, An Exploration of Women's Transformation through Distance Learning in Kenya, applied Mezirow's theory of transformative learning to investigate how distance learning impacted on women's views about themselves and their position in society. This was done by examining whether distance learning enables women to acquire new self-perceptions about themselves and leads them to challenge the status quo and take action in order to improve their status in society. Three distance learning programmes were studied: the B.Ed. programme at the Faculty of External Studies at the University of Nairobi, Theological Education by Extension, and the Co-operative College of Kenya. This research was motivated through my own biography, with the purpose of identifying and encouraging distance learning practices that promote women's transformation. The research also hoped to draw attention to the study of women's issues in distance learning, as an area that has not attracted much attention in Kenya and to generate information which can be used to inform the use of distance learning methods in a way that favours women. Biographical methods of research were used. This involved listening to women's learning stories, noting their reasons for coming back to study, the barriers that they encountered as they studied and the coping strategies that they used to overcome the barriers. In addition, other methods were used to supplement the biographical data collected from the women. These included focus group discussions, observation and documentary evidence. The approach to data analysis was based on the use of hermeneutics methods of data interpretation. The themes and concepts that emerged from this process were compared with themes and concepts generated through other methods of data collection. The main findings were that distance learning, though based on alternative forms of provision, does lead to transformation, however, women from the three programmes experienced diverse levels of transformation. The B.Ed.programme with its face-to-face component and women with higher education had greater impact on women's transformation than other programmes. Although the TEE programme had face-to-face interaction, their curriculum, which reinforced the negative gender stereotypes in society and does not lead to recognised certificates, could not allow them to achieve this experience. The Coop programme, without the face-to-face arrangement had the lowest transformative effects on women. On the basis of these findings, it was recommended that more distance learning programmes be designed, with increased use of face-to-face components in order to help women achieve transformation. The findings and the discussions thereof also show that prior level of education had far reaching effects on the levels of transformation that women achieved. This led to the recommendation that women's education should be encouraged and the society should be sensitised about the value of educating women. Distance learning also enabled women to achieve economic empowerment, in terms of promotions, new jobs and increased salaries; however this was only noted in the B.Ed. and Coop programmes. The TEE programme, being a church programme had no economic benefits for its women learners. The women in the TEE programme were not happy with the present arrangement and were, therefore, calling for a review of the programme. The findings also showed that women's transformation is not being fully achieved because of non- supportive facilities and the use of learning materials, which reinforce the negative gender stereotypes in society. Therefore, to make distance learning more accessible to women learners and more transformational, the research recommended changes geared towards the creation of women-friendly facilities and learning materials.
Factors in media selection for quality distance education: a survey of issues and recommendations for practice.
(2000) Long, Leanne M.; Aitchison, John Jacques William.; Parker, Benjamin Philip.
This dissertation examines the contribution that media make in quality distance education and seeks explanations for poor media selection processes. Distance education is viewed in policy documents as playing a crucial role in the development of South Africa and the provision of a wide range of education opportunities through distance methods has increased rapidly. There are however grave concerns about the quality of much of this provision. This reflects global disappointment where many technology-based educational operations failing to meet expectations. In Part One, the study scrutinizes the role of media in distance education and concludes that conceptually and in practice technology is indeed viewed as a crucial component of distance provision and consequently decision around the selection and usage of media will be significant in quality distance education. Thereafter the study analyses possible reasons for poor media choices, highlighting aspects such as over-enthusiastic beliefs in technology, a neglect of educational issues and an under theorized approach. Given that there has been considerable research activity into media usage, the study then examines why previous research has not been influential in media decisions, concluding that the research is conceptually flawed and overly crude. Having identified and discussed bad practice, Part Two moves into the positive and identifies basic principles in making better choices (such as examining our own beliefs, conceptualizing the relationship between education and technology and mobilizing team approaches). Developing more sophisticated understandings of education and technology and ways in which can be utilized forms the bulk of this section and includes a focus on current notions of quality education. Rather than concluding with strong recommendations, two specific areas for consideration - convergence and media combinations- are suggested.

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Browsing Education, Development, Leadership and Management by Author "Aitchison, John Jacques William."