The impact of the collaboration between University of the Free State ideas lab and the Free State Department of Education on the academic achievement by Grade 12 learners.

Abstract

This study was conducted to determine the impact of the collaboration between the University of the Free State ideas lab and the Free State Department of Education on the academic achievement by Grade 12 learners. A dominantly post-positivist paradigm was adopted, using the combined (quantitative and qualitative) approaches. The quantitative part of the study made use of historical secondary data representing the pass marks of the selected Grade 12 learners in the Free State Province, which spans a five-year period (2014-2018). The qualitative part used interview data drawn from interactions with teachers from the selected schools (Further Education and Training Band) within the Motheo District of the Mangaung Metropolitan, the Motheo FET schools’ district subject specialists in three selected Grade 12 subjects under study, Free State Department of Education (FSDoE) head office FET schools’ subject specialists in three Grade 12 subjects that formed part of the study and staff from the University of the Free State’s (UFS) Internet Broadcasting Project (IBP). Data collected in the form of the secondary data representing pass marks of Grade 12 learners between 2014 and 2018, was analysed using the statistical Package for Social Sciences (SPSS 29.0) to generate descriptive and inferential statistics, two-way ANOVA (Univariate Analysis of Variance, Descriptive statistical Dependent Variable, Levene’s Test of Equality of Error Variances and Profile Plots) for all the three selected subjects (English First Additional Language, Mathematics and Physical Science). The qualitative data in the form of interviews (teachers, FSDoE district, FSDoE head office specialist and UFS ideas lab staff) was analyzed, using content analysis and thematic analyses using the NVivo, a software that analyses qualitative data. The adopted theoretical framework was the original Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh, Morris, Davis and Davis (2003). The model’s constructs were aligned to the results obtained from the qualitative data to make sense of the impact the IBP has on achievement of the Grade 12 learners in the Free State Province. Ethical considerations were made regarding informed consent forms, approval seeking, permission and confidentiality. The response from the teachers showed that they were not only comfortable with the use of IBP, but also the commitment of their learners made it easier to integrate the technology in teaching and learning. Social influence like the other three constructs (PE, EE and FC) was equally influencing behavioural intention and ultimate usage of the IBP in teaching and learning. There was also a positive relationship between the UTAUT constructs and the dependent variable (achievement). The findings also showed that there was a better performance by IBP schools in comparison to the non-IBP, thus confirming that the technology had a significant impact on the Grade 12 learners’ achievement. The findings further indicated that the IBP service was evolving and increasing its portfolio to respond to the ever-changing times, thus ensuring that performance was sustainable, and the service was on par with the rest of the world. The study recommended that the focus should shift from the quantity or high number of passes to quality or improvement in Bachelor passes at higher levels of performance. Another recommendation is to consider expanding access to the IBP to all public high schools to ensure that all leaners have equal chances to achieve at higher levels, due to equal access to similar quality education that is offered through the integration of the IBP in teaching and learning.