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Selection Criteria and Outcomes in a Problem-Based Learning Bachelor of Pharmacy Programme in South Africa 选择标准和结果在一个基于问题的学习药学学士课程在南非
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2197151
L. A. Mabope, B. Summers, A. Wium, J. Meyer
Abstract Failure and low completion rates are a general concern at universities. We investigated the relationship between students’ admission profiles, undergraduate academic outcomes and completion rates in a four-year Bachelor of Pharmacy (BPharm) programme in South Africa. The programme uses a unique student selection method and problem-based learning pedagogy. A retrospective cohort study, including 112 BPharm students, compared selection marks with annual cumulative final marks for each of the four years of study. The relationship between admission and cumulative marks were determined using Pearson’s correlation (p˂0.05 considered significant). The overall pass rate was high (93%) irrespective of the number of years taken to graduate, whereas 64.3% of students graduated in the minimum time of four years. Matriculation life sciences admission marks correlated with cumulative academic final marks in the second (p=0.032), third (p=0.005), and fourth (p=0.041) years of study. Physical sciences matriculation marks correlated with the fourth-year cumulative final marks (p=0.015). Correlation between the admission marks and academic outcomes was moderate, suggesting that the problem-based learning BPharm programme is able to level students’ admission profiles and academic outcomes. However, other factors could have influenced academic success/failure during the post-admission period. Current understanding of students’ success could benefit from qualitative studies exploring these factors.
不及格和低完成率是大学普遍关注的问题。我们调查了南非四年制药学学士(BPharm)课程中学生的入学概况、本科学业成果和完成率之间的关系。该计划采用独特的学生选拔方法和基于问题的学习教学法。一项回顾性队列研究,包括112名BPharm学生,比较了四年学习中每一年的选择分数和年度累积最终分数。入学和累积分数之间的关系使用Pearson相关来确定(p小于0.05认为显著)。无论花多少年毕业,总体通过率都很高(93%),而64.3%的学生在最短的四年时间内毕业。生命科学的入学分数与学习第二年(p=0.032)、第三年(p=0.005)和第四年(p=0.041)的累积期末成绩相关。物理科学预科成绩与四年累计期末成绩相关(p=0.015)。录取分数与学业成绩之间的相关性是中等的,这表明基于问题的学习BPharm课程能够提高学生的录取情况和学业成绩。然而,在入学后的一段时间里,其他因素可能会影响学业成功或失败。目前对学生成功的理解可以从探索这些因素的定性研究中受益。
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引用次数: 0
Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities 重塑农村学校的需求:教师和家长参与学校活动的经验
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2181727
H. Mbhiza, T. Nkambule
Abstract The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.
由于教师的社会期望不断变化,家长、教师和学校之间的关系的性质一直很重要。虽然正规教育传统上被视为教师的工作,但不能指望他们解决受多方面社会问题影响的所有教育问题。我们探讨了家长和教师对家长参与的理解和经验,以及农村学校家长参与的性质。我们使用现象学方法;采用半结构式访谈,了解教师和家长参与学校活动的经验。父母对学校教育的复杂看法塑造了孩子参与学校活动的方式,以及不平衡的伙伴关系的性质。不出所料,教师关于家长参与的话语受到将课堂空间与专业资格和课程压力联系起来的影响,导致家长被排除在课堂活动之外。老师们提到的家长参与的主要性质是家长的参与仅限于课堂外的帮助,以确保学校的维护。调查结果还显示,家长们的主要经历与将学校视为未经邀请或许可就无法进入的空间有关,因为他们将自己视为局外人,并质疑沟通渠道的本质。
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引用次数: 1
Factors Influencing Students’ Academic Performance in Junior Secondary Schools in Maun, Botswana 博茨瓦纳马翁地区影响初中学生学业成绩的因素
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2210754
Nonofo S. Nchinyi, Oluwatoyin Dare Kolawole, Gondo Reniko
Abstract Students’ academic performance is determined by certain intrinsic and extrinsic attributes, which are shrouded in their stages of development. The focus of this study was, therefore, to analyse factors influencing students’ performance in two randomly selected junior secondary schools in Maun, Botswana. Guided by McClelland’s motivational theory, a multi-stage sampling procedure was used to select a sample of 124 students. Demographic/socioeconomic data were obtained from the students in the study area through the use of questionnaires. Data were analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (including mean and standard deviation) were used to summarise the data while Cramer’s V, Pearson product-moment correlation, multiple linear regression, and one-way analysis of variance (ANOVA) were employed to determine the relationships between explanatory variables and students’ academic performance. Results revealed that students’ academic performance is affected by both home background (e.g. family size) as well as the school environment (e.g. class size), including their study habits. The study recommends that teachers’ self-efficacy, more parental involvement, and improved government policies in educational development are critical for the attainment of high-quality education in Botswana.
学生的学习成绩是由一定的内在属性和外在属性决定的,这些属性被遮蔽在学生的发展阶段。因此,本研究的重点是分析在博茨瓦纳马翁随机选择的两所初中中影响学生表现的因素。在McClelland动机理论的指导下,采用多阶段抽样方法选取124名学生作为样本。人口统计/社会经济数据是通过问卷调查从研究地区的学生中获得的。数据分析使用社会科学统计软件包(SPSS)。采用描述性统计(包括均值和标准差)对数据进行总结,并采用Cramer ' s V、Pearson积差相关、多元线性回归和单因素方差分析(ANOVA)来确定解释变量与学生学习成绩之间的关系。结果显示,学生的学习成绩受家庭背景(如家庭规模)和学校环境(如班级规模),包括他们的学习习惯的影响。该研究建议,在博茨瓦纳,教师的自我效能感、更多的家长参与以及改善教育发展方面的政府政策对实现高质量教育至关重要。
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引用次数: 1
Emergency Blended Synchronous Learning Model during the COVID-19 Pandemic: A Qualitative Analysis 新冠肺炎大流行期间的紧急混合同步学习模型:定性分析
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2210756
A. Hadizadeh, Mehmet Kanık
Abstract The COVID-19 pandemic impacted various aspects of our lives causing economic, social and psychological challenges all around the world. A sector that immediately responded to this unprecedented change was education, which migrated to online platforms. This study explored the attitudes, perceptions, and experiences of a group of students participating in an emergency blended synchronous learning model during the pandemic in Northern Cyprus. The study adopted a qualitative study by surveying a group of 68 undergraduate students’ experiences through analysing their reflective accounts regarding the instructional mode of education that they received over the fall academic semester in 2020. The results of the study indicated that the new mode of instruction adopted in the context of the study not only presented technological, social, and psychological challenges for the students but also provided them with various learning opportunities and options during the COVID-19 pandemic. The findings of the study offer some implications for the use of technology in education in general and language teaching in particular.
摘要新冠肺炎大流行影响了我们生活的各个方面,在世界各地造成了经济、社会和心理挑战。教育部门立即对这一前所未有的变化做出了回应,它转向了在线平台。这项研究探讨了在北塞浦路斯疫情期间,一群参与紧急混合同步学习模式的学生的态度、看法和经历。该研究采用了一项定性研究,调查了68名本科生的经历,分析了他们对2020年秋季学期教育模式的反思。研究结果表明,在新冠肺炎大流行期间,研究中采用的新教学模式不仅给学生带来了技术、社会和心理挑战,还为他们提供了各种学习机会和选择。这项研究的结果为技术在普通教育,特别是语言教学中的应用提供了一些启示。
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引用次数: 0
Non-Specialist Primary School Mathematics Teachers’ Professional Identity 小学非专业数学教师的专业认同
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225750
Sonja van Putten, N. Blom, Zanele Dibane
Abstract This study explored the mathematics teacher identity (MTI) of three purposefully selected grade 6 non-specialist primary school mathematics teachers. The participants’ subject matter knowledge and didactical skills were explored by means of semi-structured interviews, lesson observations, and document analysis of lesson plans. The data were analysed using thematic analysis; themes were predetermined from the conceptual framework, and codes and categories emerged from the semi-structured interview transcriptions. The conceptual framework describes teacher identity in terms of subject knowledge, teaching and learning knowledge, and the skills and ability to care for the learners as people. The analysis of the data indicated that non-specialist primary school mathematics teachers not only lack subject matter knowledge, but also do not have the teaching skills to recognise and address the learners’ lack of understanding of concepts. In turn, this influences the teaching and learning of mathematics in their classroom and results are generally poor. In particular, the three participants demonstrated difficulties in explaining new concepts and in employing a learner-centred approach. It is recommended that in-service training workshops be tailored to teach both content and didactics as well as the skills required to become reflective practitioners to better equip non-specialist mathematics teachers for the mathematics classroom.
摘要本研究探讨了三位有意选择的六年级非专业小学数学教师的数学教师身份(MTI)。通过半结构化访谈、课堂观察和课程计划的文件分析,探究参与者的主题知识和教学技能。使用专题分析对数据进行了分析;主题是从概念框架中预先确定的,代码和类别是从半结构化的访谈转录中产生的。概念框架从学科知识、教学知识以及作为人照顾学习者的技能和能力等方面描述了教师身份。数据分析表明,非专业小学数学教师不仅缺乏学科知识,而且不具备识别和解决学习者对概念缺乏理解的教学技能。这反过来又影响了他们课堂上的数学教学,结果普遍较差。特别是,三名参与者在解释新概念和采用以学习者为中心的方法方面表现出了困难。建议量身定制在职培训讲习班,教授内容和教学方法,以及成为反思型从业者所需的技能,以便更好地为数学课堂配备非专业数学教师。
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引用次数: 0
The Impact of the Free Senior High School Education Policy and Double-Track System on Quality Education Outcomes: A Quasi-Experimental Policy Evaluation Study in Ghana 免费高中教育政策和双轨制对优质教育效果的影响——加纳的准实验性政策评估研究
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225754
D. Dwomoh, A. Godi, J. Tetteh, C. Amoatey, R. Appiah Otoo, Leticia Tornyevah, C. Hazlett
Abstract In the 2017/2018 academic year, the government of Ghana, through the Ministry of Education, began an educational reform policy codenamed the “Free Senior High School” (FSHS) policy to fully absorb the cost, increase enrolment, and improve the quality of education for all public senior high schools in Ghana. To accommodate more students and reduce overcrowding in schools, the government, as part of the FSHS policy, introduced the double-track system, which divides the total student population and staff into two tracks; as one of the tracks attends school, the other is on vacation and vice versa. No study has assessed this policy on education outcomes. This study assessed the impact of the FSHS policy and the double-track system on quality education outcomes and explored the challenges associated with the implementation of the policies. The study further identified strategies needed to address these challenges. The study employed a quasi-experimental study design using a pre-post data collection instrument designed to assess quality education metrics. We also used a comparative cross-sectional study design and qualitative design methodologies to evaluate the FSHS policy and the double-track system. We quantified the impact of the policies using quantile and ordinary least square regression models with cluster robust standard errors. Our evaluation of the policy showed a significant decline in quality of education outcomes and academic performance. Students who attended the double-track schools performed poorly in all the core subjects compared with non-double-track schools. The challenges associated with the implementation of the policy were financial constraints, infrastructure deficit, inadequate and delayed release of food items, lack of teaching and learning materials, inadequate contact hours, and poor implementation of the policy and the double-track system. Government must comprehensively review the FSHS policy and consider cost sharing with parents and caregivers to sustain the policy.
在2017/2018学年,加纳政府通过教育部启动了一项名为“免费高中”(FSHS)的教育改革政策,旨在充分吸收加纳所有公立高中的成本,增加入学率,提高教育质量。为容纳更多学生及纾缓学校的挤迫情况,政府在“学生及教师资助计划”的政策下,推行双轨制,将学生及教职员人数分成双轨制;当一个轨道上学时,另一个在度假,反之亦然。没有研究评估过这项政策对教育成果的影响。本研究评估学生资助计划政策及双轨制对优质教育成果的影响,并探讨推行这些政策时所面对的挑战。该研究进一步确定了应对这些挑战所需的战略。该研究采用准实验研究设计,使用旨在评估质量教育指标的前后数据收集工具。我们还使用比较横断面研究设计和定性设计方法来评估FSHS政策和双轨制。我们使用具有聚类鲁棒标准误差的分位数和普通最小二乘回归模型量化了政策的影响。我们对该政策的评估显示,教育成果质量和学业成绩显著下降。与非双轨制学校相比,双轨制学校的学生在所有核心科目上的表现都很差。与执行该政策有关的挑战是财政限制、基础设施不足、食品发放不足和延迟、缺乏教学材料、接触时间不足以及政策和双轨制执行不力。政府必须全面检讨家庭健康资助计划的政策,并考虑与家长和照顾者分担费用,以维持该政策。
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引用次数: 0
Factors Affecting Learner Motivation in Physical Science at a Public School in the Gauteng Province: The Teacher’s Role 豪登省一所公立学校物理科学学生学习动机的影响因素:教师的角色
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1080/18146627.2023.2225747
Lilian Mashupye, S. Schulze
Abstract South Africa lags behind in terms of competing globally in science and technology. Thus, the purpose of the study was to investigate teacher factors that influenced learners’ motivation to learn science in a secondary school. The study also aimed to determine whether significant differences in motivation regarding teacher influence existed among age groups and genders. The research was conducted in a public secondary school in Gauteng province, South Africa with 462 learners from Grade 8 to Grade 11. Using a quantitative approach, the learners completed a questionnaire that involved several motivation constructs (mastery and performance goal oriented). The study identified some problems that could impact on learner motivation and also found that some significant differences existed among different grades and genders. A number of recommendations were made regarding the teacher’s role in motivating science learning.
摘要南非在全球科技竞争方面落后。因此,本研究的目的是调查影响中学学生学习科学动机的教师因素。该研究还旨在确定年龄组和性别之间在教师影响动机方面是否存在显著差异。这项研究是在南非豪登省的一所公立中学进行的,共有462名8年级至11年级的学生参加。使用定量方法,学习者完成了一份问卷,其中涉及几个动机结构(掌握和表现目标导向)。研究发现了一些可能影响学习动机的问题,并发现不同年级和性别之间存在一些显著差异。就教师在激励科学学习方面的作用提出了一些建议。
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引用次数: 0
Resource Provisioning and Implications on Learner Performance in Schools in Limpopo Province, South Africa 南非林波波省学校资源供应及其对学习者表现的影响
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/18146627.2022.2153068
A. M. Molaudzi, K. Adeyemo
Abstract This study investigates the relationship between resource provisioning and learners’ performance in public schools in Limpopo province, South Africa. The education production function theory was used to address a set of policy questions such as: how much will outcomes improve if resources are increased by some amount? Or can schools deliver better outcomes with existing resources? Or will better outcomes require more resources-efficiency? This quantitative study used a survey of four validated questionnaires distributed to 272 representatives from the school principals, heads of departments, teachers, and school governing bodies. The sample was drawn from 68 public secondary schools from different quintiles (1 to 5) in Limpopo province using a probability stratified and purposive random sampling technique. Descriptive and Pearson correlation statistics were used in data analysis. The findings indicate that resource provision was shown to be to the determinant of learners’ performance in public schools. Specifically, the findings indicated that the way in which school resources are allocated, distributed, and utilised have an influence on learners’ performance. As a result, the study recommends that a review of resource provision is a factor that the Department of Basic Education, including stakeholders, should pay more attention to in order to improve learners’ performance in public schools.
摘要本研究调查了南非林波波省公立学校资源供应与学生成绩之间的关系。教育生产函数理论被用来解决一系列政策问题,例如:如果资源增加一定数量,结果会改善多少?或者,学校能否利用现有资源取得更好的成绩?还是更好的结果需要更高的资源效率?这项定量研究使用了一项对四份经过验证的问卷的调查,这些问卷分发给了来自校长、系主任、教师和学校管理机构的272名代表。样本来自林波波省不同五分位数(1-5)的68所公立中学,采用概率分层和有目的的随机抽样技术。数据分析采用描述性和Pearson相关统计。研究结果表明,资源的提供是公立学校学生成绩的决定因素。具体而言,研究结果表明,学校资源的分配、分配和利用方式对学习者的表现有影响。因此,该研究建议,为了提高学生在公立学校的表现,基础教育部,包括利益相关者,应该更多地关注资源提供的审查。
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引用次数: 0
Principals’ Practices of Human Relationships in Faith-Based Schools: A Servant Leadership Perspective 从仆人领导视角看信仰学校校长的人际关系实践
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/18146627.2023.2180040
M. Shula, Chris van Wyk, J. Heystek
Abstract This article reports on an exploration into the human relationships practices of school leaders at faith-based schools as viewed through a servant leadership lens. The researchers employed a qualitative research design. Data were collected by means of individual semi-structured interviews and focus group discussions. The interviews were audio-taped and transcribed, and the data were analysed using a process of deductive data analysis. The following themes were employed to understand the human relationship practices of faith-based school leaders: teamwork, collaborative environment, development of others, and enhancing values-based attributes in day-to-day leadership. Overall, the principals were found to be efficacious leaders who were involved in a hands- on manner in both task-orientated and person-orientated activities, such as daily managerial and leadership functions with a special focus on the servant leadership ideal. Among the participants, there was a common understanding that leadership was not practiced as an individual action but was practiced by involving other school members. We strongly recommend that the ongoing professional development of school principals should include components related to servant leadership in their day-to-day leadership practices.
摘要本文从仆人领导的视角探讨了信仰学校学校领导的人际关系实践。研究人员采用了定性研究设计。数据是通过个人半结构化访谈和焦点小组讨论的方式收集的。访谈被录音和转录,数据使用演绎数据分析过程进行分析。采用以下主题来理解基于信仰的学校领导的人际关系实践:团队合作、协作环境、他人发展以及在日常领导中增强基于价值观的属性。总的来说,校长被发现是有效的领导者,他们以实际行动的方式参与以任务为导向和以个人为导向的活动,例如特别关注仆人领导理想的日常管理和领导职能。在参与者中,有一个共同的理解,即领导力不是作为一种个人行动来实践的,而是通过让其他学校成员参与来实践的。我们强烈建议,校长正在进行的职业发展应在其日常领导实践中包括与仆人领导相关的组成部分。
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引用次数: 0
Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980–2020) 撒哈拉以南非洲解决数学焦虑的教学干预:系统综述(1980-2020)
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/18146627.2023.2201660
K. Luneta, Gladys Sunzuma
Abstract Research indicates that mathematics anxiety is among the factors that contribute to poor performance in mathematics. Learners have a risk of developing severe mathematical difficulties that might impede their socio-emotional development and future mathematics careers; therefore, an understanding of instructional strategies to reduce mathematics anxiety is important. The objective of this systematic review is to summarise the existing body of research on instructional interventions for addressing mathematics anxiety in the classroom. Nine articles that met the inclusion criteria were identified. To address mathematics anxiety in learners, two of the identified articles used problem-solving, one collaborative learning, two personalised instruction, one peer teaching using a photovoice approach, one brain-based instructional strategy, and one team-assisted individualised instructional strategy, whilst one was computer-based. All nine interventions had a positive effect on reducing mathematics anxiety as well as improving performance among learners. The systematic review revealed that little has been done in terms of research on instructional strategies that reduce mathematics anxiety in Sub-Saharan Africa. It is recommended that more studies on instructional strategies that address mathematical anxiety in Sub-Saharan Africa need to be conducted.
摘要研究表明,数学焦虑是导致数学成绩不佳的因素之一。学习者有发展严重数学困难的风险,这可能会阻碍他们的社会情感发展和未来的数学生涯;因此,了解减少数学焦虑的教学策略是很重要的。本系统综述的目的是总结现有的教学干预研究,以解决课堂上的数学焦虑。确定了9篇符合纳入标准的文章。为了解决学习者的数学焦虑问题,其中两篇文章使用了解决问题的方法,一篇合作学习,两篇个性化教学,一篇使用照片语音方法的同伴教学,一个基于大脑的教学策略,以及一个团队辅助的个性化教学策略,而一篇是基于计算机的。所有九项干预措施都对减少数学焦虑和提高学习者的成绩产生了积极影响。该系统综述显示,在撒哈拉以南非洲地区,关于减少数学焦虑的教学策略的研究很少。建议对解决撒哈拉以南非洲数学焦虑的教学策略进行更多的研究。
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引用次数: 0
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Africa Education Review
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