This chapter is drawn from a PhD study that employedStudent Team’sAchievement Divisions as a learning technique to enhance learners’ intrinsic motivation inTechnology Education within a South African multicultural school. The authors over the years observed learners’ actions, and interactions in Technology classes and realised that some of the learners find it difficult to engage in behaviour that arises within themselves -an aspect known as intrinsic motivation. Most learners in the Technology class, registered no concerns in obtaining low scores or failing the subject. However, a minority of the learner population obtained high achievement scores and maintained interest throughout lessons. This study explored the development of the ZPD in a cooperative learning context. The authorsusedSTAD, as a cooperative learning technique, in motivating learners intrinsically to increase their participation in class activities. The study explored STAD in1) closing the gap between pedagogy and content knowledge, and 2) intrinsically motivating learners to develop high levels of achievement in the subject of Technology. This study employed the Bricolage design in gathering data from two Grade eight Technology classes over a six-month period. The findings indicated that the learning environment cultivated learners’ development, curiosity, and positive attitude toward Technology.
"Civil Engineering and Construction studies are subjects that develop and promulgate knowledge and skills through teaching, learning and assessment. The aim of the study was to explore the perceptions of lecturers regarding the role of technological process in Civil Engineering and Construction Studies at TVET colleges in the Free State Province in South Africa. While the objective is to determine the perception role of technological process in Civil Engineering and Construction (CEC) studies during the teaching, learning, and assessment process, When the driving research question was: what is the role of technological process in Civil Engineering and Construction Studies at TVET colleges with regard to teaching, learning, and assessment? The mix method consisting of quantitative and qualitative elements was employed. A questionnaire and a face-to-face interview were used as instruments to gather data. Twenty-six (26) CEC studies lecturers from four (4) different TVET colleges in the Free State province in South Africa. The study revealed that all lecturers prefer technological process as their main teaching and learning methods, in particular for final assessment."
Civil Engineering and Construction studies are the study fields that embraces practical and theory. While action learning approaches is encompassed with a myriad of teaching and learning methods to closed the deficits. The research aims to investigate the use of action learning approaches in Civil engineering and Construction studies. while the objective of the research is to assess the extent to which action learning approaches is employed in teaching practical and content knowledge in Civil Engineering and Construction studies. The research used a mixed-method approach comprising quantitative and qualitative methodology to collect data. Questionnaire and face to face semi-structured interview were used as the tools to gather data. Participants were all 10 lecturers and assistance lecturers, males and females from different culture, age and race. Findings of the research revealed that lecturers are using action learning approaches unaware. The research, suggests that all lecturer at the skills centres should be afforded opportunities to attend facilitations and assessor courses or Universities of Technology should develop a short education methodology for them of which it will equip their teaching and learning skills.
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