Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda

Sikoyo, Leah Namarome

doi:10.1080/0305764x.2010.509315

Cited by 30 publications

(25 citation statements)

References 34 publications

(58 reference statements)

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“…For example, "problem-solving approach" strives to promote learners' active engagement in the learning process (Sikoyo, 2010) as well as demonstration and discussion teaching methods as used by Auwal (2013) to test students' retention of a specific science subject knowledge. Auwal further states that "what students learn is greatly influenced by how they are taught" (p. 63).…”

Section: Differences In Post-test Performance Of High School Learnersmentioning

confidence: 99%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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This paper presents findings on a study that was conducted at two selected secondary schools in Ohangwena educational region in Namibia. The study used a quantitative approach to investigate if using learner-centred approach improves learners' understanding of acids and bases. With a sample of 80 grade 11 learners taking Physical Science Ordinary level, a quasi-experimental design was used to collect data from two schools for two weeks (one week at each school). The Pre-test, post-test scores from the control group consisting of 40 learners from school A and an experimental group of 40 learners from school B were used to establish the cause and effect relationship between the use of Learner-Centred Approach (LCA) and learners' understanding of acids and bases based on their performance in the tests were given. Descriptive statistics was used to analyse the quantitative data from the tests cores and a t-test analysis was conducted for both groups. The study results indicated that the experimental group performed better than the control group. It also emerged that using various learner-centred activities attracted learners' interests in learning and understanding acids and bases. It is therefore concluded that learner-centred approaches improved high school learners' understanding of the topic acids and bases. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based by using learner-centred approaches.

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Section: Differences In Post-test Performance Of High School Learnersmentioning

confidence: 99%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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“…En el ámbito de las teorías pedagógicas, diversidad de autores han desarrollados sus visiones sobre las estrategias que debe desarrollar el docente en su práctica educativa, concretamente, orientadas hacia el proceso de enseñanza y aprendizaje. El enfoque tradicional, se enfoca particularmente en el docente, pues es quien realiza la exposición de los contenidos y diseña e implementa las actividades en el aula de clase; en este escenario, la participación del estudiante queda relegada a una posición pasiva de recepción de instrucciones y conocimiento (Sikoyo, 2010). Esta concepción cambió con la introducción de las ideas de la escuela nueva (Ferreire, 1953) la cual postula un mayor interés y respecto por las demandas educativas del estudiante, basado fundamentalmente en la educación para la libertad.…”

Section: Estrategias Pedagógicasunclassified

Estrategias Pedagógicas en Procesos de Enseñanza y Aprendizaje en la Educación Superior incluyendo Tecnologías de la Información y las Comunicaciones

Sánchez-Otero

Guiliany²,

Steffens-Sanabria

et al. 2019

Inf. tecnol.

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ResumenEl objetivo del presente artículo es analizar cómo se han transformado las estrategias pedagógicas en la educación superior con la inserción de las Tecnologías de la Información y las Comunicaciones (TICs) en los últimos años. Mediante un enfoque cualitativo y una revisión documental exhaustiva se realizó un detallado análisis de publicaciones desde el año 2000 en adelante. Los hallazgos sugieren que en los últimos años se ha visto un importante avance de la tecnología en todos los aspectos cotidianos. Adicionalmente, se evidenciaron aportes significativos que muestran como en Colombia y otros países, los escenarios educativos han cambiado sustancialmente gracias a las tecnologías que hoy día se aplican para apoyar el proceso de enseñanza y aprendizaje. Las conclusiones se orientan a que la difusión de estrategias pedagógicas en procesos de enseñanza-aprendizaje mediados por las TIC, fortalece significativamente la labor docente. Palabras clave: educación; aprendizaje; estrategias de enseñanza; tecnologías de la información y comunicación AbstractThe objective of this article is to analyze how pedagogical strategies in higher education have been transformed by the inclusion of Information and Communication Technologies (ICTs) in recent years. By means of a qualitative approach and an exhaustive documentary review, a detailed analysis of publications since the year 2000 was carried out. The findings and analyses suggest that in recent years there has been an important advance of technology in all aspects of daily life. Additionally, significant contributions were found that show how in Colombia and other countries, the educational scenarios have changed substantially thanks to the technologies that are nowadays applied to support teaching and learning processes. The main conclusion is that the dissemination of pedagogical strategies in teaching-learning processes using ICTs significantly strengthens the teaching work.

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“…Countless 'sensitisation' workshops are held to convince teachers why they should not lecture, but rather use ABL approaches. Yet, where such workshops do not model the ABL approaches, they recommend their aims may not be realised (Brodie, Lelliott, and Davis 2002;Sikoyo 2010;Vavrus and Bartlett 2013;Vavrus, Thomas, and Bartlett 2011). A key element in longterm change in teachers' attitudes and beliefs is clear evidence of improvement in the learning outcomes of their students (Guskey 1989), arising from adoption of practices, as well as alignment with assessments and incentives provided.…”

Section: Introductionmentioning

confidence: 96%

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Nudzor

Dare

Oduro

et al. 2015

Educational Research

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Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15-20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low.Purpose: This article reports on an aspect of a DfID (Ghana) -sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools. Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana. Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a 'processual analytical approach' with the view to catching realities of ABL practices in the Ghanaian educational setting. Results: Our analysis reveals that whereas the literature on ABL emphasises multitasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils' work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics. Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools. IntroductionGhana has been the testing ground for many teaching and learning initiatives over the past 15-20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing a...

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Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda

Cited by 30 publications

References 34 publications

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Estrategias Pedagógicas en Procesos de Enseñanza y Aprendizaje en la Educación Superior incluyendo Tecnologías de la Información y las Comunicaciones

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

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