Blended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University
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Date
2022-09
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Commonwealth of Learning (COL
Abstract
Unemployment in Kenya relates closely to the under-skilling of learners, specifically teachers whose research potential has not been well harnessed through the present education system. In any teaching situation, the faculty’s role is to facilitate, guide, and motivate the learning process or train students to be lifelong learners and critical thinkers. Because information in the world is constantly changing, there is a need to learn how to evaluate, integrate, and apply information, not simply memorize accepted facts and theories. For these reasons, this study sought funding for a pilot program of a teacher-driven but university-guided research initiative that could help improve classroom instructional processes and provide feedback to policymakers and trainers to improve the curriculum and classroom outcomes. This project used the quasi-experimental design, with 3rd-year Mathematics students of Maseno University in the experimental cohort (Taken through an online facilitated research course and supervised in a blended mode at Maseno and face-to-face in Kenyatta University) of students and 3rd-year Mathematics students from Kenyatta University in the control group (Taken through the face-to-face course without online follow up). Specifically, it used the comparison Group Pre-test/Post-test Design. The population for this project was drawn from Bachelor of Education students of Mathematics Maseno and Kenyatta University that were taking their teaching practice in Western Kenya region, 55 lecturers from Maseno, 60 lecturers from the Kenyatta University’s School of Education, and 5 lecturers from the school of Education Linnaeus University and all secondary school principals of teaching practice school. A sample of 200 students and 55 lecturers from Kenyatta and Maseno University was drawn through the stratified random method. Stratification was based on the participants’ University of origin. The school principals were key informants in the tracer study. Data were collected through student and teacher questionnaires, online forum discussions, and documentary analysis. The paired sample T-test was used to analyze the quantitative data while thematic analysis was used with qualitative data. Findings showed that a higher percentage of students who received training completed and submitted research reports at 65% as compared to only 35% from the non-treatment cohort; the final cumulative qualitative rating of the reports indicated that students who received treatment performed much better at 80% as compared to non-treatment students at only 20% pass rate; training and creation of a community of practice in research is linked to lifelong learning practices; that at least 2% of students in the facilitated research cohort are already directly benefitting from the research training received as researchers or postgraduate students; field research exposed training gaps in classroom pedagogical and instructional practices that need to be addressed at the training level: Motivating learners in mathematics classes, effective use of resources in learning & teaching, gender issues in Math education, and influence of mathematics learning in performance of related curriculum content areas. In conclusion, the project identified the critical role of mentorship and collaboration as a driver to the emergence of industry-driven courses in HEIs and the need to integrate research in the Bachelor of Education degree program in Kenya.
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Science, Technology, Engineering and Mathematics (STEM)