Blended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University
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Date
2011
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Abstract
Prince, Felder & Brent (2007) posits that research has a clear potential to make significant
contributions to the quality of undergraduate education. In their opinion, the question is, how
best to do it? University research plays a vitally important role in its own right. Therefore, rather
than lamenting the rising expectations for research, it is more productive to seek ways to improve
undergraduate education that work with the prevailing trends. The strategies for improving
undergraduate research differ from institution to institution, but the need for integrating it in
teacher education has far reaching effects. Using a scholarly approach to test potential integration
strategies in teaching and learning can only increase the synergy between teaching and research
to be realized in practice. Schools exist in all communities in Kenya and great potential exist
when teachers become researchers. Undergraduate teachers on teaching practice are still under
guidance of lecturers at the university and as such hold great potential as researchers when
introduced to the skill.
Mather (2011) explains that research enhanced learning and teaching is a complex notion, and
consequently is based on different understandings and practices across disciplines, institutions
and countries. He further explains that in its basic meaning, it is the bringing together of research
and teaching with the aim of enhancing student engagement and learning. Specific ways in
which it improves personal skills for participating teachers and enhances classroom instructional
processes include: Positive student perceptions of the teaching and learning process; Deeper
student engagement: coursework is more stimulating and interesting; Positive experiences with
problem-based learning; Development of research skills: bibliographical searching, framing a
research question, organisation of data, experimental skills, interpretation and analysis of data,
use and understanding of primary and secondary sources; Opportunity to learn in a collaborative
group setting; Improvement of self-regulated and self-directed learning as students become more
familiar and comfortable with research processes; Fostering of deeper approaches to learning;
Opportunity to collaborate with academics; Contribution to building on existing knowledge and
participation in a community of practice; Personal and professional gains: graduate capability
development, self-confidence, critical thinking, a commitment to lifelong learning, experience
with teamwork, communication skills, and better understanding of how knowledge is
constructed, conveyed and contested (Evans et al 2008). If all these competencies can be
improved in engaging teachers in research, then integrating research in undergraduate education
is worth the effort. Jenkins (2001) makes a befitting conclusion on benefits of integrating
research in undergraduate teaching by saying that “Indeed, over the last five or so years, it has
moved from a strong questioning of the value of (staff) research to undergraduates to advocacy
of coupling teaching and research. Darden (2003) explains that learning needs to be an active
process at all times. The faculty’s role is to facilitate, guide, and motivate the learning process—
training students to be lifelong learners and critical thinkers. Because information in the world is
constantly changing, there is need to learn how to evaluate, integrate, and apply information, not
simply memorize accepted facts and theories. It is for these reasons that this study piloted a
programme of teacher driven but university guided research initiative that was to improve
classroom instructional processes.
As Kenya seeks to be an industrial Nation through its Vision 2030 and Second Medium Term
Plan 2017-2030, research in education is a must. Research integration in education is an
economic driver as it is the catalyst that ensures societal problems are investigated scientifically,
solutions arrived at and forwarded for implementation by relevant government agencies after
results are disseminated. In this regard, integrating research in undergraduate training would
create a link between the university and the community. Giller (2011) explains that National
policies and strategies can play key roles in promoting the integration of research into teaching.
Kenya subscribes to a number of such policies in place that are implied in a number of policy
documents that guide its socio-economic development. These are policy documents such as
Agenda 2063, Continental Education Strategy for Africa 2016-2025 (CESA 16-25) and its own
Vision 2030 and MTP II and the STI Sector policy. In the social Pillar of Vision 2030 under
Education, Kenya hopes to provide a globally competitive and quality education, training and
research. Five key issues stand out in this policy that relate directly to this research: reforming
secondary school curricula; modernising teacher training; strengthening partnerships with the
private sector; revising the curriculum for university and technical institutes to include more
science and technology; and increasing government funding to allow for this transformation.
It has been noted by many scholars that Kenya needs a link that would connect training to
industry in order to make its tertiary education relevant. In fact, Giller (2011) proposes that
higher education students of the future should have an excellent teaching and learning
experience, informed by up-to-date research; every student should learn in an environment that is
informed by research, scholarship and up-to date practice and knowledge; both undergraduate
and taught postgraduate programmes should develop generic skills needed for effective
engagement in society and in the workplace. To him, this bottom up approach, serves to make
university programmes relevant to industry that their graduates seek to serve in future. As a
matter of fact, putting greater emphasis on actively engaging students with Putting greater
emphasis on actively engaging students with research, suitably adapted to recognise variation
and complexity of constructing knowledge in different disciplines, is one way of re-linking
teaching and research in the 21st century. These sentiments are supported by outcome from
institutions that have boldly integrated research in their teacher education programmes and the
result (Chetty & Lubben, 2010; Deem & Lucas, 2007).