Blended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University
| dc.contributor.author | By Dr. Mildred Atieno Ayere | |
| dc.date.accessioned | 2026-09-30T13:06:26Z | |
| dc.date.issued | 2011 | |
| dc.description.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). | |
| dc.description.sponsorship | NRF | |
| dc.identifier.uri | https://repository.nrf.go.ke/handle/123456789/1639 | |
| dc.language.iso | en | |
| dc.title | Blended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University | |
| dc.type | Other |
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