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Vol.15 No.8
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VOLUME 15 NUMBER 8 July 2016
Table of Contents
A Primer about Mixed Methods Research in an Educational Context ........................................................................... 1
Elizabeth G. Creamer
The Conundrum of Handling Multiple Grouped Statistics Class at a Tertiary Education and the Impact on
Student Performance ........................................................................................................................................................... 35
Victor Katoma, Innocent Maposa and Errol Tyobeka
Exploring Estonian Students Ability to Handle Chemistry-Related Everyday Problem Solving ........................... 49
Klaara Kask
Bridging Research and Practice: Investigating the Impact of Universally Designed STEM Curriculum on the
Concept Acquisition of At-Risk Preschoolers .................................................................................................................. 65
Michelle R. Gonzalez, PhD
An Education Leadership Programs Continuous Improvement Journey Toward a StandardsBased System ...... 79
Peters, R., Grundmeyer, T. and Buckmiller, T.
A Survey on Assessment of the Prevailing School Fees for Private Secondary Schools in Tanzania ....................... 97
Veronica R. Nyahende & Benedicto C. Cosmas
1
Elizabeth G. Creamer
Virginia Polytechnic Institute and State University
Blacksburg, Virginia, USA
20%
Quantitative
11% Mixed Methods
Qualitative
69%
Figure 1: Research methods used by pure and applied disciplines as reported by Alise
and Teddlie (2014)
Definitional Issues
Experts define mixed methods research in many different ways
(Johnson, Onwuegbuzie, & Turner, 2007). The label was originally
conceived to apply almost entirely to studies undertaken to enhance
validity by triangulating results from more than one source of data for
purposes of confirmation. In variations that might be used to study
children's activities on school playgrounds, triangulating data collected
Figure 2: Photograph to illustrate qualitative and quantitative ways to code (Used with
permission from Cherie Edwards, Doctoral Student)
in the claims that can be made about generalizability, it does not have a
direct impact on the explanatory framework that is produced.
Mixing during analysis. A second strategy that might be applied to
the study of playgrounds is to mix during analysis. This is done by
linking qualitatively and quantitatively derived variables in the analysis.
This is the most instrumental type of mixing (Greene, 2007). Willenberg et
al. (2010) mixed during analysis by using a statistical procedure to test for
the relationship between looses and fixed equipment and activity levels.
This generated the conclusion that the most active children were playing
with loose equipment, like soccer balls, and that they preferred soft
surfaces. Results derived from mixing during analysis are often displayed
visually in manuscript through tables or figures (Plano-Clark, 2015).
Because it plays such an instrumental role in constructing the final
conclusions, this is the type of mixing that maximizes the value added of
a mixed method approach.
Mixing during the process of drawing conclusions. Mixing most often
occurs at the inference level (O'Cathain, Murphy, & Nicholl, 2008) where
conclusions from the qualitative and quantitative strand are compared or
linked. While common, this approach does not take advantage of the
explanatory power that can be gained from a more creative interchange
between the qualitative and quantitative strands of a study.
The interplay between the qualitative and quantitative strands has
been depicted in a number of creative ways (Bazeley & Kemp, 2012). In a
recently completed textbook (self cites omitted), I have found it useful to
use the metaphor of an architectural arch to represent key features of a
mixed methods approach.
inferences that are drawn by considering the results from the qualitative
and quantitative analysis together. Camouflaged by artistic
embellishments or visible to the naked eye, a keystone is the apex of an
ideal arch. Figure 3 is a photograph of an arch with a keystone taken at
the site of Roman ruins in Lyon, France.
Table 1: Summary of the Criteria in the Good Reporting of a Mixed Methods Study
(GRAMMS) Developed by O'Cathain, Murphy, and Nicholls (2008)
Phase of the Research GRAMMS Criterion
Process
Design Provides a justification or rationale for using a
mixed methods approach.
Specifies a mixed method design and
identifies the timing of the qualitative and
quantitative data collection and their priority.
References
Bazeley, P., & Kemp, L. (2012). Mosaics, triangles, and DNA: Metaphors for integrated
analysis in mixed methods research. Journal of Mixed Methods Research 6 (1), 55-
72. DOI: 10.1177/1558689811419514.
Creswell, J. W. (2011). Controversies in mixed methods research. N. K. Denzin and Y. S.
Lincoln (Eds.), SAGE Handbook of Qualitative Research (pp. 269-283). Thousand
Oaks, CA. SAGE Publications.
Creswell, J. W., & Plano, C. V. (2007, 2011). Designing and conducting mixed methods
research. Thousand Oaks, CA. SAGE Publications.
Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA.: Wiley Publishers.
Greene, J. C., & Hall, J. N. (2010). Dialectics and pragmatism: Being of consequence. In A.
Tashakkori and C. Teddlie (Eds.), SAGE Handbook of Mixed Methods in Social and
Behavioral Research (Second Edition) (pp. 119-144). Thousand Oaks, CA: SAGE
Publications.
Guest, G. (2012). Describing mixed methods research: An alternative to typologies.
Journal of Mixed Methods Research, 7(2), 141-151.
Hesse-Biber, S. (2010b). Emerging methodologies and methods practices in the field of
mixed method research. Qualitative Inquiry, 16(6), 415-418.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed
methods research. Journal of Mixed Methods Research, 1 (2), 112-133.
Johnson, R. B., & Schoonenboom, J. (2016). Adding qualitative and mixed methods
research to health intervention studies: Interacting with differences. Qualitative
Health Research, 26 (5), 587-602.
O'Cathain, A., Murphy, E., & Nicholl, J. (2008). The quality of mixed methods studies in
health services research. Health Services Research and Policy, 13 (2), 92-98.
Open Science Collaboration, Science 349, aac4716 (2015. 10.1126/science.aac4716.
Plano Clark, V. L., & Sanders, K. (2015). The use of visual displays in mixed methods
research: Strategies for effectively integrating quantitative and qualitative
components of a study. In M. T. McCrudden, G. Schraw, and C. Buckendahl
(Eds.), Use of visual displays in research and testing: Coding, interpreting, and
reporting data (pp. 177-206). Charlotte, N.C.: Information Age Publishing.
Sandelowski, M. (2014). Guest editorial: Unmixing mixed-methods research. Research in
Nursing and Health, 37, 3-8.
Willenberg, L. J., Ashbolt, R., Holland, D., Gibbs, L., MacDougall, C., Garrard, J., Green,
J. B., & Waters, E. (2010). Increasing school playground physical activity: A
mixed methods study combining environmental measures and children's
perspectives. Journal of Science and Medicine in Sport, 13, 210-216. DOI:10.1016./j-
sams.2009.02.011
Mark Prendergast
The University of Dublin
Trinity College Dublin, Ireland
Introduction
Insufficient attention has been given to research supervision as a topic requiring
scholarly investigation (Armstrong, 2004; Halse, 2011). This is best summed up
by Park (2007) who described supervision as a secret garden where student and
supervisor engage with limited outside interference or responsibility. This is
regardless of the argument that effective supervision is one of the most
important reasons for the successful completion of research theses (Jonck, &
Swanepoel, 2016; Lee, 2008; Sambrook, Stewart & Roberts, 2008). Given such
importance, the supervision of PhD students needs to be enhanced to reduce
withdrawal rates and improve the quality of research (Maor, Ensor, & Fraser,
2016; Bastalich, 2015). Without doubt I wouldnt have been awarded a doctorate
five years ago without the help, support and guidance of my supervisor. Since
then the wheel has turned full circle and I am now at the stage of my academic
Background
My progress onto the rungs of the supervision ladder have been slow and
unhurried. It began with the supervision of undergraduate students theses,
Masters students and then onto a single Ph.D. student. Each of these steps has
given an insight into the processes involved in thesis completion and the role the
supervisor is expected to play in such processes. Perhaps the most helpful step
of all was my enrolment in a Research Supervision in Higher Education training
course provided in the university where I work. This six week professional
development course broadened my thinking and encouraged me to reflect upon
many alternative aspects to supervision. Up until that point I had considered my
own personal supervision experiences to be the norm. It was enlightening to
hear others recall their own paths, both positive and negative. Everyone has
their own individual journey of research and it is important to learn from each
other (Dash & Ponce, 2005). During the training course the literature around
Ph.D. supervision and the different models of supervision which have been
developed were considered. If I could sum up in three words the most important
thing I learned regarding research supervision thus far, it would be to find a
balance. There are an indefinite number of aspects to supervision. However
finding a balance between the key aspects is vital. In this article I aim to outline
and discuss five important aspects to PhD supervision which I have encountered
and which I hope to draw upon to help me become the type of supervisor that I
aspire to be. Each of these aspects will be addressed through the lens of finding a
balance.
only if, I needed some advice. At this stage it was my responsibility to make the
everyday, run of the mill decisions regarding my research.
Although supervisory styles can be further broken down into more
detail, the need for balance is just as important. For example, supervisors need to
find a balance between supporting and challenging and between guiding and
critiquing their students work. In one instance the role of a supervisor is to offer
direction to students on their research. However supervisors are also the
primary critic and are obliged to ensure the student produces work which meets
the requirements of a PhD thesis. This is a difficult balance to strike and
highlights the complexity of the relationship that exists between the supervisor
and the student. Supervisors need to become aware of how to limit the help they
give to their students while at the same time balancing this with support and
constructive critique of their students work (Hockey, 1997). Easterby-Smith,
Thorpe, and Lowe (2002) acknowledge that there is a fine line between
providing feedback, which highlights flaws, and providing praise and
encouragement to try harder. The way in which everyone engages with such
critique and feedback, whether it is the student or the supervisor, is important
and will often depend on the existing relationship between them.
Balance of Control
Many supervisors struggle to find a balanced equilibrium in the freedom and
control they express towards the progress and development of their students
work (Hockey, 1997). This is difficult for any supervisor. It is a hard balance to
strike because different students respond so differently (Supervisor interviewed in
Hockey, 1997). On the one hand it is important that supervisors enable students
to take sufficient control of their own research. This allows them to develop
intellectually and to produce innovative and original research. On the other
hand many students struggle, at least initially, with such freedom. For example
students coming directly from undergraduate programmes often struggle with
the apparent lack of structure within PhD programmes (Gurr, 2001). It is
important to help the students to develop from an initial state of dependency to
relative independence over time (Gurr, 2001). This is where the balance of
control has to be achieved between giving well-timed help in some instances,
and not interfering in others. This balance of control varies from supervisor to
supervisor. Some supervisors have rigid regimes - we see them monthly and they
produce 500 words before each meeting (Supervisor interviewed in Lee, 2008). In
my own experience as a PhD student, there was much a freer rein. Work was
submitted to my supervisor when I had it complete but there were very rarely
any deadlines. While this particular model worked well for me I can see issues
where student motivation begins to falter. Perhaps the findings of Hockey (1997)
are advisable in which supervisors initially impose a strict degree of control over
their students work. The can be relaxed through positive student performance,
with a more balanced input from all parties driving the research forward
(Hockey, 1997).
Balance of Expectations
Similar to any form of teaching and learning, it is important for supervisors to
set high expectations for their students. Research has found that such
expectations can become self-fulfilling prophecies (Muijs & Reynolds, 2001).
However it is also important that such expectations are realistic and achievable.
These expectations might be regarding the standards of academic writing,
critical thinking or even dissemination skills. While I was doing my PhD, my
supervisor also had four other doctoral students at the same stage. He was
aware that we all had our individual strengths and weaknesses and so set
individual, realistic, yet challenging expectations for each of us. For example at
the start of the PhD process the supervisor said he expected each of us to start
presenting our work at conferences as soon as possible. This is a challenging
expectation to some, but perhaps not to others depending on life experience.
However the supervisor, using an array of institutional, regional, national and
international conferences, tactfully pointed us in different directions ensuring
that each of us were challenged sufficiently, without being entirely outside of
our comfort zones. This balance of expectations proved an invaluable experience
for each of us in building confidence while sharing our research and gradually
opening the gates to the academic community.
Balance of Workload
Undoubtedly, the central aim of both the supervisor and the student is thesis
completion and this requires a huge workload. One of the main responsibilities
of the supervisor is to ensure a balance to this workload. There are many
milestones to be met throughout the process and a well-planned and thought-
out workplan can ensure that each of these milestones are reached in a timely
and balanced manner. As a novice researcher, this is an area of concern. More
experienced supervisors are more likely to predict the time required for
literature reviews and the collection and analysis of data (Hockey, 1997).
However it is difficult starting out to foresee how much time and output is
needed in each case. The student often looks to their supervisor for guidance in
such matters. In the first year of my PhD, I can recall constantly asking my
supervisor am I doing enough?, how long should I spend on this section?,
how many words are needed here? Novice supervisors need help and guidance
themselves in answering these queries. This is where the importance of
mentoring and collegial support comes to the fore. It is important that there are
opportunities for informal interactions where novice supervisors can access the
tacit knowledge of their peers on an on-going basis (Stephens, 2012). This will
ensure that there is a balance provided for students not just in workload, but
also in many other aspects of the supervision process.
This balance of workload does not only apply to the students. It is just as
important that supervisors strike a work balance. Many supervisors fall into the
trap of taking on too many PhD students (I know of places where there is a PhD
factory - Supervisor interviewed in Lee, 2008). This is not fair to the supervisor
who has an unsustainable workload or to the students as they vie for individual
time and attention.
Perhaps the most important lesson was that I had been overly involved
in the supervision process. I had yet to find a balance in my hands-on
supervisory style and my control in the management of students progress. As
mentioned previously, supervisors need to find a balance between supporting
and challenging and between guiding and critiquing their students work. I must
admit that in the early stages of my supervision journey I found this difficult. I
had an attitude and ethos that is best summed up in a statement from Anderson
(1988) No that is not the way to do it. Do it this way. This attitude resulted in
my students developing little autonomy or creativity in their work through my
over involvement. It goes against the advice of Philips (1992) who stated that
supervision is about helping the student to be their own supervisor. Ultimately a
students research thesis is their own work and it is their responsibility for
arriving at the destination (Lee, 2008). Research supervision is a facilitative
process (Pearson & Kayrooz, 2004) and in many cases supervisors need to curb
the assistance they provide and ensure they act as first line examiner of their
students work (Hockey, 1997). This highlights the importance between striking
a balance between intellectual involvement and supervisory styles and control
and is a valuable lesson as I take the next steps in my supervisory journey.
The key for me in recognising this lesson was reflecting on my
experiences as a supervisor. Such reflection was facilitated through my
enrolment in a Research Supervision in Higher Education course. This was a
voluntary training course offered free to charge to staff members by the
university. My only issue with the course is that it was voluntary. It is unnerving
to think that I could have begun doctoral supervision without receiving some
kind of formalised training and broadening my thinking regarding the
supervision process. I signed up to the course with some very clear objectives in
mind. I wanted to know the university supervision policy, its plagiarism policy,
and its preferred referencing style. I wanted sample timeframes that I could
share with students and examples of successful ethical approval applications.
Thankfully the six week course did not provide any of those nuggets of
information. Such information can easily be accessed online. Instead the course
encouraged me to reflect upon my own understanding of supervision and what
alternate understandings were possible. I have since realised that reflection is
one of the key processes of developing an underlying understanding of
supervision. This reflection can take place individually or collectively through
discussion with colleagues (Wright, Murray & Geale, 2007).
The support of experienced colleagues is crucial for the greenhorn
supervisor. Traditionally a supervisors learning process was a solo journey
(Hockey, 1997) and was essentially trail by error (Becher, 1996). Learning from
making mistakes was the norm (Halse, 2011). In recent years there has been
considerable effort to enhance the quality assurance of research supervision
(Maor, Ensor, & Fraser, 2016). Training courses such as the one I attended are
one facet of this effort. Mentorship between experienced and less experienced
colleagues is another. Many issues and concerns be critically analysed through
mentorship (Hockey, 1997). Perhaps the most extreme form of mentorship is
joint supervision with an experienced colleague.
I am currently in the initial few months of supervising my first PhD
student. However again I am doing this taking small steps as I am co-
supervising the student with an experienced member of staff in our faculty. This
has provided huge support for me personally. As the focus of the PhD is in my
research area, I have been designated as the main supervisor. However it is
reassuring to know that there is someone to discuss key decisions with and seek
assistance, when and if required. Co-supervision is becoming more and more
common (Guerin & Green, 2015) and there are lots of advantages, not only for
inexperienced supervisors, but also for the students (Ives & Rowley, 2005). An
Australian study conducted by Pearson (1996) found that students who were
receiving regular supervision from more than one supervisor had higher levels
of satisfaction. The concept of a "developmental niche" for researchers (Dash,
2015) extends mentorship and joint supervision even further and recommends
several people and processes to be involved. Such collaboration would dispel
the myth of supervision as a solo journey and would further lend to the pursuit
of balance in each of the five areas that have been outlined in this article.
Conclusion
Until recently, few researchers have studied the transition from supervisee to
supervisor (Rapisarda, Desmond, & Nelson, 2011). This is an important
transition and many testing and important decisions have to be made by the
supervisor throughout this process. Hockey (1997) determines that the ability to
make many right decisions in PhD supervision is often acquired by previous
experience. Unfortunately for novice researchers such as myself, the main
experience we have is to refer to our own time as a doctoral student. This may be
one of the main reasons why, similar to teachers teaching the way they were
taught (Lortie, 1975), many supervisors tend to supervise in the same manner as
they experienced (Lee, 2008; Doloriert, Sambrook & Stewart, 2012). It is
important to break this cycle and realise that just like teaching, there are many
different models of supervision. These models and decisions relate to each of the
aspects outlined in this article and will vary depending on each individual
supervisor, student and situation.
Thus far, I feel my transition from supervisee to supervisor has gone
relatively smooth. However I am in no doubt that challenges lie ahead. Whether
or not I am equipped to deal with these challenges, only time will tell. Through
completing the training course and reviewing literature for this article I have
acquired valuable knowledge on many aspects of the supervision process.
However I have also learned that perhaps the most valuable and meaningful
knowledge can only be generated through continuing and reflecting on my own
journey of doctoral supervision.
There is no perfect model of supervision which can be applied in all
situations (Beddoe & Egan, 2009). However ensuring that there is a balance of
styles, relationships, control, expectations and workload will go a long way to
improving a greenhorn supervisors experience of supervision, and that of their
students as well. It is my hope that by documenting some of my own thoughts
and experiences, this article will help others who decide to continue the journey
and make the transition from supervisee to supervisor.
References
Anderson, J. (1988). The supervisory process in speech language pathology and audiology.
Boston: College Hill Press and Little Brown.
Armstrong, S.J. (2004). The impact of supervisors cognitive styles on the quality of
research supervision in management education. British Journal of Educational
Psychology, 74(4), 599-617.
Bastalich, W. (2015). Content and context in knowledge production: a critical review of
doctoral supervision literature. Studies in Higher Education, 1-13.
Becher, T. (1996). The learning professions, Studies in Higher Education, 21, 43-45.
Beddoe, E. & Egan, R. (2009). Field education content and practice. In M. Connolly and
L. Harms (Eds.), Social Work Supervision in Social Work: Contexts and Practice.
Melbourne: Oxford University Press.
Berry, M., & Batty, C. (2016). The stories of supervision: creative writing in a critical
space. New Writing, 13(2), 247-260.
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Education, 41(3), 399-414.
Dash, D.P. (2015). Enacting a developmental niche for researchers: Lessons from research
education initiatives in India and Malaysia. International Journal for Researcher
Development, 6(2), 144-164.
Dash, D. P., & Ponce, H. R. (2005). Journey of research practice. Journal of Research
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Sashi Sharma
The University of Waikato
Hamilton, New Zealand
Introduction
Imagine a teacher running her fingers across the pages of the textbook and
telling her students, When numbers or objects are chosen at random they are
chosen freely without any rule or any obvious bias. The whole class listens in
silence, but one of the shy students is thinking, I thought it was something that
was rare like the possibility of an earthquake.
A common view about mathematics is that it is a universal language and is
culture free (Barwell, 2012; Bishop, 2002; Borgioli, 2008; Brown, Cady, & Taylor,
2009; Hoffert, 2009; Meaney, 2006). It uses a variety of symbols that are common
across cultures and therefore easily accessible to language learners. From this
perspective, mathematics learners anywhere in the world can access
mathematical concepts using any language (Barwell, 2012; Bishop, 2002).
However, as the text above illustrates, the language of statistics can sometimes
be challenging for students (Bay-Williams & Herrera, 2007; Boero, Douek, &
Ferrari, 2008; Borgioli, 2008; Campbell, Adams, & Davis, 2007; Lavy & Mashiach-
Eizenberg, 2009). Many statistical words are unusual, some terms such as
random and normal have a range of interpretations in everyday
communication, and some have more than one meaning in mathematics and
statistics (Kaplan, Fisher, & Rogness, 2009; Lesser & Winsor, 2009; Rubenstein &
Thompson, 2002; Watson, 2006; Winsor, 2007).
According to a number of authors (Goldenberg, 2008; Halliday, 1978;
Moschkovich, 2005), mathematics is strongly connected with language and
culture. To be able to do well in mathematics, students must be proficient in the
language of instruction and use language effectively in diverse contexts (Borgioli,
2008; Kotsopoulos, 2007; Morgan, Craig, & Wagner, 2014; Nacarato & Grando,
2014; Xi & Yeping, 2008). This situation may present some unique challenges for
students as they must simultaneously learn ordinary English and mathematical
English, and be able to differentiate between the types of English (Abedi & Lord,
2001; Adler, 1998; Bay-Williams & Herrera, 2007; Kaplan et al., 2009;
Moschkovich, 2005; Winsor, 2007). Students must be able to move between
everyday and academic ways of communicating ideas and relate these
expressions to mathematical symbols and text (Goldenberg, 2008; Kotsopoulos,
2007; Morgan et al., 2014; Salehmohamed & Rowland, 2014). Students in an
English medium classroom may undergo more processing than native English
speakers (Bay-Williams & Herrera, 2007; Bose & Choudhury, 2010; Clarkson,
2007; Latu, 2005; Meaney, 2006; Nacarato, & Grando, 2014; Salehmohamed &
Rowland, 2014). These students can miss out on mathematical learning because
they may be spending too much time trying to understand the problem.
Furthermore, to be able to perform competently, students must understand the
highly technical language used specifically in mathematics (Bay-Williams &
Herrera, 2007; Brown, Cady, & Taylor, 2009; Goldenberg, 2008; Xi & Yeping,
2008). This language is not used in everyday English, and therefore is less likely
to be familiar or understood by English language learners.
The technical language and vocabulary mathematics has is not only essential
for students to be able to understand and access the mathematics they are
learning now, but has a significant influence on their future mathematical
development and careers (Borgioli, 2008; Hoffert, 2009; Morgan et al., 2014;
Neville-Barton & Barton, 2005; Xi & Yeping, 2008). Teachers need to be aware of
issues surrounding mathematical language acquisition and develop pedagogical
strategies to address students difficulties in making sense of mathematical
language (Bay-Williams & Herrera, 2007; Campbell et al., 2007; Salehmohamed
& Rowland, 2014).
The vital role that language plays in mathematics education is evident in a
number of studies (Barwell, 2012; Bose & Choudhury, 2010; Goldenberg, 2008;
Halliday, 1978; Pimm, 1987; Planas & Civil, 2013; Salehmohamed & Rowland,
2014). However, according to Lesser, Wagler, Esquinca and Valenzuela (2013, p.
7) there have been a few research studies about language issues in statistics
education but these did not involve students learning in a second language.
The conclusions are consistent with the conclusions reached by Kaplan et al.
(2009) and Lavy and Mashiach-Eizenberg (2009). It is important to gain insights
into how English second language students learn statistics and probability
(Kazima, 2007; Lesser & Winsor, 2009). Moreover, probability context is
regarded as the biggest challenge for teachers since it has previously belonged
only in the high school curriculum (15-17 years old) (Nacarato & Grando, 2014,
p. 13). In addition, most of the studies in statistics have been done in western
countries with elementary students rather than secondary students. Like
Mathematical Register
According to a number of authors (Barwell, 2012; Boero et al., 2008; Bose &
Choudhury, 2010; Goldenberg, 2008) multiple registers are used in mathematics
classrooms. For a student to succeed in a mathematics classroom, they not only
need to be familiar with and competent in their ordinary English register, so
they can communicate with their classmates, but must also have fluency in what
can be multiple mathematical registers (Barwell, 2012; Boero et al., 2008;
Halliday, 1978; Setai & Adler, 2001). The mastery of the mathematical registers,
and the strong ability to switch between them, requires strong linguistic and
metalinguistic skills. This is necessary for students to be able to cope with more
advanced mathematics (Bay-Williams & Herrera, 2007; Boero et al., 2008; Kaplan
et al., 2009; Meaney, 2006; Moschkovich, 2005).
For a student from an English speaking background, mathematical registers
can pose a significant challenge, as a new form of language must be learned and
mastered (Bay-Williams & Herrera, 2007; Meaney, 2006). Not only must an
English language learner try to learn in English whilst concurrently learning to
speak English, they must also be working within the English mathematical
registers without yet having mastery of ordinary English. Furthermore, it is
common for a lot of processing to occur so an English language learner can work
within English and their home language (Moschkovich, 2005; Parvanehnezhad
& Clarkson, 2008; Setai & Adler, 2001). They must be able to understand the
mathematical register, translate it into ordinary English, then translate that into
their own language, before translating it into one of the mathematical registers
used in their home language, before going through the process again in reverse
to enable the student to express their thinking or answer in the appropriate
English mathematical register (Lager, 2006). Therefore, even if an English
language learner is competent in using the ordinary English register, the use of
the mathematical register provides extra difficulties for English language
learners.
Reading Mathematics
The language of mathematics is expressed in mathematical words, graphic
representations and symbols (Kenney, 2005). Reading mathematical texts
provides the learner with an extra challenge over reading English (Latu, 2005).
The learner must simultaneously comprehend and process in both English
language and the discipline language (mathematics) (Kester-Phillips, Bardsley,
Bach, & Gibb-Brown, 2009).
Redundancy is one characteristic of ordinary English that has a significant
influence on how students (mis-) read mathematical English. Ordinary English
has a high degree of redundancy; consequently students learn to skim read,
sampling key words to get the key point, e.g. when reading a novel. In
comparison, mathematical English is concise, each word has purpose with little
redundancy, and a large amount of information is contained in each sentence
(Padula, Lam, & Schmidtke, 2001). Students who transfer their reading skills
from ordinary English to mathematical English texts may be disadvantaged by a
tendency to overlook key information. Cultures with less redundant natural
languages are more likely to pay attention to every word and therefore
understand better some forms of mathematical English despite this being their
second language (Mady & Garbati, 2014; Padula et al., 2001).
Code Switching
Code switching involves the movement between languages in a single speech
act and may involve switching a word, a phrase, a sentence or several sentences
(Adler, 1998; Bose & Choudhury, 2010; Salehmohamed & Rowland, 2014; Setati
& Adler, 2001). English language learners may code switch for various reasons,
including to seek clarification and to provide an explanation (Bose & Choudhury,
2010; Moschkovich, 2005). Code switching promotes both student-student and
student-teacher interactions in classrooms involving English language learners
(Salehmohamed & Rowland, 2014; Setati & Adler, 2001).
In the mathematics classroom, English language learners often employ code
switching to clarify their understanding and as a way to express their arguments
and ideas (Bose & Choudhury, 2010; Clarkson, 2007; Moschkovich, 2005;
Parvanehnezhad & Clarkson, 2008; Salehmohamed & Rowland, 2014). Moreover,
in mathematics code switching not only occurs between languages but also
between registers. This can add an extra layer of challenge to the English
language learner, as they may find themselves working between a multitude of
registers in both English and their home language (Bose & Choudhury, 2010;
Lager, 2006). In a study of Australian Vietnamese learning mathematics, in
Australia, Clarkson (2007) found that some of these students switched between
their languages, when solving mathematics problems, individually, because
solving problems in their first language gave them more confidence (p. 211).
Sometimes these students switched their languages because they found the
problem difficult to solve in English. This linguistic complexity English language
learners face further demonstrates the need for mathematics teachers to have the
tools and training to effectively work with English language learners.
The Study
The study (Sharma, 1997) took place in Fiji. As mentioned in Sharma (2014, p.
107) it was designed to explore what ideas form five (Year-11) students have
about statistics and probability, and how they construct these ideas. Twenty nine
students aged 14 to 16 years of which 19 were girls and 10 were boys
participated in the study. Data was collected using individual interviews.
Students could use both English or vernacular to explain their thinking.
Tasks
As stated in Sharma (2012, p. 36) the advertisement regarding the sex of a
baby (Item 1) explored students understanding of the bi-directional relationship
between theoretical and experimental probability in an everyday life context.
Item 1: Advertisement involving sex of a baby
Expecting a baby? Wondering whether to buy pink or blue?
I can GUARANTEE to predict the sex of your baby correctly.
Just send $20 and a sample of your recent handwriting.
Money-back guarantee if wrong!
Write to...............................................
What is your opinion about this advertisement?
Sharma (2012, p. 36)
Reflections
When planning a unit in statistics, it is vital for teachers to be aware of the
prior knowledge and linguistic ability of their students. Once this information
has been collected, teachers could build on this understanding. Teachers could
use questions such as Item 2 as a starter for discussion of sample size, method
References
Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied
Measurement in Education, 14(3), 219-234.
Adler, J. (1998). A language of teaching dilemmas unlocking the complex multilingual
secondary mathematics classroom. For the Learning of Mathematics, 18(1), 24-33.
Barwell, R. (2012). Heteroglossia in multilingual mathematics classroom. In H. Forgasz &
F. Rivera (Eds.), Towards equity in mathematics education: Gender, culture and diversity
(pp. 315-332). Heideberg, Germany: Springer.
Bay-Williams, J., & Herrera, S. (2007). Is Just good teaching Enough to support the
learning of English language learners? Insights from sociocultural. Learning theory.
In W. G. Martin, M. E. Strutchens, & P.C. Elliott (Eds.), The learning of Mathematics.
Sixty-ninth yearbook (pp. 43-63). Reston, VA: The National Council of Teachers of
Mathematics.
Padula, J., Lam, S., & Schmidtke, M. (2001). Syntax and word order: important aspects of
mathematical English. The Australian Mathematics Teacher, 57(4), 31-35.
Parvanehnezhad, Z., & Clarkson, P. (2008). Iranian bilingual students reported use of
language switching when doing mathematics. Mathematics Education Research Journal,
20(1), 52-81.
Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms.
London, England: Routledge Kegan and Paul.
Planas, N. (2012). Commentary on the chapter by Richard Barwell, Heteroglossia in
Multilingual mathematics classroom. In H. Forgasz & F. Rivera (Eds.), Towards equity
in mathematics education: Gender, culture and diversity (pp. 333-338) Heideberg:
Springer.
Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political: tensions
in the bilingual mathematics classroom. Mathematics Education Research Journal, 25,
361-378. doi:10.1007/s13394-013-0075-6
Planas, N., & Setati-Phakeng (2014). On the process of gaining language as resource in
mathematics education. ZDM Mathematics Education, 46, 883-893. doi:10.1007/s11858-
014-0610-2
Rubenstein, R., & Thompson, D. R. (2002). Understanding and supporting childrens
mathematical vocabulary development. Teaching Children Mathematics, 9(2), 107-112.
Salehmohamed, A., & Rowland, T. (2014). Whole-class interactions and code-switching
in secondary mathematics teaching in Mauritius. Mathematics Education Research
Journal, 26(3), 555-577. doi:10.1007/s13394-013-0103-6
Setai, M., &, Adler, J. (2001). Code switching in a senior primary class of secondary-
language mathematics learners. For the Learning of Mathematics, 18(1), 34-42.
Sharma, S. (1996, June 30July 3). Statistical concepts of high school students: Some findings
from Fiji. Paper presented at the Conference of the Mathematics Education Research
Group of Australasia, University of Melbourne, Australia.
Sharma, S. (1997). Statistical ideas of high school students: Some findings from Fiji
(Unpublished doctoral thesis. The University of Waikato, Hamilton, New Zealand).
Sharma, S. (2003). An exploration of high school students understanding of sample size
and sampling variability: Implications for research. Directions, 25(1), 68-83. Retrieved
from
http://www.directions.usp.ac.fj/collect/direct/index/assoc/D1175030.dir/doc.pdf
Sharma, S. (2006). Personal experiences and beliefs in probabilistic reasoning:
Implications for research. International Electronic Journal of Mathematics Education 1(10),
33-54.
Sharma, S. (2012). Role of culture in probabilistic thinking. Journal of Mathematics Research,
4(5). 53-74.
Sharma, S. (2014). Influence of culture on high school students understanding of
statistics: A Fijian perspective. Statistics Education Research Journal, 13(2), 102-117.
Retrieved from http://iase-web.org/documents/SERJ/SERJ13(2)_Sharma.pdf
Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester
(Ed.), Second handbook of research on mathematics teaching and learning (pp. 957-1009).
Reston, VA: The National Council of Teachers of Mathematics.
Watson, J. M. (2006). Statistical literacy at school: Growth and goals. Mahwah, NJ: Lawrence
Erlbaum.
Winsor, M. S. (2007). Bridging the language barrier in mathematics. Mathematics Teacher,
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Science & Mathematics, 108(3), 90-93.
Introduction
A seemingly bad policy if well managed is better than an inconsistent one when
it comes to managing multiple grouped classes(parallel teaching), especially in a
rapidly changing environment such as the under researched university. All
students, but especially beginning ones, need sustained consistency in course
delivery. It helps them to manage anxiety that university or college-level
learning experiences bring.
In general, the challenges associated with parallel teaching are immense and can
easily be compounded by lacklustre coordination efforts among teaching staff.
However, in this regard, we are motivated primarily by the activist approach
which affirms that organizational members often institute intentional change
effort (Astin, 2001). We believe that at least the career propriety of the lecturing
staff bring along basic class management skills and control mechanisms to build
from. With this in mind this research set out to explore factors affecting teaching
and class management in basic statistics (BBS11S) at a university in Namibia.
The main reason for researching BBS11S was prompted by high failure rates and
the context in which parallel teaching was conducted.
One natural adage of a multiple group system, however, is that students benefit
from individual lecturer expertise due to student-teacher proximity and easy
peer learning because of reduced social distance. Smaller groups are also less
resource intensive and if well managed are likely to easily fulfil intended
learning outcomes. With smaller groups, Beidatsch (2007) further noted the
ability in developing high order thinking through evaluation and reflection as
the locus of learning easily shifts to interaction.
Huge solo classes are common in Sub-Saharan Africa mostly because of the
rapid growth in tertiary education enrolment without an equivalent expansion
of institutional capacities (UNESCO, 2010; Yizengaw, 2008). Australian
academics are increasingly faced with similar challenges of managing large
classes (Bradley, Noonan & Scales, 2008). Particularly, large classes are a
common practice for students in first- year in Science, Business and Arts
discipline, as well as courses that are inter-discipline.
Managing such classes effectively require recourses such as high capacity lecture
venues and teaching assistants or co-teachers. In the absence of these
mechanisms, solo classes tend to affirm an overwhelming focus on lectures and
terminal examinations (Rayner, 2012; Tessema, 2009) and less on teaching
facilitation. Additionally, large classes pose obvious challenges such as high
numbers of assessment scripts to mark, and other qualitative problems such as
complexities in continuous assessment and examination management.
Furthermore, the time involved in addressing large numbers of individual
student challenges is significant and if left to course coordinators, can be
overwhelming. However, departments can do much more by supporting their
staff through the provision of administrative support in form of class
management training, sufficient funding for tutors, recognition of the work
involved in workload allocation, credit in performance appraisal and the like.
Large classes, if well managed do have advantages over multiple small classes,
especially through standardisation of the learning experiences (McLeod, 1998).
This paper does not exclusively aim to compare solo and small classes. It seeks
to explore strategies that may be helpful in strengthening the teaching and
learning in multiple grouped classes in statistics. For institutions with limited
resources, the paper attempts to provide ground upon which other appropriate
class management methods can be selected. While some existing literature, for
38
example indicate nonsignificant relationship between class size and the effect on
learning outcomes (Hancook, 1996; Kennedy & Siegfried, 1997; Hanusheks,
1997a); others support small class size setup (Borden & Burton, 1999; Arias &
Walker, 2004). We are of the view point that course management should be
independently assessed and solutions designed in context to the environment.
In general, all forms of class settings require some specific management styles
although overlaps are inevitable. However, not paying due attention to critical
class management strategies can lead to misapplication of resources or not
committing enough of the same to areas of exceptional importance. Initial
evidence of inappropriate management styles include: the lack of systematic
organisation of course materials, demotivated students, failure to maintain
quality of learning and discrepancies in developing authentic assessment tasks.
Many of these challenges appear to be magnified quickly within large solo
groups. This is largely because large classes lead to increased diversity
complexities, promotes social distance and subsequent reduced frequency of
feedback (Sax, 2002). Bligh (1972) found that students who interacted in class
with the instructor and peers reported higher levels of learning satisfaction. This
view was supported by Kulik & Kulik (1979) and Keup & Sax (2002).
With reduced personal contact between staff and students, intervention in form
of compensational lectures or tutorials is inevitable. It is hence not sufficient to
simply increase what we do for smaller classes. Although there is indication that
students are less likely to achieve higher-order learning goals in larger classes
(McKeachie, 1999); this challenge may be remedied through innovative
modification of teaching strategies to actively engage students.
In terms of costing, there is a concern that university faculties often devote less
money per head to students in large first-year courses than in smaller later-year
courses. This is commonly reflected in the intentional unwillingness by
universities to support casual or sessional staff (Gappa & Leslie, 1993; Husbands
and Davies, 2000; Langenberg, 1998). In Australian universities, there is an
increasing recognition that sessional staff members interact with students more
often and therefore need to be supported (May, 2013).
A knowledge economy and a changing labour market demand that universities
provide appropriate education and ensure that graduates emerge with enhanced
skills and abilities. As such, innovative approach to classroom management and
strategies of knowledge impartation is critical.
took responsibility of one large group while the other teachers worked with
smaller groups, depending on the venues for that day. Each group had a lecturer
with relatively the same qualifications and all lecture rooms had similar settings
in terms of facilities and teaching aids such as projectors and white boards.
Controversies over the quality and hence the learning outcomes in BBS111S have
been increasing due to high student failure rates. Students normally take
BBS111S because it is an institutional core courses. This, and typically like any
first-year introductory course result in large student enrolment. The same
problem was experienced in other departments where students were allowed to
take optional courses from. Consequently, that cannot be fitted in one or two
lecture theatres. To manage this scenario, the department of mathematics and
statistics split the class into smaller groups which are subsequently allocated to
different lecturers. This seems to be an application of a good concept to a wrong
situation because multiple lecturers in a course are usually utilized within the
same course in the context of alternate or station teaching which aims at
delivering expert knowledge in different sections of the course.
There were also thousands of students who apparently could not graduate due
to failing some of the courses which were managed in this manner. Regardless of
the opinions of proponents and opponents of the grouping strategy, managing
basic statistics in this way has been daunting probably because it is a statistics
course in which learning efforts need to be complimented by practice and well
guided numerical instructions across the groups. Without this, students are
likely to experience hopelessness as they deal with numerous concepts and a
combination of logic as well as inference. This is exactly what begs the question:
how can lecturers in multiple-groups statistics course achieve greater
programme consistency without increasing their preparation time but still
ensure that each of the groups are motivating and challenging?
Graham & Donaldson (1999) noted that younger students interacted primarily
with peers and in peer-related activities, which older students were less
involved in. Despite this trend, older students demonstrated equal or greater
intellectual growth than younger students. This was also observed by Carney-
Crompton & Tan (2002). It implies that despite the extra curricula activities older
40
students get engaged with such as caring for their families, they are more
motivated compared to younger students. This raises a question that: do
younger students need a higher threshold of motivation to pass Mathematical
and Statistics courses?
Method
A case study of basic business statistics course was used in the research of
parallel teaching at the university understudy. During the study, instructors
shared the student marks with the researchers. One of the researchers was in fact
the coordinator of the course.
Qualitative Results
Captured in table 1 below are the super code frequencies of how lecturers
responded to obstacles in teaching and learning.
Demonstration 6 8%
Facilitation 15 20%
Interaction 16 22%
Teaching 24 32%
Class size 6 12%
Tools 13 26%
Level of students is low 9 18%
Infrastructure 7 14%
Lack of Feedback 5 10%
Materials are shared 11 58%
TL4 TL5
Super Codes Occurrences Frequency Occurrences Frequency
Infrastructure 4 24%
TL1 (What class approach are you using) revealed that teaching as opposed to
facilitation was still the most predominant way of conducting classes at the
institution (32%). However, there was a tremendous shift as lecturers were
rapidly moving towards student centeredness interaction (23%) and
facilitation (20%) as a mode of conducting classes. This can be explained partly
by the emphasis on student centeredness by top management at the university.
A large number of lecturers were however, caught in between facilitation and
42
TL2 (What are the impediments in your delivery of cause material) revealed
that the lack of tools to use in lecturer delivery was a major impediment (26%).
This included projectors and access to internet.
Level of students {prior knowledge} (18%) was also perceived to be low, meaning
that students who were admitted in some courses would not comprehend or
understand lecture materials due to their educational background. It could also
mean that the courses were not paged at the right level and therefore the content
was too much for the students. This may have led to the other factors (lack of
feedback from students (10%) which underscored, in general, the lack of
response from students.
TL3 (What methods do you employ to manage bigger classes that are shared)
revealed that lecturers shared materials (58%) and also shared experiences
(37%). This is however very difficult if they (lecturers) have huge workloads.
From Table 2 below: under TL4 (The best ways to handle large classes)
revealed that lecturers, mostly relied on group discussions (61%). They also
somehow interacted with students (23%) and further used scenarios (13%) for
discussion. This may imply that group assignment was predominant. However,
this needs to be investigated further. Table 2 under TL5 (Some of the major
problems lecturers faced in their classes) revealed that language was the major
barrier to knowledge delivery (29%). This means that a lot of students had
difficulties in writing constructive English and hence they were unable to
express themselves accurately. Infrastructure (24%) and the level of students
(prior knowledge) (18%) were still predominant on this construct.
43
Quantitative results
Summary of test_mark
Lecturer Mean Std. Dev. Freq.
Lecturer A 60.557692 17.868159 52
Lecturer B 38.607143 16.749437 28
Lecturer C 46.611765 12.870318 85
Lecturer D 56.782609 16.757513 23
Lecturer E 49.822222 14.044395 225
Total 50.140436 15.54791 413
Table 2 above indicates that the average marks of students were affected in some
way by the group in which they belonged to and that included the lecturer who
was instructing them as well as marking their work. The interesting part in this
regard is that the test was standardised and included all the topics that each of
the lecturers had covered in their respective classes. An average mark of 60.56
compared to 38.61 seems too large only to be explained by the difference in
intellectual capacity of students in the different groups thus there must be other
reasons for such vast discrepancies amongst the groups who were enrolled on
the bases of the same qualifications. To further determine some of the possible
causes of variation in the marks, a two-way analysis of variance was carried out
and the results are shown below.
Source Partial SS df MS
F Prob> F
Model 11463.3591 4 2865.83976 13.27
0.0000
modecode 4867.97372 1 4867.97372
22.54 0.0000
Lecturer 9677.89607 3 3225.96536 14.93
0.0000
Residual 88132.4957 408 216.011019
Total 99595.8547 412 241.737511
Table 3 above indicates that there was a significant difference in the marks
lecturers awarded to their students. Furthermore, the effect of mode (modecode)
of study different students were using for their study was also significant. This
result highlights the complex nature of the problem and calls for a holistic look
44
The table above shows comparisons between lecturers marks for their groups of
students. There is a significant difference between lecturers (A, B; 21.951*), (A, C;
13.946*), (A, E; 10.735*), (B, C; 8005*), (B, D; 18.175*), (B, E; 11.215*), (C, D;
10171*) whilst there is no significant difference between lecturers (A, D; 3.775),
(C, E; 3.210). A moderate different result was however recorded between (D,E;
6.960*).
45
Discussion
Although the problems of handling large classes can be daunting, the difficulties
in running multiple groups with multiple lecturers can even be worse especially
were autonomy supersedes basic control. While smaller groups notion is not a
problem on its own (Borden & Burton, 1999; Arias & Walker, 2004), concrete
planning and superior coordination is prologue to success. Coordination may
include increased consultation, while planning would underpin resource
allocation, effective use of technology, engaging senior lecturers who have prior
knowledge and experience in managing complex course delivery in multiple
groups.
It was interesting to note from the qualitative finding that 58% claimed to share
teaching material and only 37% agreed to shared experiences which clearly
shows a lack of the actual experiential learning between staff members. This may
mean that lecturers in these multiple groups actually did not share much as
interaction with students was also very low (23%) and yet the essence of having
smaller groups is to encourage interaction which is the main facet of student
centeredness. Such lapses could have led to significant differences in average
46
marks between groups. Worse still, differences in individual paper mark reveals
a much more structural problem in running multiple groups at the institution.
Such differences may boarder on lecturer attitudes which may pose even a
deeper problem. A more rational approach would to specifically train lecturers
running such groups on a combination of topics such as academic ethics, class
psychology, interpersonal and even communication skills. However, more
research can be conducted in this area.
A shift from multi groups to large classes is much less complex in terms of
standardised lecture delivery, but effective course management would require
well organized tutoring system as well as coordinated marking schemes.
Research, however provides evidence that reduced class sizes, especially in
introductory courses improves student achievement to, for example, minority
students (Finn, Achilles & Molnar et al, 1999). In the case of Namibia, this
contextual dimension may be a critical component to the success of any mode of
class management style. This is largely because Namibia has one of the largest
Gini coefficient in the world, at .74 in 2014 (Inequality index, 2014). With
qualitative analysis indicating that prior knowledge was lacking among
students, experiential learning is one context that cannot be neglected. The
differences in average mark between full-time and part-time highlight the
importance of career guidance. Full time students are likely to be more serious
with school work if they are given comprehensive career guidance and some
form of work experience through student-internship. Differences in average
marks between on campus and distance students can to some extent be caused
by allowing the two groups siting for the same examination as they do not get
the same exposure throughout the semester. This is an indication of another a
serious problem.
Recommendations
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48
Klaara Kask
University of Tartu
Estonia
Introduction
Students, in order to become successful citizens, need to possess expertise in a
range of competences. The European Commission (2004; 2007) has adopted this
by broadening its definition of educational goals to being expressed in terms of
competences. Although a range of competences are stipulated in curricula, the
actual selection of competences developed for study, is carried out by the
teacher at school level. Among these competences is the need to achieve the
transfer (or transferability), which, according to the National Research Council
The main objective of the current study was to analyse the transfer of problem
solving skills, acquired in science class, to solving everyday scientific problems.
The following research questions were posed:
1. What differences in the ability of students to transfer acquired problem
solving skills to new everyday situation occurs after two academic years
of gymnasium study?
2. Is the transfer of problem solving skills to everyday situations context-
related?
Literature review
In todays world, it is important to solve science-related and everyday problems.
Students problem-solving and decision-making skills play an important role in
development of students' scientific literacy (Rannikme, 2016), as well as help to
generate cognitive interest in the lessons (Cdere, Jurgena, Helmane, Tiltia-
Kapele & Praulte, 2015).
However, the success of the problem solving depended on the type of the
problem. Surif and co-authors (2014) reported that students were more
successful in solving algorithmic problems, but have difficulties in solving open-
ended problems. This statement was supported by the results from international
PISA tests (OECD, 2013).
To solve problem, the problem solving skills need to be transferred. These skills
considered to be transferrable based on the literature (Montague et al., 2000).
Based on the literature, the success of any transfer depends on the difference
between the contexts of learning and that in which it is used. Johnson (1995)
uses the terms - near and far transfer, referring to students applying their
knowledge and skills to contexts very similar or to contexts where the
performance is very different from the context in which the knowledge and
skills are acquired. Far transfer was more demanding, because it also required
greater modification to the original knowledge and skills (Hung, 2013).
Nevertheless, there is little understanding about the relationship between the
context and transfer that is accepted by all researchers, although most claim that
transfer is context-related.
Methodology
This study examined student outcomes from a grade 10 and 11 chemistry course
include three sub-sections (two on organic chemistry, one on inorganic and one
on general chemistry).
Sample. The total number of students in the sample was 2,072, of which 1,129
were 10th grade and 953, 11th grade students. As the sample comprised 10th
grade students who had just started gymnasium, their chemistry knowledge
was deemed to have been acquired in basic school. (Data were collected in 10th
grade in autumn at the beginning of the academic year and in 11th grade in
spring at the end of the academic year, after completing the obligatory courses
this is data collection).
Instrument to collect data. The transfer of problem solving skills was measured
by results of solving tasks, needed particular skill. The 7-item a paper-and-pencil
test was used as an instrument. It was considered that the best context to
Data analysis. The first part of the analysis was qualitative. All students
responses were coded and rated analogically on scale 1-3.
The second part of the data analysis was quantitative. Data was analysed using
IBM SPSS Statistics 20 for frequency distribution, Spearmans rho for correlation
and Mann-Whitney U-test to analyse nonparametric data, because data do not
conform to a normal distribution.
I II III I II III
Applying I1 Interd 47.0 3.9 49.1 41.6 4.5 53.9 486746.000 0.019
knowledge
I6 Chem 12.7 57.8 29.5 10.0 52.9 37.1 452538.000 0.000
Posing RQ I4 Interd 42.7 33.1 24.2 42.0 32.3 25.7 368045.000 0.262
Plan exp I5 Interd 46.2 11.3 42.5 42.8 15.1 42.1 492768,000 0.363
Explanation I3 (Interd 65.2 19.9 14.9 65.0 17.1 17.9 245924.500 0.230
ch-ph)
Data in table 1 showed that the transfer of problem solving skills in current case
is influenced by two factors.
Secondly, the inquiry skills. Answering item 4 was problematic. This item
requires skill to pose research question in the context given. Only 24.2% of
students in 10th grade and 25, 7% of students in grade 11th indicated mastery
level of this skill (in this context). A small improvement may be caused by
gymnasium science teachers who do not use open inquiry, through which the
corresponding skill would be developed.
Discussion
Transfer is only possible in cases where knowledge or skills exist for the transfer.
The first finding is related to assessment of students problem solving skills.
Surif and co-authors (2014) reported in their study, that solving open-ended
problems in chemistry is less successful than solving algorithmic problems.
Such a conclusion can also be reached by analysing the results of the Estonian
students outcomes on the PISA test in 2006 and 2009 (OECD, 2007; 2010). It
seems that the level of students problem solving ability mays not have
changed over the last 10 years.
and co-authors (2013) that improving skills and their transferring depended on
the academic knowledge.
Table 1 clearly showed that there were little gains in applying skills of posing
research questions and planning investigations (items 4 and 5). This could
suggest that little teaching was included in science lessons in these areas and
could point to a lack of student involvement in determining experimental work
and in gaining problem solving skills.
Results showed that near transfer (into a similar context item 6) was more
successful than far transfer item 2, thus agreeing with conclusions made by
Johnson (1995) and Hung (2013). The analysis suggested that far transfer is more
demanding, because it requires greater modification to the original knowledge.
Conclusions
Students learn chemistry, biology and physics at the basic and gymnasium level.
However, the test outcomes indicate that if students dislocate joints during a
situation, such as a workout, and use a cold bag to reduce pain and swelling,
they do not know which ingredients are needed, how to explain the way the bag
work, etc. The results of current study showed that there is a gap between
knowledge and skills needed in this single example of an everyday chemistry
problem solving situation, the knowledge and skills, produced and developed
through formal education are insufficient. The developing of problem solving
skills and its transfer to everyday scientific situations needs more attention in
science education.
The results of this study exposed the need for further investigation, especially
related to the effects of the combination of knowledge from different subjects.
Limitation
The students tested in grades 10 and 11 were not the same, although they were
from the same schools and taught by the same teachers. The number of test
items, per transfer types, were small and may not fully reflect student
achievements when tested on a wider scale.
Acknowledgements
This study has been supported by European Social Fund programme EDUKO
grant LoTeGm and Estonian Science Foundation grant GLOLO8219.
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Jamie Costley
Kongju National University
Gongju, South Korea
Introduction
Since the early 90s the use of computers among the general population has
climbed at a massive rate. This interconnectivity allows individuals from any
part of the world to interact with individuals from any other part of the world. It
allows amalgamations and conglomerations of like-minded people to engage in
a worldwide conversation on topics ranging from sports to international
geopolitical landscapes. This system has been developed through two main
forces, the push from technology developers, and the pull from end users.
The push from technology developers has been large. A multitude of companies
producing a wide variety of versatile, cheap, and easy to use pieces of
technology have transformed most adults in the western worlds pockets from a
jingle of coins and keys, to the soft vibration of a device that can access more
information than that which existed at the library of Alexandria. This
development is unlikely to end or slow down soon. Technology companies are
consistently trying to further their customers abilities to interact and use the
technology that they create. The pull from end users has also been a powerful
force in bringing the varied and powerful types of technology that we have into
the public sphere. People are demanding faster and simpler access to online
services from companies, and any glitch or issue is seen as a major problem for
With this development in the use of technology and the Internet in particular in
society, there has been a somewhat parallel develop in the application of these
technologies to the practice of education. While many educational systems are
somewhat conservative in nature, and the fact that they are large hard to move
bureaucracies, there has been more and more technology put into educational
practice. The application of technology follows a similar process to the process
seen with the technology in the general population, in that, there is a push from
the top, and a pull from the bottom.
From the top down, many large-scale national education systems at many levels
(but especially tertiary) have added more technology into their curriculums,
and/or have used online learning to supplement already existing syllabi. This
introduction of technology has come in many forms, from general
encouragement of teachers to use more technology to technology based lessons
as a formal part of the base curriculum. Furthermore, the distribution of actual
pieces of technology has been varied, with some schools having smart screens
and tablets in every classroom, with others lacking what may be considered
basic in a modern educational institution (wi-fi for example). From the bottom
many teachers and students are taking it upon themselves to enrich their
students and their own learning experiences. Some teachers are simply pointing
learners to resources that might support whatever is being taught in class, while
other teachers are developing complex lesson plans, or modes of internet based
interaction that can further expand their learners understanding of the class
contents and the world at large. From the point of view of the learners, they too
are driving the boom in education technology. Like the population at large they
are demanding high-tech solutions to problems that they face learning complex
topics. Further to this, more and more learners are searching for contents online
that are outside the explicit parameters of the lesson or curriculum they are a
part of.
While there are many and varied ways that technology has influenced and
impacted education, it is certainly true that the Internet especially has changed
our relationship to knowledge and information. This is important in terms of
education especially as formal places and institutions of learning are no longer
considered fonts of knowledge, more varied forms of questioning and
skepticism are considered relevant and there has been a growth in the value of
individual opinion. This has changed the place of the learner in education and
their relationship with their school and their teachers. While informal learning
has always been an important, the availability of complex developed ideas
online has furthered learners academic development outside formal centers of
education.
Formal and informal learning are different from one and other in ways that are
sometimes hard to distinguish, with the most obvious and common point of
distinction being the institutional setting or framework they occur in. Formal
learning tends to take place in places that are more familiar to us as centers of
education like kindergartens, schools and universities. The education that occurs
in these settings is purpose driven, clearly structured and generally conducted in
a location specifically for the purpose of learning. Informal learning on the other
hand occurs outside of schools and is generally less structured (Dabbagh &
Kitsantas, 2012; Schugurensky, 2000). This can often relate indirectly with
motivation as learners in formal settings tend to be extrinsically motivated,
while informal learning tends to be self-directed and intrinsic motivation tends
to dominate.
Motivating learners
We have always at least suspected that children learn best through exploring
and playing, but it seems to be true for tertiary students as well. This type of
Most learners will do better if they can apply what they have learned in a hands-
on way. This type of learning is generally more stimulating, engaging and
attractive to students and allows a greater amount of interaction with others and
learning materials. Technology, if well designed can give students something to
master that they are intrinsically interested in that may make them more excited
to attend class. Much research has shown that more technology in the classroom
motivates students to learn. Students can take control of their learning through
the use of hardware like computers, laptops, tablets and so on, but also through
applying their skills to games, storytelling apps and online media that may
interest them more than the same information being delivered in a traditional
way. This learning can also be personalized and allows students to study at their
own pace. Also, technology can free up the teacher to help students who are
struggling, or give advanced students extra material. The ease that video and
animations can be applied to lessons, also gives teachers a greater ability to
increase the entertainment value of their class. While, there is certainly some
decay in the interest students will have in new pieces of technology, overall the
base variety of instructional media the students will encounter should give them
a more motivating education experience even after the glow of the shiny new
piece of hardware rubs off.
online interconnectivity will support that goal. It is true to say that technology
has changed society a lot and will continue to do so, students must able to
navigate the future, which will include a heavy dose of technology.
Most homes these days have the Internet and some type of desktop, laptop, or
mobile device. They provide an almost limitless supply of information and
knowledge including: online lesson plans, education apps, interactive education
games, online education videos and infographics, and PDFs. For these reasons,
we must be aware of research into online learning and the use of technology in
learning.
Conclusion
It is commonly said that instructors must be in control of technology, and that
technology needs experienced skilled educators with well-developed theories
and ideas about its application. However, it seems that technology itself can be
used as a driver of educational ideas and classroom practice, not vice versa. This
idea can be generally applied to many situations. As educators we tend to feel
that the use of technology must be subsumed within current educational
practice, or that it is a supplement to already existing classroom techniques,
however, technology is a powerful tool to not only improve education around
the margins but to drive real meaningful change.
As has been discussed in this paper, there has been limited change in the more
than 100 years since Dewey wrote My Pedagogic Creed (1897), and as this paper
has argued, if these changes are to come, they need to be driven from outside the
centers of traditional learning. There has been a limited amount of effort and
effects from progressive educators to adapt the schooling environment to the
new methods of schooling have been piecemeal and largely ineffective (Collins
& Halverson, 2009).
References
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digital revolution and schooling in America. New York: Teachers College Press.
Costley, J. (2015). The effects of three types of instructor posting on critical thinking and
social presence: No posting, facilitating discourse, and direct instruction.
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Lifelong Learning (NALL) Fourth Annual Conference, October 6-8.
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engagement in high school classrooms from the perspective of flow theory.
School Psychology Quarterly, 18(2), 158176.
http://doi.org/10.1521/scpq.18.2.158.21860
Introduction
The diversity of students attending preschools today is ever growing.
These students come to school with diverse learning abilities in the areas of
cognitive, social, emotional, language, and motor development. At the same
instance, one contribution discusses in general how the UDL principles can be
applied to preschool curriculum development and the classroom environment
(Stockall et al., 2012). Suggestions are provided in how to select appropriate
classroom materials, write goals, set up centers, and integrate technology.
Another author applies the principles to outdoor play and gives examples as to
how early childhood educators can make outside play more accessible by
applying the UDL framework (Harte, 2013). The UDL principles have also been
applied to assessment in early childhood settings (Dalton & Brand, 2012).
Specifically, using a variation of assessment methods, formats, and teacher
feedback can lead to more authentic and accurate assessment results in young
children. On the other hand, a final contribution takes more of a theoretical
approach and discusses how early childhood, inclusive education, and UDL
should be merged to form Universal Design for Early Childhood Education
(UDECE; Darragh, 2007). Overall, the application of UDL principles to the early
childhood settings has the potential to enhance the environment and student
development, but little empirical evidence is available to support this claim.
The UDL framework can be applied to any subject area in the preschool;
however, one area of interest is science. Science is one content area found in the
well-known acronym STEM. The other content areas include technology,
engineering, and mathematics. As a nation-wide initiative, teachers are
encouraged to incorporate STEM into their curriculum in order to increase the
necssary awareness and knowledge to benefit students in everyday situations as
well as students potential in obtaining jobs in STEM-related settings in the
future. The United States hopes that increasing student performance in STEM
will result in more students entering these STEM related professions (Lacey &
Wright, 2009). Therefore, including STEM in the curriculum is beneficial for
students of all ages, especially young children (Katz, Chard, & Kogan, 2013).
There is also a growing needed to incorporate STEM into school curricula
due to recent international assessment data. Internationally, 8th grade students in
the United States rank 10th and 4th grade students rank 7th in Science
achievement (National Center for Education Statistics, 2011). Though this is an
increase in ranking from 2007 there is still concern that students in the United
States are not ranking higher. Likewise, because of these recent trends in
international data, there is an ever growing need to design early childhood
environments that address STEM (Aronin & Flyod, 2013).
Some educators hold the fallacy that STEM curriculum is too difficult to
use in preschool settings; however, STEM encourages many key skills, such as
helping children focus, increasing vocabulary, encouraging collaboration, and
creating scientific relationships (Moomaw & Davis, 2010). Skills in STEM are a
fundamental element of a balanced education and essential to effective
citizenship (STEM Education Coalition, 2016). Preschool environments can easily
incorporate STEM concepts throughout the school day. For instance, in the block
center, students can build bridges, ramps, and houses (engineering and math)
and research these structures in the computer center (technology). Outside, a
water center can be set up where children experiment with various containers to
fill and compare (science and math). Simply, a nature walk where students can
collect almost anything, such as rocks, leaves, insects, seeds, etc. can encourage
the development of STEM concepts. With these collections, students can
Methods
Setting and Participants
The selected site for the study was a Head Start center in the North
Eastern section of the United States. Traditionally, the goal of Head Start centers
is to promote school readiness skills in low-income young children of the ages 3-
5. Head Starts are family based programs that not only support the social and
emotional support of the students, but also provides services and programs to
families to help promote these key areas in a childs development. The Head
Start center was located in a diverse and impoverished urban area with a high
English language learner and transient population. The center consisted of two
classrooms; however, the scope of the study was limited to only one classroom.
The classroom was selected because the classroom teacher implementing the
units was previously trained in the implementation of UDL; thus, enabling her
to have a good working knowledge of the framework.
The selected classroom consisted of AM and PM sessions with
approximately 17 students in each session. The needs of the students in each
classroom were diverse with few meeting expected grade/age level targets.
Thus, the researcher felt these students would benefit from universally designed
STEM curricular units. Each class sized varied through out the entire study due
to the transient nature of the area. The varying sample sizes for each curricular
unit are identified in the results section. Assent was obtained by all participants
included in the study along with parental permission.
Both the experimental and control group units were researcher created
with some input from the classroom teacher. The control group units were
designed using developmental appropriate practices that promoted the main
domains of learning (cognitive, language, motor, self-help/adaptive language,
and social development). The control group units reflected best practices in
early-childhood education. In the creation of the universally designed units, in
addition to the consideration of developmentally appropriate practice and the
major domains of learning, the researcher used the framework and principles of
UDL as a guide. Typical lessons for both the control and universally designed
units consisted of a short teacher lead shared reading, demonstration, discussion
and/or a teacher lead activity. Guided and Independent practice of the unit
concepts occurred in the classrooms Science center. Though the researcher
created the bulk of the units, the teacher was still consulted concerning different
aspects of the units. For instance, the researcher gathered feedback regarding the
appropriateness of specific strategies, such as the use of graphic organizers
(KWL Chart, webbing, etc.) and the length and complexity of the shared
reading, demonstration, discussion, or teacher lead activity.
In order to promote consistency between both universally designed
Science units, the researcher selected key strategies and materials that would be
integrated throughout each unit. Both high-tech and low-tech materials and
strategies were utilized. High-tech strategies and materials were defined as
anything that was electronic, battery and/or Internet based. Conversely, low-tech
was defined as strategies and materials that could be operated without the
dependence on electricity, batteries, and/or the Internet. A summary of the key
low-tech and high-tech materials and strategies utilized in the study can be
found in Table 2.
Detailed unit timelines and plans were given to the classroom teacher for
both the experimental and control group units. In the experimental units, the
UDL components were highlighted to help the classroom teacher differentiate
between the control and experimental units. The researcher maintained an open-
line of communication with the classroom teacher throughout the study, but to
encourage implementation fidelity the researcher checked in with the classroom
teacher mid-way through each unit. The check-in consisted of a discussion of the
implementation of the unit and the answering of any relevant questions. The
researcher also re-demonstrated any high-tech strategies or materials as needed
at the check-ins. All units were reviewed and explained to the classroom teacher
prior to implementation. Technology was also demonstrated prior to unit
implementation. Table 3 provides an overview of each unit.
Instruments
Data were collected using researcher created instruments that measured
the concept and vocabulary acquisition of each participant. The concept
acquisition of the instruments consisted of the participants demonstrating their
understanding of the life cycle of plants and insects. In addition, the researcher
defined vocabulary acquisition as the participants ability to use key unit
vocabulary in their oral responses to questions. A list of key vocabulary terms
was generated for each unit, such as parts of plants and insects and types of
insects and plants. An early childhood science curricular expert reviewed each
instrument for content validity.
Each instrument was designed and administered using developmental
appropriate practices. Each instrument relied on the use of pictures. Some
questions required participants to point to an appropriate picture, while other
questions participants verbally gave their responses. For instance, in the plant
unit pretest and posttest, participants were asked to talk about what a life cycle
is (concept acquisition) and a plant that has a life cycle (vocabulary). Participants
were also asked to point to each stage of the plant life cycle and talk about what
they knew about it (vocabulary and concept acquisition). In the insect unit
pretest and posttest, the participants, where asked to name an insect they knew
(vocabulary), as well as what makes an insect an insect (vocabulary and concept
acquisition). After being presented with various insect pictures, the participants
were asked to name them.
All pretests and posttests were administered individually, in English,
and in a quiet area of the classroom. The researcher used a data collection sheet
to record the participants responses during the administration of the tests.
Participants responses were manually recorded onto the data collection sheets
for later analysis. Identical pretest and posttest were administered. The early
childhood science curricular expert scored all tests.
Results
Participation in the units varied for each class. Parental consent was not
given for all children. A number of children were not present for both the pretest
and the posttest. The researcher made numerous attempts to collect data without
success. At the conclusion of the first unit (plants), the control group had nine
viable data sets and the experimental group had eight. The second curricular
unit (insects) resulted in 14 viable data sets for the control group and eight data
sets for the experimental group.
In order to control for differences between the control and experimental
groups, caliper matching was utilized with a caliper width equal to the pretest
score 1. For the first curricular unit (plants) five of the eight possible pairs of
data (62.5%) remained after matching. For the second curricular unit (insects),
Five of the eight possible pairs of data (62.5%) remained after matching.
After caliper matching, an independent one tailed t-test was conducted
for each unit to determine if any significance difference existed between the
control group and experimental groups posttest scores. An independent t-test
can be deemed appropriate with a sample size as small as two (de Winter, 2013).
However, generalizability of results decreases as sample size decreases. Thus, it
can be concluded that a t-test is appropriate in the current study, but results
should be reviewed with caution.
Results of the first independent t-test (plants) indicated that there was no
significant difference between the posttest scores of the experimental group (M =
2.6, SD = 2.42) and the control group (M = .6, SD = .80), t(8) = 1.57, p = .08.
Results of the second independent t-test (insects) indicated that there was no
significant difference between the posttest scores of the experimental group (M =
7.6, SD = 3.24) and the control group (M = 8.8, SD = 2.79), t(8) = 0.57, p = .29. It
can be concluded that the universally designed units did not significantly
change the posttest scores of the experimental group. Multiple factors may have
contributed to these results and will be analyzed in the following discussion.
Discussion
The purpose of this study was to investigate the effect of universally
designed STEM curricular units on the concept and vocabulary acquisition of at-
risk preschoolers attending a Head Start Preschool Program. Overall, the results
indicate that the universally designed STEM units did not significantly affect
posttest scores of the experimental group. However, a slight increase of posttest
scores was reported for the experimental group in the insect unit. Though, no
significance differences were found in each unit, the value of this study comes
from the additional questions that arose about the implementation of UDL and
how to measure its effectiveness.
UDL is a complex and multifaceted framework (Basham & Gardner,
2010) that is subjective in nature. The framework is made up of three principles
and under each principle there are three main guidelines. Each guideline then
has anywhere from three to five checkpoints. These principles, guidelines, and
checkpoints provide guidance in the development of universally designed
curricula, assessments, and materials; however, there is no standard that states
how much of each component should be incorporated within a lesson,
curriculum, etc. Essentially, student interests, strengths, and needs and the
content that is being taught drive the implementation of UDL. Thus, UDL
operates on a continuum based on these factors with implementation occurring
in varying degrees across various settings resulting in the difficulty of
narrowing down the focus as to what elements are the most beneficial. In the
present study, it is difficult to determine if the most appropriate UDL elements
were selected. Other selected elements may have resulted in different outcomes.
Another important point that arises concerns the use of student
measures. Simply the use of only pretest and posttest scores may not give
researchers enough data to determine the effectiveness of UDL. Besides test
scores, other areas of assessment should include improved fluency, expression,
problem solving, and collaboration (CAST, 2008). Though test scores of
vocabulary and concept acquisition did not improve, it cannot be discounted
that other areas may have improved, such as engagement in the STEM subject
area or greater access to the material.
Besides the complexity of UDL, other factors may have contributed to the
results of the current study, such as participant characteristics and the study
implementation. Even though caliper matching was utilized to help control for
differences between the control and experimental group, all differences could
not be controlled for. For instance, the PM class had greater cognitive ability, as
reported by the classroom teacher. In other words, students in the PM class had
more potential in learning, applying, and generalizing the concepts being
introduced in the plant and insect units. Posttest scores were higher in both the
insect (control group) and plant (experimental group) units for the PM class.
The PM class also had fewer English Language Learners, fewer absences during
the units and a lower subject mortality rate, which all possibly influenced the
results. Moreover, the high subject mortality and absentee rates resulted in a
smaller sample size limiting the generalization of the results.
The parameters put in place at the Head Start center may have
influenced results. Other programs needed to be implemented at the same time
due to the nature of the Head Start program, such as a unit on Dental
Awareness. This unit took place at the same time as one of the UDL units, which
resulted in time taken away from the unit. Participants also self-selected centers
and were not required to take part in the Science center, which is a common
practice in early childhood classrooms. The classroom teacher could only
encourage students to visit the Science center. Much of the practice and
application of the unit concepts occurred in this center. Thus, some students may
have frequently visited the center and others may have never chosen it. Data
was not collected on the student frequency or use of the center, though this data
may have been useful in explaining results.
At the conclusion of the study, the researcher gathered informal data
from the classroom teacher in relation to the unit design. The classroom teacher
remarked that some of the activities were too lengthy and complex for her
students attention spans and abilities. The researcher did consult with the
teacher regarding the appropriateness of the unit lesson, activities, etc. prior to
implementation. However, it may have been beneficial to encourage flexible unit
implementation. In other words, the daily unit lessons may have been changed
based on the effectiveness and appropriateness of previous lessons. This
flexibility more closely mirrors daily instructional practices of classroom
teachers, as well as the framework of UDL. The rigidity of the unit
implementation may have skewed the study results. Future research should
allow for more flexibility of teacher unit implementation.
Finally, the units were not researcher implemented, which may have also
impacted the results of the study. The researcher provided detailed lesson plans
for each topic of the unit and explained each lesson thoroughly to the classroom
teacher. However, implementation of these units was dependent on the integrity
of the teacher. Even though mid-unit checkpoints were put in place, researcher
fidelity checks did not occur. Because fidelity checks did not occur, it is
unknown to what extent the units were implemented as planned. Furthermore,
the classroom teacher was versed in the UDL framework due to taking a
graduate level course on this topic; however, additional researcher feedback
may have been beneficial in regards to how the teacher was implementing the
UDL principles. Ideally, researcher implemented units would have been the
most effective and would have reduced threats to internal validity.
the classroom. Researchers can observe classrooms and rate the level of UDL
using tools such as The Universal Design for Learning Measurement Tool 1.0
(Basham & Gardner, 2010). This information can then be correlated with student
outcomes and level of engagement. Classroom level data may give greater
insight into what level of UDL is most effective. At the same time, classroom
observations may yield richer student outcome data. Observational data may
allow researchers to determine more closely if proposed student outcomes were
effectively reached in comparison to solely using closed and open-ended
instrument formats.
The collection of teacher level data is also recommended. For instance,
collecting perceptual data regarding how teachers implement UDL and how
they change their instruction and classroom environments based off of student
strengths, needs, interests and lesson content would be useful in uncovering
information about what elements of UDL are the most feasible and appropriate
to implement in the early child classroom. Nevertheless, results of the current
study indicate more research needs to be conducted to determine the efficacy of
UDL in early childhood environments. This research can only occur with a
strong partnership between early childhood educators and researchers.
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Abstract. The purpose of this qualitative case study was to evaluate the
perceptions of graduate students enrolled in an education leadership
program that used standards-based grading (SBG), about their
perceptions of the effectiveness of SBG and their inclination to use it
later in their own classrooms. Data and conclusions from this study will
help the authors refine the ways they are using SBG in their courses and
programmatically. Results indicated that SBG facilitated ownership of
learning and deep levels of thinking and engagement. Students
observed that they benefitted from the ongoing and substantive
formative feedback, which they report is often neglected, even in their
professional evaluation processes. Further, they reported the ability to
better track their progress toward standards. In spite of these benefits,
students were mixed in their predictions as to whether they would
ultimately incorporate SBG in their own classrooms. As such, the
authors have committed to a more comprehensive transition to a
standards-based learning, assessment, and grading model in their
educational leadership program. They have expanded their inquiry of
SBGs effects, and have advanced discussion about its appropriateness
in other areas of the university. Ultimately, they encourage others in
higher education to become more conversant in SBG principles and to
conduct classes in a manner consistent with preparing educators for
standards-based environments.
Introduction
With the emergence of the Common Core State Standards and a heightened
emphasis on 21st century skills, what PK-12 schools and districts want their
students to know and be accountable for has perhaps become clearer than it has
ever been. However, in our roles as professors of education leadership, working
with teachers and administrators from across our state, it is evident that, while
much work has been done to align local curricula and instruction with the
standards, the methods of assessing, grading, and reporting students progress
toward these learning targets often remain mired in outdated, highly subjective
practices devoid of any research base. Further, it has become obvious, the more
we examine the literature and engage with students, teachers, and
administrators, that these practices are not just benign vestiges of past models,
but are actually counterproductive to students intrinsic motivation to learn and
even, perhaps, to efforts to diminish the achievement gap.
As such, we set out to study exemplars of grading and assessment that were tied
to progress toward standards, and thus were more conducive to student
ownership of learning and consistent with Dwecks (2006) concept of growth
mindset. One of our articles based on case studies of these early adopters, Our
Grades Were Broken: Overcoming Barriers and Challenges to Implementing Standards-
Based Grading (Peters & Buckmiller, 2014), revealed a couple of key issues that
were particularly relevant to our work: 1) Schools and districts attempting to
innovate with standards-based models viewed institutions of higher education
as potential obstacles to such efforts, based on a perception that college and
university admissions offices and learning environments were generally averse
or disadvantageous to students coming from these schools; and 2) School
administrators were finding a dearth of educators and leadership candidates
with prior training or background in standards-based practice.
In our subsequent work with K-12 school leaders who are adopting standards-
based grading initiatives, we have consistently had this reinforced for us by
these practitionerssimply put, they and their stakeholders tend to view
institutions of higher education more as hindrances to implementation rather
than facilitators or partners. As a result of this feedback, our education
leadership faculty felt compelled to explore the relative merits of utilizing
standards-based assessment and grading strategies as part of our own
continuous improvement efforts. It has been a gradual process, influenced by
emerging reform initiatives, a critical literature base, and our own research on
the topic. As our program continues its transition to effective formative and
summative assessment and grading methods that are conducive to learning, we
have had success with such exploratory practices in our individual classrooms.
The purpose of this paper is to describe the empirical research data gathered
thus far and discuss its implications.
Reeves (2013) asserts that our underlying purpose in assessment and grading
should be the improvement of teaching and learning and that, to achieve this,
educators at all levels must provide information that is precise and relevant to
student success. By using standards as a conduit for assessing and reporting
student achievement, instructors are able to provide students with more
accurate and actionable information about what their grades signify and how to
improve. This practice of providing more actionable feedback is also an issue of
fairness, which Reeves identifies as the foundational quality upon which
educational decisions should be established. He goes on to note that student
achievement in a fair system should be associated with proficiency in
identifiable standards versus wading through mysterious, changing
expectations (p. xiv). While acknowledging the right of academic freedom for
teachers, Reeves (2013) warns that this does not include the freedom to ignore
standards that have been established as explicit targets for student learning. He
also adds that higher order thinking and intellectual growth are best advanced
via clear objectives, frequent formative feedback, and an expectation for students
to edit and revise work that is less than proficient.
Marzano (2000) has observed that our current grading system is over a century
old and has evolved without a meaningful body of research to support it. He
notes that fundamental problems associated with gradings traditional use by
instructors include merging behavioral factors with academic knowledge and
skills, arbitrarily weighting assessments, and blending a wide range of divergent
elements into single assessment scores. And due to a lack of professional
learning and development concerning the grading process in higher education,
most of what faculty members do in this regard likely reflects what they
themselves experienced as students or as new faculty, thus perpetuating what is
arguably a broken system. This dysfunctional and outdated model of assessment
and grading seems difficult to justify, given its residence in academic institutions
that are founded on empirical principles, statistical data, and a charge to explore,
describe, and explain existing ideas and practices. OConnor (2009) concurs,
advocating for a general examination of grading practices and challenge of long-
held beliefs. Without such scrutiny, grades will likely continue to serve as
Research questions
The researchers in this qualitative study sought to understand how students in a
graduate school principal licensure program perceived the processes involved
with standards based grading. To that end, the primary research question was:
What are the perceptions of education leadership students enrolled in a course
that utilizes SBG, about the effectiveness and defensibility of the model? Sub-
questions were: Did the students think SBG was a fair means of assessment?
Compared to other university courses using a more traditional, points-based
grading system, what were the relative strengths and weaknesses of SBG in this
course from the students perspective?
Methodology
The researchers used qualitative case study methodology to study Dr.
Buckmillers use of SBG in his Research, Measurement, Evaluation and Planning
course. The course took place in the in the fall of 2014 at a mid-sized Midwestern
university. The researchers used a qualitative approach in this study to obtain
rich and naturalistic data (Stake, 1995). This approach is most appropriate when
it investigates a contemporary phenomenon within its real-life contexts
(Yin, 2003). The phenomenon under investigation was graduate student
perceptions of SBG processes in a higher education graduate class.
Data Collection
The students were assured that participation or non-participation in this study
would not affect their final grade. The instructor did not have access to the
qualitative data until after the final grades of the course had been given. To add
further confidence, we ensured that when the instructor did look at the data, it
was de-identified.
Data were collected at three different points: on the first day of class, at the mid-
point of the class, and on the final day of the class. Data were collected via
various student writing responses to prompts by using Qualtrics. Another
source of data included the final course evaluations (quantitative and
qualitative); these were triangulated to provide a rich understanding of the
perceptions of students in this course. The data from the Qualtrics writing
prompts were organized for analysis and the names were eliminated in order to
ensure confidentiality. In total, every student participated in three such surveys
(each with 4 or 5 prompts/questions).
Analysis
With regard to thematic analysis, the researchers employed a range of successive
and complementary elements rooted in the grounded theory tradition (Glaser &
Strauss, 1967), with the intent of highlighting themes to better understand how
students perceive SBG as an assessment strategy in a graduate class. First, the
researchers worked through the transcribed data systematically using a constant
comparative method (Strauss & Corbin, 1998), giving attention to each item and
identifying interesting aspects that formed repeated patterns. Patton (2002)
described this as "the data [being] spread out for examination" (p. 486). The next
iteration involved thematizing the data in order to grasp the greater structure
and meaning of the responses (van Manen, 2003). In this case, the process meant
clustering invariant elements of data from the research into thematic labels. This
logical shift from the raw dataincluding the participants' original language
to the newly created thematic descriptions was accomplished via individual and
shared analysis (Polkinghorne, 1989) in order to better triangulate and audit the
data. The new themes captured important aspects of the data relative to the
research questions and represented a more refined level of patterned response
within the data set (Braun & Clark, 2006).
Three of the course standards were assessed using short answer tests. For a
student to reach proficiency on the written tests, he/she was required to answer
more than 90% of the answers correctly. Rubrics were developed to assess the
projects associated with the other three standards.
Findings
Data was collected at the beginning, mid-point and end of the course. Many of
the graduate students in the course had experience with standards-based
grading practices in at least one other graduate course. A number of students
also had experience in their own K-12 school setting with standards-based
grading practices to varying degrees. To fully understand the perceptions of
students and their understanding of SBG this section will highlight the data as it
was gathered chronologically throughout the course.
students to consider what would be the most challenging part of the course. The
data suggested that students perceived the topic of basic qualitative research
as posing the greatest challenge. These responses may reflect the fact that, while
most teachers have dealt rather extensively with statistics and other data in this
era of accountability, many have had comparatively fewer experiences to learn
about and generate formal research, in spite of the fact that much current
educational legislation places the burden of being research based on K-12
educational practices. Other initial thoughts expressed by students about SBG
were instructive, as well; respondents seemed both eager for and, at the same
time, somewhat anxious about, a new type of grading for their higher education
graduate course. Three general themes emerged from the first set of student
responses that are substantiated with a representative sample of their clarifying
comments.
The initial response was that being graded according to the standards was
intimidating and pressure inducing.
A number of students reported that the prospect of being graded in a standards-
based fashion felt somewhat more intimidating and imbued with pressure than
grading methods that they had previously experienced in traditional graduate
courses. One student noted, with a vague sense of unease, that, relative to prior
grading experiences, the standards-based approach would really hold me
accountable for understanding the content. One of his colleagues observed that
the idea of any new grading system was nerve-wracking, even given her prior
knowledge of SBG, because of the different set of expectations for her as a
student. She elaborated, It is a gut reaction to worry about my grade because I
dont yet know how to succeed in the new system. There was not complete
consensus in this regard, however; a minority of these respondents peers
remarked that they believed the process would actually diminish the pressure to
achieve a good grade, since they would have more ownership of their learning
outcomes. The apprehension from some students seemed to be self-induced
since at the time of the survey, minimal information about the course or course-
assignments had actually been shared yet.
excited about the prospect of engaging with SBG from the student perspective in
a university level course. Many of these graduate students were utilizing SBG in
their own classrooms and had clearly embraced the new grading model. A
typical insight was that of a teacher who remarked: This manner of assessment
in a university course will assist me in gaining the perspective [of my students]
and will help me grow in this style of grading myself. This sentiment reflected
a common theme of empathy for, and solidarity with, the students these teachers
work with each day. Another educator reiterated this, noting, I am a huge
proponent of SBG and am implementing it in my classroom next year so I am
glad we are using it here. The comments pertaining to this overall theme might
be summarized with a final observation from a practitioner who endorsed the
process: I love standards-based grading and am excited to be on the student
side of assessments for a new perspective.
Another common theme was that students perceived a high value in being
encouraged and empowered to discern their own strengths and areas for growth
through SBG practices. One participant observed that, SBG allows both
teachers and students to determine where exactly [students] performance
strengths and weaknesses lie, while others appreciated the opportunities this
presented for productive formative discussions. Another one pointed out that,
knowing specific strengths and weaknesses is a good starting point for
improvement and as students we will be able to better balance our strengths
and weaknesses. Comments such as these suggested that most students
appreciated the chance to be more personally engaged and invested in assessing
their levels of skill and understanding.
also reflective of the idea that the act of learning should take precedence over its
timing.
Drawbacks of SBG
Perceived drawbacks of an SBG grading model in a university graduate course
were also solicited from students by way of an open-ended response format. A
number of students did not list any perceived drawbacks to the system, while
the ones who did provided responses that could be reduced to a pair of
overarching themes. The first was a fear that they would not be able to master
everything expected of them throughout the course. Although, as previously
noted, students appreciated the anticipated feedback inherent to SBG as a
strength, they also recognized that a corresponding reality meant that such
feedback would come with an implicit expectation to act in a manner that would
not only be challenging at times, but would also demand learning and growth.
The other perceived drawback was related to the unique format of the course,
which transpired over the course of three full weekends spaced two weeks
apart. One student voiced this concern, worrying that in a short three weekend
course, it might be difficult to [have] ample time to meet standards. Another
observed that, being new to both the students and the professor, the
implementation of SBG may bring with it some glitches, as youd expect with
any new initiative. The course model of weekend classes, however, was a fixed
model that could not be changed for this graduate course.
It should be noted that not every student expressed unequivocally that the SBG
strategies in the course always provided clearer direction for him or her. One
responded, I do not think the SBG process necessarily helped my progression
in this course, yet the same student mentioned later in his survey that he did
gain an awareness in the course that, I can achieve and my grade is actually the
one that I earned.
to SBG models. And, using the results of these studies and our own experiences
as a foundation, we have expanded our network and continued to collaborate
extensively with schools, districts, and individuals who are investing in the
implementation of standards-based models.
Working from that assumption, and based in part on the general dearth of extant
research conducted on the use of, and instruction on, standards-based grading
and assessment at the post-secondary level, we submit that those individuals in
higher education who are charged with preparing teachers and school and
district administrators should consider a number of actions. First, they should
accept the challenge to become more conversant in SBG principles and practices,
while exploring the feasibility of working with colleagues in higher education
and K-12 practitioners/early adopters alike to better ensure effective transitions
for students from high school to institutions of higher education. The rationale
for this is, regardless of ones perspectives on standards-based practices, that
without question there will continue to be ever-growing numbers of students
entering college after having been immersed in, and accountable to, standards-
based grading and assessment systems. Without efforts to reconcile these often-
divergent structures, these same students may face unduly difficult transitions,
lose ground academically, become less engaged in their learning, and experience
diminished chances for success.
To guide this work, we will conclude with some questions that are conducive to
advancing the reform of assessment and grading practices, and that may suggest
potential areas for further inquiry:
1. Based on what we have discerned from schools that are early adopters of
SBG regarding their successes, challenges and ongoing questions and
concerns, how can we, and our institutions, become catalysts in
supporting their efforts?
2. Most secondary schools and practically all colleges and universities
continue to utilize traditional grading and assessment practices. If we
continue to use archaic means to assess, grade and report while
promoting innovative methods for teaching and learning, what are likely
to be the consequences? To what extent do changes in assessment and
grading models have the potential to become key leverage points for
effecting systemic change?
3. A student-centered system should develop self-efficacy/agency,
engagement, ownership of learning, and intrinsic motivation. It is rare to
see most or all students demonstrating these qualities across most of
their schooling. What actions need to be identified and leveraged in
order to develop these types of environments, and what role can SBG
play in such environments?
4. What are the gaps between the knowledge, skills, and dispositions that
new teachers and administrators bring into their respective K-12
environments and those that are needed to advance success in standards-
based initiatives? How can and should these gaps be addressed?
5. What are the gaps between knowledge, skills, and dispositions being
used in our college and university classrooms and those that are needed
to advance success in standards-based learning? How can and should
these gaps be addressed?
6. What successes and advancement are observable in postsecondary
institutions knowledge, dispositions, and use of principles related to
standards-based education, particularly as they relate to admissions and
financial aid? How might these be expanded or further developed?
7. What questions, reservations, and concerns do you have about
standards-based education models, including those featuring standards-
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INTRODUCTION
HESLB Establishment and the need for Survey
The Board (HESLB) has been conducting surveys to ascertain the actual costs
incurred by students/parents/guardian in their secondary schools hence
establishing the levels of neediness among prospective loans applicants. The
previous survey was done in 2011/2012 financial year which enabled the Board
to review the rates of all means testable items. The revised rates were adopted
and put in use beginning 2012/2013 financial year to date (HESLB, 2014)
HESLB has been using secondary school fees as a key component in determining
neediness for loan applicants at Higher Education (HE). Such fees are used as
proxy indicator of the ability of parents/guardians to meet the costs of higher
education in complementing the Government effort (Nyahende, 2016). However,
over the four years of usage, almost all schools have reviewed their fees. It is
therefore imperative that a study was conducted to ensure that the same are
reviewed in the database of the Board (HESLB) and hence ensure reasonable
amount which is closer to the abilities than the current ones which do not reflect
the close to reality case.
Based on the need by HESLB to have an accurate and updated secondary school
fees data to enhance evaluation of applicants for 2016/2017, survey was
conducted to an agreed sampling of Private secondary schools to determine the
actual school fees charged per student so as to prepare an accurate input for
means testing regarding tuition fees to be adopted for the year 2016/2017.
Survey Objectives
General Objective
The general objective of this survey was to assess the actual schools fees
charged per student in the private secondary schools.
Specific objectives:
(i)To examine the amount of school fees charged per student by private
secondary schools.
(ii)To assess the components of school fees for private secondary schools.
(iii)To determine schools with special scholarship/grants programmes and the
criteria thereof.
Survey Questions:
(i)What is the amount of school fees charged per student by private secondary
schools?
(ii)What are the components of school fees for private secondary schools?
(iii)How many schools with special scholarship/grants programmes and the
criteria thereof
METHODOLOGY
Pretesting of the Questionnaires
Prior to conduct actual study, the tools were pretested at Feza Boys School, and
Makongo Secondary school in Dar es Salaam and the findings was used to
improve the tools.
Primary Information
Structured questionnaire
Structured questionnaires were provided to all
administrators/headmasters/headmistresses of the selected private secondary
schools. Furtherance to questionnaire responding, the researchers were required
to request for any guideline (including samples of admission letters which
indicates the school requirements which requires each student to submit.
Direct observation,
A researcher observed how the secondary school set up can affect the school fees
charged for example the newly established secondary school may attract more
school fees.
Verbal Probing
A cognitive interviewing technique were used, the researcher was required to
administers a series of probe questions specifically designed to elicit detailed
fees information from students/parents beyond that normally provided by
teachers and or schools management.
Secondary Information
Survey Approach
Data collection involved physical visit to the secondary schools by the
researcher, whereby interviews was conducted using the structured
questionnaires developed as well as the datasheet forms developed by HESLB
for data collection. All regions countrywide were clustered into 6 groups (6
zones), with each group surveyed by the zonal manager assisted by zonal offices
staff. The activities were supervised by the staff responsible for research from
the Directorate of Planning, Research and ICT.
DATA ANALYSIS
Data collected was analyzed using Excel and Statistical Package for Social
Science (SPSS). Results were summarized in tables, figures and in narrative
form (Saunders et al, 2012).
FINDINGS
Sample Characteristics
were owned by Christian societies while 10% of the secondary schools were
owned by Muslim societies. This indicates the secondary school distribution as
expected by the researcher. The researcher expected to find less secondary
schools which Muslims are owned compared to Christian owned. The sample
represents the population as expected and the results imply that there was fair
ownership distribution among private secondary school. This indicates a good
sample from secondary school ownership. Table 1 below explains.
20 regions were visited within the country in which a total of 260 secondary
schools were distributed with questionnaires. The results indicates that 11% of
the respondents were from Dar es salaam city, followed by Kigoma and Arusha
which consists of 10% and 9.2% of the total population, Iringa ranked the last
with about 0.4% respondents. The researcher expected to find more secondary
schools in Dar es salaam city compared to other regions, because being the
administrative city with high population compared to other regions it attracts a
lot of private individuals, private companies, donor agencies, Muslim societies
and Christian societies to invest in education through establishment of
secondary schools. The sample represents the population as expected and the
results imply that there was a fair distribution of secondary schools by region.
This indicates a good sample from secondary school distribution by regions.
Table 2 below explains.
Geita 4 1.5
Shinyanga 14 5.4
Kigoma 27 10.4
Mtwara 7 2.7
Tanga 13 5.0
Zanzibar -
22 8.5
Unguja
Zanzibar -
6 2.3
Pemba
Arusha 24 9.2
Lindi 5 1.9
Total 260 100.0
Source: Survey data (2016)
Frequency Percent
secondary school are charging school fees at the range of Tshs.1,500,000 and
Tshs.2,000,000, while 4% and 2% of the respondents are charging their school
fees at the range of Tshs.3,500,000 and above or at the range of 0 and
Tshs.500,000. The researcher expected to find few secondary school charging
school fees at the range of 0 and Tshs.500,000 due to the increase in the cost of
living within the country, all the school running cost such as meals and
accommodation, electricity and water bills has been risen up compared to
previous years, and few secondary schools were expected to charge school fees
at Tshs.3,500,000 and above because it is unaffordable by most individuals
within the country. Therefore the results imply that there was fairness in the
distribution of school fees charged per year. This indicates a good sample from
secondary school distribution by school fees charges per year. Table 4 below
explains.
0 - 500,000 5 1.9
500,000 - 1,000,000 87 33.5
1,000,000 - 1,500,000 77 29.6
1,500,000 - 2,000,000 57 21.9
2,000,000 - 2,500,000 16 6.2
2,500.000 - 3,000,000 9 3.5
Valid 3,000,000 - 3,500,000 4 1.5
3,500,000 - 4,000,000 1 .4
4,000,000 - 4,500,000 1 .4
5,000,000 - 5,500,000 1 .4
7,500,000 - 8,000,000 1 .4
9,000,000 - 9,500,000 1 .4
Total 260 100.0
Source: Survey data (2016)
The results from the sample selected indicates that nearly 1/3 of the respondents
secondary schools review their school fees charges after every three years, where
by 1/5 of the secondary schools selected indicates that they review their school
fees after every one year or two years and about 13% of the respondents
secondary schools indicates that they dont have specific period to review school
fees they charge, all the changes are depending on the situations for example
changes in the cost of living due to inflation. Therefore the results imply that
there was a fair distribution in the review of the amount of school fees charged.
This indicates a good sample from distribution of secondary school by changes
in the amount of school fees charged. Table 5 below explains.
The results from the sample selected indicate that 60% of the secondary schools
visited provide financial support to students who are needy while nearly 40% do
not provide financial support to students who are needy. The researcher
expected to find many secondary schools which support the needy because it
has been specified in the secondary school development programme II policies(
July 2010 June 2015) as the requirement in establishment of any private
secondary school in Tanzania. Therefore the results imply that there were fair
distributions among the secondary schools which provide financial support to
the needy. This indicates a good sample from secondary school distribution by
availability of students financial support at school. Table 6 below explains.
Frequency Percent
A total of 260 questionnaires were evenly distributed, the results from the
analysis indicates that students who are given financial support in various
secondary schools are very few compared to the total students enrolled in the
school. The results show that nearly 1/3 of the secondary schools visited provide
financial assistance to the needy students at the range of 0 to 10 while only 8% of
the secondary schools provide financial assistance to more than 50 students. The
researcher expected to find few secondary schools providing financial support to
the needy students because most secondary schools are resistant to this policy,
they say its expensive. Therefore the results imply that there was a fair
0 10 71 27.3
10 20 34 13.1
20 30 13 5.0
30 40 7 2.7
Valid 40 50 5 1.9
More than 50 22 8.5
Not Known 5 1.9
Not applicable 103 39.6
Total 260 100.0
Source: Survey data (2016)
Results from the analysis indicates that more than 1/3 of the secondary schools
select students for financial support basing on the following criteria (i)
orphanage (ii) poor family background (iii) high performance, while 7% of the
secondary schools selection is basing on academic performance, albinism or
whether they are staff children as they use it as incentives to staff/ teacher
within the school. The researcher expected to find this kind of results because
poor orphans and children from poor family have got obvious evidence that
they are needy students. Therefore the results imply that there was fair
distribution among the criteria used for financial support to students. This
indicates a good sample selection. Table 8 below explains.
Distribution for the Source of Finance for the Support of the needy students
The results in Table 9 below indicates that more than 1/5 of the secondary
schools visited is financing the needy students using funds from other sources
such as donors and owners income where by 18% are financed from school
fees. Most secondary schools do not have enough fund to finance needy
students; they depend much on school fees to run the school, therefore the
researcher expected to find most secondary schools depending on donors and
owners income to finance needy students. Therefore the results imply that there
was fair distribution among the secondary schools regarding the sources of
finance to support the needy students. This indicates a good sample to
secondary schools regarding sources of finance for the support of the needy
students.
The results of the analysis indicates that nearly 50% of the secondary schools
visited are experiencing delays in school fees payments while only 41% are
experiencing timely payments and 4% of the secondary schools are experiencing
failures on payment of school fees. The researcher expected this trend because
most family in Tanzania are of middle income earners, so because of the
competing needs they have, it takes longer to clear their obligations most of the
time they pay in piecemeal, they preferably pay by installment on delays and
few of them are managing to pay timely. Therefore the results imply that there
was fair distribution among the secondary schools regarding the sources of
finance to support the needy students. This indicates a good sample to
secondary schools regarding sources of finance for the support of the needy
students. Table 10 below explains.
Survey Results
In guiding this survey questionnaires were used to assess the viability of the
actual schools fees charged per student in the private and public secondary
schools. These questionnaires were as mentioned below:
(i)To examine the amount of school fees charged per student by private
secondary schools.
(ii)To assess the components of school fees for private secondary schools fees
The following are the survey results in respect of each individual questionnaire
analyzed:
Furthermore the results also indicates that nearly 1/3 of the respondents
secondary schools review their school fees charges after every three years, where
by 1/5 of the secondary schools selected indicates that they review their school
fees after every one year or two years and about 13% of the respondents
secondary school indicates that they dont have specific period to review school
fees they charge, they just review at any time when need arises; example
changes in the cost of living due to inflation. Therefore the results suggest that
most of the secondary schools are reviewing their school fees charges after every
three years (Table 5).
The results of the analysis also indicate that 1/3 of the respondents secondary
schools were from Dar es Salaam city, followed by Kigoma and Arusha which
consists of 10% and 9.2% of the total population, Iringa ranked the last with
about 0.4% respondents (Table 2). Therefore the results suggest that Dar es
salaam is the city with high economic power, high standard of living which
attracts high costs in all the necessary items to run the school. Therefore most
private individuals, companies, religious groups are attracted to establish
secondary schools in Dar es salaam city; this attracts school fees charged to be
high in most secondary schools.
The results of the analysis also indicate that more than 50% of the students in the
secondary schools respondents come from within the region and only 22%
comes from neighborhood, enrolling students far from school attracts a lot of
cost such as Medical costs, boarding fees ( Table 11). Therefore the results
suggest that most students are enrolled on boarding hence this attracts high
school fees to be charged.
To assess the components of school fees for private secondary schools fees
insurance fees and 5.3% include Library costs, Project fees, Teaching aids,
utilities cost, bible costs, food items (Table 12).
Also the results of the analysis indicate that nearly 50% of the secondary schools
visited are experiencing delays in school fees payments while only 41% are
experiencing timely payments and 4% of the secondary schools are experiencing
failures on payment of school fees (Table 10). Nearly 25% of the schools visited
are reporting the failures to the parents, the school board and/or school
management. Nearly 14% of the schools visited are holdings students
certificates to ensure payment after graduation (Table 13). Therefore the result
indicates that most students are paying their school fees on delays and few of
them are failing to pay the school fees.
Furthermore the results of the analysis indicates that nearly 1/3 of the secondary
schools visited provide financial assistance to the needy students at the range of
0 to 10 while only 8% of the secondary schools provide financial assistance to
more than 50 students (Table 7). Therefore the results suggested that most
private secondary schools do provide financial support to a small number of
students while very few secondary schools provide financial support to many
needy students.
Also results from the analysis indicates that more than 1/3 of the secondary
schools visited select students for financial support basing on orphanage, poor
family background or whether these students are high performers with good
grades while 7% of the secondary school visited are selecting students basing on
academic performance, albinism or whether they are staffs children as they use
it as incentives to staff/ teacher within the school, selection basing on Religious
groups forms nearly 4% (Table 8). Therefore the results suggested that most
private secondary schools choose students for financial support basing on
orphanage, poor family background or whether these students are high
performers with good grades.
The results of the analysis also indicate that more than 1/5 of the secondary
schools visited is financing the needy students using funds obtained from other
sources such as donors and owners income where by 18% are financed from
school fees (Table 9). Therefore the results suggested that most private
secondary schools are financing needy students using funds from other sources
apart from school fees example donors fund and owners income.
More than 1/3 of the secondary schools visited reveal that students support are
given at 100% (Full support) of the amount required for the student to study
while 10% of the schools provide partial support. Some secondary schools
provide semi partial/ full support, this forms about 18% of the secondary
schools visited (Table 14).
CONCLUSIONS
It was concluded that private schools are charging school fees at a range of Tshs.
500,000 and Tshs.1, 000,000, this is contrary to the school fees charged in year
2011/2012 in which school fees were charged at the range of Tshs. 0 to Tshs.
500,000 as shown in the last survey for ascertainment of school fees done in year
2011/2012 HESLB (2012).
It was concluded that inflation is affecting the school by increasing the running
costs of the school such fuel costs for standby generator, food, electricity costs,
teaching and non-teaching staff salary e.t.c, hence school fees are reviewed after
every three years to corp with the changes in the cost of living.
It was further concluded that the components of the school fees as shown by
most of the private secondary schools visited includes examination fees
(Mock,NECTA),Caution money, Admission fees, Identity cards, Registration
fees, Medical fees, Boarding fees. Other private secondary schools includes the
following components; Uniforms, Stationaries & internal examinations, Sports
uniforms fees, Meals costs, Transport fees, Remedial classes fees, exercise book
fees, school tour fees, slasher/hoes costs, Security costs, Maintance fees,
Inspection/audit fees, Medical insurance fees, Library costs, Project fees,
Teaching aids, utilities cost, bible costs, food items. While the least of the
secondary schools include Practical fees, School emblem fees, Shamba dress
costs, Ream paper costs, Registration fees. These components results into many
schools experiencing delays in school fees payments because it causes the
increase of school fees to the level which is unaffordable by most parents/
students.
It was further concluded that private secondary schools always fulfill their social
responsibility by providing financial support to the needy students. Students in
need are always given full support to enable them attain their secondary school
education, the selection of the students to be provided with financial support is
basing on the orphanage status, in combination of whether the student come
from poor family as well as the students academically ability is also considered.
Sources of fund to finance the needy students are always from other sources
apart from school fees, these include donors fund and owners income.
Finally it was concluded that most secondary schools visited ( more than 80%)
have no consideration for students with disability while less than 20% have
consideration for students with disability this is due to lack of teaching
materials, teachers and conducive environment for disable students.
RECOMMENDATIONS
According to the conclusion derived above, the study recommends the
following:
The Government should set strict rules to ensure that for any private secondary
school set up, there must be a certain number of students required to be
supported financially. This will help to increase the number of the needy
students who will have financial aid, currently the study shows that a few
number of students are sponsored ranging from 0 to 10 students which is too
low compared to the number of the needy students we have in the society given
the population in Tanzania.
The government should give equal priorities to both public and private
secondary schools because private schools also contributes to the public by
providing the economy with a well educated graduates and also through
payments of taxes as it is for the Public secondary schools.
The Government should set standards for any secondary school establishment to
include features to accommodate students with disabilities because these disable
students are part of the society and they need education equally as other
students.
HESLB is advised to work as a bank i.e. HESLB should follow bank steps during
provision and collection of loans. Also the Government to create employment to
the graduates so that they can have income to repay back the loans
Finally the board should continue to issue loans to the needy Tanzania as it is
helping in ensuring expansion of higher education to the whole Tanzanian
society regardless of economic abilities.
Acknowledgement
Our sincere thanks should go to the Management of the Higher Education students
Loans Board (HESLB), for giving us support in term of funding and permission. Mr.
Venance Ntiyalundura, Ms. Emma Sabaya, Ms. Joyce Mgaya, Mr. Ezra Ndangoya (Our
co worker), and all selected officers at our Zonal offices at Dodoma, Mwanza, Arusha ,
Zanzibar and Mbeya they participated well in collection of the appropriate data which
were compiled timely. Lastly many thanks should go to all officials in the private
secondary schools visited, these include Headmasters/ Headmistresses, Administrators,
Academic officers and Teachers on duty who provided valuable information through
interview and filling of questionnaires given.
REFERENCE
HESLB (2004). Act number 9 of 2004 CAP. 178, Dar es salaam, Higher Education
Students Loans
Board.
HESLB (2014). Survey report on Assessment of the prevailing School fees for Private
Secondary School,
Dar es salaam, Higher Education Students Loans Board.
HESLB (2015). Guidelines and Criteria for granting loans in the academic year
2015/2016, Dar es
salaam, Higher Education Students Loans Board.
HESLB (2016a). Guidelines and Criteria for granting loans in the academic year
2016/2017, Dar es
salaam, Higher Education Students Loans Board.
HESLB (2016b). Allocations and Disbursement Manual, Dar es salaam, Higher Education
Students
Loans Board
Nyahende V. R., Bangu A.N. & Chakaza B. C. (2015). Survey on assessment of the
current actual
expenses incurred by students on the meals and accommodation within and
around the campuses: The case of Tanzania Higher Education Students Loans
Beneficiaries: The Journal of Higher Education Studies 5(4), Pp. 56-85.
http://dx.doi.org/10.5539/hes.v5n41p56
Nyahende V. R. (2016). Implementations of the Best Practices in Repayment, the way to
Improve
Collections of the due Students loans in Tanzania: The Journal of Higher
Education Studies 6(1), pp. 60 86. http://dx.doi.org/10.5539/hes.v6n1p60.
Saunders, M. N. K., Lewis, P., & Thornhill, A. (2012). Research methods for Business
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Harlow, England: Pearson Education.