Developing Strategies to Improve Students’ Performance in The Module “Introduction to Classroom Research” At A University of Technology
DOI:
https://doi.org/10.31949/ijeir.v4i2.15084Abstract
Introduction to Classroom Research (ICR) is a fundamental module that fourth-year Bachelor of Education (B-Ed) students must pass to obtain their teaching qualification. Over the last three years, the module recorded considerably poor student performance. This paper explores the reasons for students’ poor performance in the module and further suggests improvements. Pedagogical Content Knowledge was used as the theoretical framework that underpinned this study. Twenty student teachers and four lecturers were purposefully selected as participants in this study at a university of technology. Semi-structured interviews were used to generate data from the participants. The study found that B-Ed students had a negative attitude towards this module and were challenged by the concepts they were introduced to for the first time at fourth-year level. Furthermore, this study found that lecturers do not use innovative teaching methods to enhance understanding or cater to diverse student needs regarding learning styles. The study's conclusions suggest that student teachers do not set high standards for themselves in this module and that lecturers do not use innovative teaching methods that inspire students. Based on these conclusions, it is recommended that innovative teaching methods be used to accommodate diverse student needs and that artificial intelligence tools be integrated to enhance student understanding and improve their performance. It is further recommended that concepts about this module be gradually introduced as early as the first year of study
Keywords:
student performance, innovative teaching methods, diverse student needs, artificial intelligence, introduction to classroom research.Downloads
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