Active learning in a high school economics class: a framework for learner engagement
| dc.contributor.advisor | Nkoane, M .M. | |
| dc.contributor.author | Sekwena, Gailele L. | |
| dc.date.accessioned | 2016-01-08T12:57:26Z | |
| dc.date.available | 2016-01-08T12:57:26Z | |
| dc.date.copyright | 2014-07 | |
| dc.date.issued | 2014-07 | |
| dc.date.submitted | 2014-07 | |
| dc.description.abstract | English: The aim of the study was to develop an active learning framework in a high school economics class. The research project intends to create an active learning environment to enhance learner engagement. The study argues that active learning approach seems to help the learners to understand the abstract economics concepts better, compared to the heavy reliance on the chalk-and-talk approach, which often leads to learner passivity in the classroom and rote learning. This study is located in the critical theoretical framework, which aims at promoting critical consciousness, empowerment, emancipation and transformation. It is the aim of this active learning framework to assist in changing the current teacher role in class from that of a knowledge transmitter to a role of facilitator and guide in the teaching and learning environment, and assist the teachers to become selfreflective practitioners. The framework will also empower the learners to become active participants and co-constructors of knowledge in class, thus freeing them from their usual passive role in the economics class. The study was conducted using a Participatory Action Research methodology (PAR). The choice of this methodology was informed by the notion that people who experience a common problem in their daily lives are better positioned to investigate the problem and propose solutions to that problem. A team comprised of the economics educators and learners participated in this collaborative effort to generate the data that were used to create the active learning framework. The study found that learners seem to gain a deeper understanding of the economics concepts when they are engaged in illustrating them practically in class. The study also found that willingness to change from the traditional way of teaching seems to be a major challenge in adopting this learnercentred active learning approach. The study, however, recommends that a gradual and sustained implementation of this approach in class is necessary for both teachers and learners to develop confidence in it and realise its value. | en_ZA |
| dc.description.abstract | Afrikaans: Die doel van die studie was om ’n aktiewe raamwerk vir leer in ’n hoërskool ekonomieklas te ontwikkel. Die navorsingsprojek probeer om ’n aktiewe leeromgewing te skep ten einde leerderbetrokkenheid te verhoog. Die studie gaan uit van die standpunt dat ’n aktiewe leerbenadering leerders skynbaar help om die abstrakte ekonomiebegrippe beter te verstaan, in teenstelling met die swaar steun op die benadering om ’n lesing te gee en op die skryfbord te skryf, wat dikwels tot masjinale leer en passiewe leerders in die klas lei. Hierdie studie is op die kritiese teoretiese raamwerk gebaseer, wat daarna strewe om ’n kritiese bewussyn, bemagtiging, emansipasie en transformasie te bevorder. Die oogmerk van hierdie aktiewe leerraamwerk is om te help om die huidige rol van die onderwyser in die klas te verander na ’n rol van fasiliteerder en gids in die onderrig en leer-omgewing en om die onderwysers te help om selfreflekterende praktisyns te word. Die raamwerk sal ook die leerders bemagtig om aktiewe deelnemers en medebouers van kennis in die klas te word, wat gevolglik hulle sal bevry van hulle gewone passiewe rol in die ekonomieklas. Die studie is onderneem deur van die Deelnemende Aksienavorsingsmetodologie gebruik te maak (DAR). Die keuse van hierdie metodologie is as gevolg van die begrip dat persone wat ’n algemene probleem in hulle daaglikse lewens ervaar, beter geposisioneer is om die probleem te ondersoek en oplossings vir daardie probleem te bied. ’n Span bestaande uit die ekonomie-opvoeders en -leerders het saam aan hierdie studie deelgeneem om die data te genereer wat gebruik is om die aktiewe leerraamwerk te skep. Die studie het bevind dat leerders skynbaar ’n meer diepgaande begrip van die ekonomiekonsepte verkry wanneer hulle by die praktiese illustrering daarvan in die klas betrokke is. Die studie het ook bevind dat ’n gewilligheid om weg te beweeg van die tradisionele denkwyse skynbaar ’n groot uitdaging is om hierdie leerder-gesentreerde aktiewe leerbenadering te implementeer. Die studie beveel egter aan dat ’n geleidelike en volgehoue implementering van hierdie benadering in die klas vir sowel die onderwysers as die leerders nodig is om vertroue daarin te ontwikkel en die waarde daarvan te besef. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/2091 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2014 | en_ZA |
| dc.subject | Economics | en_ZA |
| dc.subject | Economics -- Study and teaching (Secondary) | en_ZA |
| dc.subject | Active learning | en_ZA |
| dc.subject | Students -- Attitude | en_ZA |
| dc.title | Active learning in a high school economics class: a framework for learner engagement | en_ZA |
| dc.type | Dissertation | en_ZA |