The impact of an interactive education strategy in radiography education

English: Increased access to higher education to address equity is a major objective of The National Plan for Higher Education (NPHE) in South Africa. This increased access necessitated more flexible entry requirements to admit previously disadvantaged learners. These learners are, however, inadequately prepared for higher education. Higher education institutions should take this into account in teaching and learning. The rationale for this study was to address the access-success imbalance in higher education mentioned by South Africa's Minister of Education. This research study was thus undertaken to evaluate the impact of an interactive educational strategy in radiography education.The research took the form of an exploratory, descriptive and quantitative experimental study comprising of a literature review and an experimental investigation. The literature review covered mainly two aspects: The first aspect consisted of factors associated with academic achievement, namely cognitive ability, self-regulation, self-efficacy, motivation, approaches to learning, effective study skills, and learning styles. In the second place, educational strategies were reviewed in the literature, while interactive education was seen as an opportunity to foster the factors associated with effective learning. Effective learning entails encouraging self-regulation, nurturing self-efficacy, raising motivation, promoting a deep approach to learning, teaching and assessing study skills, and accommodating differences in learning styles when teaching. Since the key to effective learning is rooted in the engagement of learners in active and collaborative learning experiences, this productive interaction between learners and facilitators - which enhances educational events and promotes learning - was therefore explored. The overall goal of the study was to make a contribution towards optimising the effectiveness of education and training in the radiography programme in the School of Health Technology at the Technikon Free State. The aim was to explore the impact of an interactive education strategy in radiography education on 30 second-year learners enrolled for the modules Radiographic Practice and Clinical Radiographic Practice II (RAD 20 at and KLD 20 at) in 2002, gauged by summative assessment and learner perception. The empirical study involved a Learning Preference Inventory (LPI) which provided details on learners' learning preferences. The outcome of the LPI directed the design of the Structured Interactive Sessions (SIS), the intervention in which an attempt was made to address the learners' learning preferences. The learners were divided into three study groups, namely a formal lecture group, a self-activities group, and a self-study group. A pre-post test model was used to quantitatively evaluate the improvement in academic performance after the SIS intervention and subsequently a questionnaire survey was carried out to assess learners' perception(s) of the effectiveness of the interactive and self-directed approach to education in radiography. The results of the three measures, i.e. the LPI, the questionnaire, and the pre-post test model used in the study, shared a prevalent important component, namely the significant role of the facilitator. The LPI results demonstrated dominance in prevalence for a teacher-structured learning environment. The aforementioned fact is confirmed by the distribution of test scores in the pre-test indicating that the groups with no facilitator guidance had lower test marks than the group who received formal lectures. The learners' perception and experiences verified a preference for facilitator-guided activities in class. The researcher realises the limitations of the study, namely that the study is restricted to performance after a single intervention in a controlled test situation, while learners from one programme were used and the contribution of only interactive education on learning, rather than combinations of factors, was quantitatively explored. It is therefore recommended that both quantitative and qualitative approaches, as well as a larger and more diverse study group, would provide a more widely applicable measurement for academic improvement after an interactive intervention. The findings of the present study suggest a possible link between interactive educational strategies and academic achievement. The findings also support the literature on academic performance in which motivation through interaction between the facilitator and the learners plays an important role.