Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

Omodan, Bunmi Isaiah

doi:10.13189/ujer.2020.081151

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…As a result, participatory research (PR) was chosen as the appropriate research design. PR is a research methodology that emphasises the participation of marginalised communities in bringing about positive changes that they desire (Omodan, 2020b). It is a research methodology that involves involving and prioritising people's voices, actions, and decisions (Jensen, 2020).…”

Section: Methodsmentioning

confidence: 99%

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Adebola

2024

IJER

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This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

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Section: Methodsmentioning

confidence: 99%

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Adebola

2024

IJER

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“…The thematic analysis technique was utilized since it enabled researchers to code raw qualitative data gathered from the participants into analogous themes to construct a coherent theoretical elucidation of the phenomenon. These themes were then aligned with the study objectives (Omodan, 2020). Analysis and interpretation of the primary data were done by adopting the universally acknowledged (Braun & Clarke, 2006) six-steps thematic analysis techniques.…”

Section: Data Analysis and Ethical Considerationsmentioning

confidence: 99%

Analyzing LGB-based school bullying among senior phase learners in South Africa

Mguye,

Omodan

2023

Nurture

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Purpose: Despite LGB recognition, recent literature and news reports have evidenced the existence of LGB-based school bullying among school-going adolescents. Through this, learners experience calamities such as anxiety, insecurity, poor academic performance, and even suicide. For this reason, this study investigates the limitations of schools in combating LGB-based school bullying and determines methods to combat LGB-based school bullying. Design/Methodology/Approach: This qualitative study was lensed through Social Stigma Theory (SST) and the Anti-bias Education Approach (ABEA), adopting a constructivist paradigm and a case study design. To elicit descriptive data from the participants, in-depth interviews were conducted with 9 purposefully sampled participants, including 4 senior phase teachers (grades 8 & 9), 2 lesbian females, and 3 gay senior phase learners. Researchers utilized Braun and Clarke’s six steps of thematic analysis to make sense of the data. Findings: This study revealed a number of barriers that prevent schools from addressing bullying that is based on LGB among students in the senior phase. These include uneducated and unsupportive professors, the lack of recognition of LGB, adherence to religion, vague and nonexistent claims of bullying based on LGB, and the use of the same facilities as students who are heterosexual. This study also revealed that avoiding gender disclosure, creating awareness about gender diversity, providing bathrooms for LGB learners, and following up on LGB- based bullying cases are methods that can be practiced to combat LGB-based school bullying. Conclusion: This study concludes by recommending frequent dialogues about LGB among learners and teachers to familiarize themselves with its existence. Research Implications: The study identified the need for schools to combat LGB-based school bullying. Practical Implications: The study recommends open dialogues on gender diversity, discourages LGB-based bullying, empowers teachers to intervene, and promotes confidence in LGB-based learners. Contribution to Literature: This research contributes to the body of knowledge by identifying and addressing the unique challenges associated with LGB-based school bullying.

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“…The researcher affirmed this from personal experience and as applicable to her colleagues who are lecturers also. The importance of CL has been affirmed by scholars (Omodan, 2020) with its attendant negative influence on students' attitude. Some of the noticeable negative impacts of students' apathy towards collaborative learning include a decrease in the overall quality of the learning experience, tension and conflict among students, failure to establish positive relationships and lack of communication and social skills.…”

Section: Statement Of Problemmentioning

confidence: 99%

Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa

Adebola

Tsotetsi

2022

JCVE

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The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.

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Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

Cited by 3 publications

References 12 publications

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Analyzing LGB-based school bullying among senior phase learners in South Africa

Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa

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