Browsing Faculty of Education by Subject "Students"
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Garegae, K.G. (Academic Journals. http://www.academicjournals.org, January NaN, 2008)[more][less]
Abstract: Although student discipline had existed since the beginning of mankind, the disciplinary methods employed have changed over the years, giving rise to culturally irrelevant disciplinary strategies. This study explored teachers’ views about approaches to discipline experienced in Botswana schools in terms of policy and practice. In particular, the study sought for information on teachers’ day-to-day experiences and their views with regard to the implementation of student discipline regulations. Twenty teachers, who have been in the field for at least eight years, were interviewed once. Interview proceedings were recorded and later transcribed verbatim. The study showed that teachers feel disempowered by schools’ discipline regulations, and that students take advantage of such regulations to undermine teachers’ authority. Based on the premise that discipline approaches are culturally conceptualized and negotiated, the paper argues that student discipline has grown into an epidemic in Botswana schools because culturally inappropriate approaches are employed. Recommendations as to how the problem could be curbed are discussed and suggestions for further studies are made. URI: http://hdl.handle.net/10311/523 Files in this item: 1
Garegae_ERR_2008.pdf (791.2Kb) -
Nenty, H.J. (Kamla-Raj Enterprises http://www.krepublishers.com, April NaN, 2009)[more][less]
Abstract: At the students’ level, researchers’ orientation tends to be undefined and hence students easily fall prey to having their orientation determined by factors other than those related to the nature of their research problems. The difficulties they experience especially in quantitative methods, biased supervisory advice, research orientations and motivational factors constitute some level of impediment to content learning, choice of research problem and to students’ views of the importance of research skills for their future work. The tendency is for them to narrow their choice of problem to only that which will suit their non-crystallized orientation. This exploratory study tried to look at such interconnected web and to determine the influence of research orientation on some research-related affective and cognitive behviour of UB graduate education students. To test the six research hypotheses posited to guide the study, data were collected from 78 UB graduate education students who registered for education research courses in 2006. These hypotheses were tested by carrying out z-test of independent proportion, chi-square analyses and one-way ANOVA statistical analyses. The results showed that a significantly higher proportion of the students prefer qualitative to quantitative research and gender has a significant influence on such preference. Research orientation was found to have significant influence on attitude towards research, research motivation, and perceived level of intellectual demand by research; but not on intention to enroll in a doctoral programme; willingness to be involved in research study; and their self-reported academic performance in research course. Problem with numbers was found to be a significant determinant of students’ research orientation. These results were discussed and recommendations made. URI: http://hdl.handle.net/10311/732 Files in this item: 1
Nenty_JSS_2009.pdf (637.8Kb)
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