Browsing by Subject "Qualitative research"
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Moswela, E.; Mukhopadhyay, S. (DS, http://www.tandfonline.com/, May NaN, 2011)[more][less]
Abstract: Students with disabilities are under-represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researches. This paper sought to document the experiences of university students with disabilities took part in the study. Data were gathered through semi-structured focus group interviews. Later on these data were triangulated with an analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana. URI: http://hdl.handle.net/10311/1072 Files in this item: 1
Moswela_DS_2011.pdf (3.053Mb) -
Mukhopadhyay, S.; Nwaogu, P. (Routledge. http://www.informaworld.com, December NaN, 2009)[more][less]
Abstract: The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. URI: http://hdl.handle.net/10311/532 Files in this item: 1
Mukhopadhyay_IJDDE_2009.pdf (825.5Kb) -
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) -
Teacher trainees’ level of preparedness for inclusive education in Botswana schools: need for changeMukhopadhyay, S.; Molosiwa, S.M.; Moswela, E. (IJSRE, http://www.ijsre.com, December NaN, 2009)[more][less]
Abstract: The purpose of this study was to explore the extent to which the University of Botswana special education teacher-training programme. Inclusive education has gained significant currency nationally and internationally. Inclusive education demands that the teacher should be able to meet the needs of students with disabilities in a regular/ ordinary classroom. The success of inclusive education rests on quality teacher preparation gearing towards inclusive education. How teachers are prepared is intrinsically linked to the quality of education provided in the schools. Qualitative research method was used to explore how teachers are prepared for inclusive education in Botswana. Eighteen final year special education student teachers were involved in two focus group discussions. Findings of this study revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings. Based on the findings of this study, a teacher preparation model is proposed for successful implementation of inclusive basic education in Botswana. URI: http://hdl.handle.net/10311/1073 Files in this item: 1
Mukhopadhyay_IJSRE_2009.pdf (1.243Mb)
Now showing items 1-4 of 4