effective teaching methods in higher education. submitted to the faculty of the school of education

Effective Teaching Methods in Higher Education.

Submitted to the Faculty of the School of Education

in Partial Fulfillment of the Requirements for the

Degree of Master of Education in Leadership and Administration

at

Gonzaga University

Spokane, Washington

2014

By

Kebby Mwanamoomba

Zambia

Advisor

Elaine Radmer, Ph.d

2

Effective Teaching Methods/ Mwanamoomba

Signature Page

I certify that I have read this manuscript and that, in my judgment,

it is adequate in scope and quality for the degree of

Master of Education in Leadership and Administration

________________________________

Elaine Radmer, Ph.D.

Advisor

3


Acknowledgements I thank the Good Lord for giving me an opportunity to study at Gonzaga University, USA,

Washington State, Spokane and also for gracing me throughout my study. I would also like to

thank the Society of Jesus (JESUITS) who made it possible for me to do this Masters study. I

would also like to thank all the Gonzaga University professors that made it possible for me to

undertake this course. In a special way I thank Elaine Radmer, Ph.D. my supervisor for her

continued support throughout my research study. Finally I thank Charles Lwanga College of

Education Administration for facilitating my study. Above all, I thank all those that helped

me directly or indirectly throughout my study, may the Good Lord bless everybody and help

us all in our pursuit for knowledge to better our society.

4


Dedication I dedicate this work to Mwiinga, Queen, Victoria, Grace and Elizabeth. Each of you makes

me strive to achieve higher. Your being makes me who I am.

5


Abstract The purpose of the study was to determine the effective methods of teaching at higher level

of education. The study was determined to find out how lecturers figured out methods of

teaching as one planned a lesson prior to teaching. Three research questions guided this study

and these were; What were the opinions of student teachers about effective teaching methods

in relation to their learning styles? How did lecturers organize their teaching content for

effective teaching and learning? and Prior to teaching, how did lecturers select methods for

effective teaching? The participants included both lecturers and the student teachers from

three selected colleges of education. The research methods that were used included

interviews, questionnaires and observations. The collected data were analysed both

quantitatively and qualitatively. The key findings of the research were; few student teachers

were aware of learning style(s). But most student teachers were aware of their preferred

method(s) of teaching. It was also found that method selection was dependent on factors such

as type of content handled, availability of teaching and learning resources, level of student

teachers and level of assimilation ability of student teachers. There was no single method of

teaching that could be said to be the only and most effective teaching method; instead, each

lesson has its own elements that may encourage the use of a specific teaching method instead

of any other one. Therefore, it becomes imperative that in one lesson lecturers ought to

employ multiple methods of teaching.

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Table of Contents

Signature Page ........................................................................................................................................ 2

Acknowledgements ................................................................................................................................. 3

Dedication ............................................................................................................................................... 4

Abstract ................................................................................................................................................... 5

Chapter I ................................................................................................................................................ 12

Introduction to the Problem ............................................................................................................. 12

Background ....................................................................................................................................... 14

Rationale ........................................................................................................................................... 17

Purpose ............................................................................................................................................. 18

Research Questions .......................................................................................................................... 18

Operational Definitions ..................................................................................................................... 18

Summary ........................................................................................................................................... 19

Chapter II ............................................................................................................................................... 20

Literature Review .................................................................................................................................. 20

Introduction ...................................................................................................................................... 20

Planning to Teach .............................................................................................................................. 20

Lesson Planning and Time ............................................................................................................. 20

Students’ Prior Knowledge............................................................................................................ 21

Knowledge of Subject Matter ....................................................................................................... 22

Knowledge of Students ................................................................................................................. 23

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Teaching Material and Lesson Activities ....................................................................................... 24

Learning Environment ................................................................................................................... 25

Student Learning Styles..................................................................................................................... 26

Idiosyncratic Learning Styles ......................................................................................................... 26

Responsive Teaching Practices ..................................................................................................... 27

Students’ Unique and Diverse Skills .............................................................................................. 28

Learner Autonomy ........................................................................................................................ 28

Content Organisation ........................................................................................................................ 29

Content Organization and Learning .............................................................................................. 29

Method Selection .............................................................................................................................. 31

Method as a Link in the Teaching-Learning Chain ........................................................................ 31

Method and Students’ Knowledge and Skills................................................................................ 31

Method of Teaching and the Learning Environment .................................................................... 32

Summary ........................................................................................................................................... 33

Chapter III .............................................................................................................................................. 35

Methodology ......................................................................................................................................... 35

Introduction ...................................................................................................................................... 35

Research Design ................................................................................................................................ 35

Entry to Field ..................................................................................................................................... 35

Ethical Considerations ....................................................................................................................... 35

Target Population ............................................................................................................................. 36

Sample and Sampling Procedures ..................................................................................................... 36

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Setting of the Study .......................................................................................................................... 36

Data Collection Instruments ............................................................................................................. 37

Interviews.......................................................................................................................................... 37

Questionnaires .............................................................................................................................. 37

Observations ................................................................................................................................. 38

Data Analysis ..................................................................................................................................... 38

Limitations ........................................................................................................................................ 38

Summary ........................................................................................................................................... 38

Chapter lV ............................................................................................................................................. 40

Findings ................................................................................................................................................. 40

The Participants ................................................................................................................................ 41

Awareness of Learning style(s) and Method(s) of Teaching ............................................................. 41

Awareness of Learning Style(s) ..................................................................................................... 41

Figure 1 Shows Knowledge of Individual Learning Styles ............................................................. 42

Awareness of Method(s) of Teaching ........................................................................................... 43

Figure 2 Shows Students’ knowledge of Methods of Teaching .................................................... 43

Preferred Method(s) of Teaching ................................................................................................. 44

Content Organization in Relation to Learning .................................................................................. 45

Content and Learning........................................................................................................................ 46

Method Selection and Teaching ....................................................................................................... 46

Type of Content ............................................................................................................................ 46

Topic and Student Involvement in the Lesson .............................................................................. 47

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Time Factor ................................................................................................................................... 47

Teaching and Learning Materials, and Class Size .......................................................................... 48

Level of Students (1st, 2nd, or 3rd Year) ......................................................................................... 48

Summary ........................................................................................................................................... 48

Chapter V .............................................................................................................................................. 50

Conclusions ........................................................................................................................................... 50

Summary of the Findings .................................................................................................................. 51

Discussion of the Findings ................................................................................................................. 51

Awareness of Learning Style(s) ..................................................................................................... 51

Awareness of Method(s) of Teaching ........................................................................................... 53

Preferred Method(s) of Teaching ................................................................................................. 53

Content Organization .................................................................................................................... 54

Type of Content ............................................................................................................................ 54

Method Selection .......................................................................................................................... 54

Teaching and Learning Material ................................................................................................... 55

Level of Student Teachers (1st, 2nd, or 3rd Year) ............................................................................ 56

Limitations ........................................................................................................................................ 56

Implications for Practice ................................................................................................................... 57

Implications for Further Research .................................................................................................... 58

Personal Action Plan ......................................................................................................................... 58

References ............................................................................................................................................ 61

Appendices ............................................................................................................................................ 65

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Appendix 1 ............................................................................................................................................ 65

Protecting Human Subjects Research Participants ............................................................................... 65

Appendix 2 ............................................................................................................................................ 66

Protocol Verification for Exempt Status ............................................................................................... 66

_Toc405737986Appendix 3 .................................................................................................................. 68

Interview Protocols ............................................................................................................................... 68

Interview Protocol: A ............................................................................................................................ 68

Focus Group Interview (FGI) for Students: ........................................................................................... 68

Appendix 4 ............................................................................................................................................ 69

Interview Protocol: B ............................................................................................................................ 69

Individual Interviews for Lecturers: ...................................................................................................... 69

Appendix 5 ............................................................................................................................................ 70

Observation Protocol ............................................................................................................................ 70

Classroom Observation Protocol: C ...................................................................................................... 70

Appendix 6 ............................................................................................................................................ 71

Interview Protocol: C ............................................................................................................................ 71

Individual Interviews for Administrators: ............................................................................................. 71

Appendix 7 ............................................................................................................................................ 72

Data Matrix ........................................................................................................................................... 72

Appendix 8 ............................................................................................................................................ 73

Consent Forms ...................................................................................................................................... 73

Provincial Education Office-Choma ...................................................................................................... 73

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Appendix 9 ............................................................................................................................................ 75

Letter of Approval from Provincial Education Office ............................................................................ 75

Appendix 10 .......................................................................................................................................... 76

Consent Form ........................................................................................................................................ 76

Charles Lwanga College of Education ................................................................................................... 76

Appendix 11 .......................................................................................................................................... 78

Approval Consent Form from Principal Charles Lwanga College of Edducation .................................. 78

_Toc405738016Appendix 12 ................................................................................................................ 79

Consent Form ........................................................................................................................................ 79

David Livingstone College of Education ................................................................................................ 79

Appendix 13 .......................................................................................................................................... 81

Approval Consent Form from Principal David Livingstone College of Education ................................. 81

Appendix 14 .......................................................................................................................................... 82

Consent Form ........................................................................................................................................ 82

Monze College of Education ................................................................................................................. 82

Appendix 15 .......................................................................................................................................... 84

Approval Consent Form from Principal Monze College of Education .................................................. 84

Appendix 16 .......................................................................................................................................... 85

Consent Forms ...................................................................................................................................... 85

Charles Lwanga College of Education/David Livingstone College of Education/Monze College of

Education .............................................................................................................................................. 85

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Chapter I

Introduction to the Problem The effectiveness and quality of teaching is heavily dependent on the quality of the

knowledge being transmitted, as well as the way it is transmitted. When one talks of teaching,

some may believe that it is transferring of knowledge only, but teaching goes beyond

transferring of knowledge. Teaching will include selection of an appropriate mode of delivery

as well as a logical structuring of the lesson following a specific and appropriate method.

Centra (1993) described effective teaching as a purposeful and meaningful process that leads

to effective learning. Branskamp and Ory (1994) in their definition of effective teaching said

that teaching is creation of conditions where proper assimilation of content takes place. They

said that the teaching and learning process ought to produce the desired results. The authors

further said that if the desired results were not produced, then teaching had not occurred.

They conclude that when learning occurs, then teaching did take place as well.

Again, if learning is lacking quality, then the teaching is not successful. Thus, when

teaching is successful because it leads to learning, the teacher’s method of delivery will play

a role in triggering learning. Muzumara (2011) stated, “To foster learning teachers decide,

usually ahead of time, how they will teach a given topic” (p.26). Muzumara argued that this

preparation ahead of time will include thinking and planning of an appropriate method of

teaching as well as selecting quality texts that learners would use. Again, Muzumara (2011)

said, “The choice of the type of method or approach to use for a particular lesson or topic is

left entirely to the teacher” (p.26). He said this simply means that the teacher or lecturer is at

liberty to select a suitable method of teaching in accordance with the topic to be taught.

A good teacher ought to go further than knowledge dissemination; one must have

multiple modes of teaching. An effective teacher can take a topic or subject matter and make

it crystal clear to the learners. The same topic can be taken by another teacher and can be

13


made impossible to the students to penetrate through. Individual teachers are distinct in the

way they teach and these distinct ways vary in the student learning effectiveness. It is vital to

consider every aspect of the lesson before executing it.

Creativity on the part of the teacher is cardinal towards effective learning. An

effective teacher will always strive to discover more creative and innovative modes of

making a confusing or complicated subject matter or ideas understandable to the learners. A

good teacher will select and use methods of teaching that would make learners understand

and use the learnt material. Structure of the subject matter is yet another factor that can lead

to effective learning. The way a teacher arranges and organises the learning components is

very important as it may have an impact on the learning.

Student learning styles is yet another very important factor in effective teaching. As a

teacher, one ought to understand each individual student teacher’s learning styles. An

effective way of learning is very much dependant on the individual learning. It is a well-

known fact that different learners have different learning styles. The different learning styles

work well or best with different learners. An appropriate way for a teacher/lecturer to

consider is to include varieties of learning styles and a variety of teaching methods to meet

the needs of all learners. By the time students reach college level, it was often assumed that,

they had figured out the best and most appropriate modes of learning. This may not be correct

thinking, hence; lecturers and teachers ought to help student teachers identify their

idiosyncratic learning styles as they pursued their studies.

There are a number of factors that could be considered in the choice of the appropriate

mode of content delivery to the students. These may range from nature of the teacher,

students’ personalities, learning environment, subject matter to be taught, practical,

economical and temporal constraints. Du Bois, Alverson and Statley (1979) suggested five

factors that can enhance and influence choice of strategy and these include the teacher’s

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cognitive and affective goals, the characteristics of the pupils to be taught, practical, monetary

and temporal constraints, the teacher’s personalities as well as the structure of the subject

matter. Changes in the above factors during the lecturing process would lead to some

variations in learning strategies for maximization of learning.

Wandberg and Rohwer (2003) stated that “The teacher…consistently uses a variety of

active learning strategies to develop students’ thinking, problem-solving, and learning skills”

(p.75). Teaching strategies that engage the learners will help them improve the way they

think, and they will understand and know what they need to learn.

If knowledge is delivered to the learners in a way that does not engage the students,

and, in a way, they cannot understand, then, it is worthless. Therefore, this paper was set to

determine the effective teaching methods at higher level of education. The paper will try to

look into the opinions of students about effective teaching methods in relation to their

learning styles It will look at ways in which lecturers organize their teaching content for

effective teaching, and how Lecturers select their teaching methods for effective teaching.

Background Teachers may have the knowledge of the subject matter to be taught, but they may not

be effective in delivering the content to the learners. An effective lesson can be well

measured by the amount of learning in the students. Failure to select a suitable and

appropriate method of teaching may result in a failed lesson. In colleges students find

difficulties in understanding lessons not because their teachers do not have sufficient

knowledge of the subject matter, but because of using ineffective modes of teaching. Obanya

(1980) stated that the content as well as other material has to be structured and well

organized. Some lecturers may fail to structure and organize the material/content that is to be

taught to the learners; hence, in the end the entire lesson may fail. Planning is very important

15


in teaching and learning. Unorganised or unstructured content may not be easily

comprehended by the learners.

Teacher centred-methods have generally proved ineffective in the teaching as they

keep the pupil on the passive side and so do not fully benefit and therefor

compromise effective classroom practice. Mostly the pupil is only mentally involved

in the lessons and learning is not reinforced by practical activities. Methods in which

pupils are involved are called ‘pupil-centred’… Teachers need to involve the

learners… (Muzumara 2011, p.27)

Selection of a method to use in a particular lesson is a very important exercise in preparation

of a lesson. It is the planning and the selection of suitable methods of teaching in which

teachers find challenges; hence heightening the chances of failing the lesson in the end.

Again, it is not a simple task to determine the best method or the most effective

method of teaching. This may require the teacher to know the learner, the content to be taught

as well as the circumstance under which the learning would occur. Answering the question

‘what is the best method of teaching?’ is not easy. Doing so would mean specifying the type

of students one is teaching, specifying the content to be taught, explain the conditions under

which the learning takes place, explaining the envisaged learning objectives and also to

understand the administrative merits and demerits of specific methods of teaching in

particular learning situations (Obanya, 1980).

Obanya (1980) added by saying that more emphasis on the need of selecting an

effective method of teaching. It may not be helpful to ask for a better method of teaching, but

it may be beneficial and helpful to ask for an appropriate method of teaching in relation to

content to be taught. This is so because learning content may be well handled using specific

modes of teaching. To evaluate teaching, one needs an assessment criteria based on what

constitutes learning and what is valued knowledge. In other words, defined competencies for

16


the learners become the means of evaluating the effectiveness of any given teaching method

in relation to content to be taught.

Cohen and Mannion (1977) argued that it is not an easy task to isolate the processes

and practices that constitute teaching in order to subject them to a learning process. However,

they say that this is the most important task that should be undertaken generally. Souper

(1976) argued that the choice of any teaching method has only a sole justification and this is

the ‘fostering of learning’. He says that it is important for teachers to employ strategies that

would lead to the most appropriate learning on the part of learners. Souper said that one may

argue that teaching strategies are chosen not only to fit the learners and the subject matter, but

also to fit lecturers and teachers and the demands of the education system. He noted that the

education system has its own demands in terms of teaching identified content; hence, teachers

as well must conform themselves to the demands of the education system in terms of what

content to teach and how it should be taught. For example, the education system may suggest

ways of teaching science education using specific methods, and the same education system

may suggest other ways of teaching history education different from those of teaching another

subject. Kochhar (1984) “Story telling is one of the most important methods of teaching social

studies-particularly the history part of this subject” (p.93). Story telling may not work well in

the teaching of science or mathematics subjects. These may need demonstrations as well as

experiments.

Teaching in the absence of learning is just talking. Doyle (n.d.) argued that a teacher’s

effectiveness is about student learning. Lecturers can give content that will improve the

quality and value the opportunities for learners to learn. On the other hand, there are no rigid

rules on matching methods of teaching match with specific content or skill to be taught. Any

appropriate method of teaching can be considered for any content to be taught. Gibbs (1983)

17


noted that it is necessary to review the general aims and specific objectives applied by an

individual lecturer to a specific course for successful learning.

Rationale Many teachers and lecturers face the challenge of the choice of effective method of

teaching. Systematic and orderly presentation of learning material is a necessary factor in

teaching learning sessions. Muzumara (2011) said that “It is around this point that the choice

of the learning and teaching strategy should be inclined to pupil centeredness to maximise

learning outcomes” (p.28). He said, therefore, choice of an effective method of teaching is

one step towards a successful lesson. Choice of a teaching method will in one way or the

other influence lesson planning and design, and student learning styles. This study will

contribute to the field of teaching methods and student learning styles. It will help lecturers in

figuring out the appropriate teaching method that would be in conformity with the specific

content.

There is no single teaching strategy that can accomplish every purpose. The eclectic

teacher will try to skilfully master a repertoire of strategies (Joyce & Wiel, 1971). The study

was intended to be of help to the teachers and lecturers as they will be preparing their lectures

and lessons, they will be able to select appropriate modes of delivery for specific teaching

material through which the students would benefit. Obanya (1980) stated that “To help the

learner one has to understand him and adopt the content, pace, and method of instruction

suited to his needs.” It was hoped that this study would also help the students understand

themselves in relation to various teaching methods in their learning. Again (Obanya) said that

“…methods of teaching are appropriate to the needs of each child…” Careful and thoughtful

consideration of a particular method to use in a particular lesson would be of much help in

the learning of each individual learner.

18


Purpose The purpose of this study was to determine the effective methods of teaching at higher

level of education. The study looked at how lecturers select methods of teaching in relation to

content to be taught and student learning style. The study was determined to find out how

lecturers figure out methods of teaching as one is planning the entire lesson prior to teaching.

It is important for a lecturer to identify a method that would be in conformity with specific

content to be taught while planning the lesson. In addition, the lecturer ought to be cautious

of the student learning style as one figured out appropriate methods of teaching in line with

the content.

Research Questions 1. What are the opinions of students about effective teaching methods in relation to their

learning styles?

2. How do Lecturers organize their teaching content for effective teaching/learning?

3. Prior to teaching, how do Lecturers select teaching methods for effective teaching?

Operational Definitions Teaching Method: -A particular procedure for accomplishing or approaching a specific

lesson.

Effective: -Ability of a method to produce a desired result.

Teaching Content: -The actual material intended to be assimilated by the students.

Student learning style:-Individual learner’s preferred way of learning.

Planning to teach: -Bringing together all the necessary ingredients while organizing a

lesson to be taught.

19


Summary The paper was determined to look at the methods of teaching that are effective at

higher-level education. A number of teachers and lecturers may have the knowledge of the

subject matter but may fail to deliver the content to the learners. This could be due to failure

in the choice of the appropriate method of teaching in relation to specific content to be taught.

Being a subject matter expert is only the beginning of ‘developing a teacher.’ Students and

pupils find challenges in understanding lessons not because teachers lack the knowledge of

subject matter, but because of failure by the teacher to choose an appropriate method of

teaching.

20


Chapter II

Literature Review

Introduction This Chapter reviewed the literature related to the study. It showed what other

researchers and scholars had said on effective methods of teaching at Higher Level

Education. The review was guided by the following ideas; Planning to Teach, Student

Learning Styles, Content Organisation and Method Selection.

Planning to Teach To foster learning lecturers make professional decisions, usually ahead of time, how

they would handle a given specific subject matter or topic. This preparation ahead of time

would include brainstorming and planning of an appropriate mode of delivery as well as

selecting quality teaching and learning materials that learners would use (Muzumara 2011).

This is the time of brainstorming on the way forward about the intended lesson. It is trying to

bring together the ideas that can help organize and structure the lesson in a manner that is

logical and easy to comprehend.

Lesson Planning and Time

Muzumara (2011) suggested that good planning of one’s lesson ought to take

adequate time in order to explore all possibilities of effective teaching. Planning to teach is

essential as failing to plan may be disastrous as the lesson may fail. Darling-Hammond and

Bransford (as cited in Garcia, Arias, Nancy, Murri & Serna 2009) who aimed at getting into

the depths of the forms of knowledge, skills, and commitment that would allow educators to

be as effective as possible. They brought out three general important areas of knowledge that

lecturers ought to acquire as they plan to teach. The first one was knowledge of learners and

how they learned and developed within a social context, secondly was the conceptions of

curriculum and the social purposes of education, and thirdly the understanding of teaching

21


and learning processes. The framework may be considered in supporting lecturers in

improving their mode of delivery strategies.

“There are very good reasons for spending time on the careful planning and

preparation of work. It is as important for students/trainees and newly-qualified teachers as it

is for more experienced teachers” (Quist, 2000, p. 32). Therefore, planning to teach becomes

an integral element in teaching. It is very important for teachers to spend adequate time in

order to carefully plan their lessons adequately. Moyles (2007) gave a situation where a

newly qualified teacher was asked by students about her most successful strategy when

dealing with learners and the response was “Planning lessons thoroughly in writing over the

day, week and half-term. This gave me the confidence to know where I was heading” (p.143).

Moyles argued that planning would give a clear direction towards the intended path or

journey in teaching and learning. The saying ‘failing to plan is planning to fail’ gives

emphasis on the need to plan the lesson beforehand.

Students’ Prior Knowledge

It is cardinal for teachers to recognize and be aware of the fact that family norms and

the wider community have influence to what students bring with them to school (Cloud as

cited in Garcia et al., 2009). It includes the knowledge students have and what they are able

to do. This covers practical knowledge, the circumstances that surround the students, and the

observable knowledge acquired through life experiences. As lecturers planned to teach, it was

important to think widely about all aspects that relate to successful and effective teaching.

“Planning one’s teaching goes beyond merely writing out lesson notes. It is rather, a

systematic attempt to foresee the activities and materials needed for every phase of teaching

and learning a given task” (Obanya, 1985, p.3). As a teacher one ought to have a complete

lesson in the mind before executing it in class. It is quite important to visualize the activities

to be undertaken in class as well as the materials that would go along with the activities.

22


Obanya (1985) further suggests what a teacher ought to consider when planning teaching; a

teacher must consider (1) the entire syllabus, (2) the instructional unit, (3) the individual

lesson, and (4) the major activities within the lesson. Every successful activity begins as an

idea, hence actual teaching in class is first of all conceptualized and thereafter it is put into

practice.

“My son, Wind-Wolf is not an empty glass coming into your class to be filled. He is a

full basket coming into a different environment and society with something special to share.

Please let him share his knowledge, heritage, and culture with you and his peers.” (Lake, n.d).

Muzumara (2011) added that knowledge of what learners already know and what they need to

know is an important element when planning to teach. The learners’ background, their

culture, their beliefs as well as their experiences mean a lot to their learning of new

knowledge. It is also important to know what must be corrected from what they learnt earlier

in life. Some knowledge may not have been learnt correctly, hence, if uncorrected; it may

bring conflict within one’s learning domains.

Student success may only be achieved if what student teachers know as they come to

school is put into reasonable consideration. Students have knowledge of the world even

before they come to school, and this must be the base of what they have to learn later in life.

The prior knowledge of the learners as they come to school must lay a foundation of what is

to be learnt later. Learning, like any other task, needs a stronger and reliable base. In this case

what is already known by the learners can be the starting point of their learning what they do

not know.

Knowledge of Subject Matter

“Teacher’s knowledge of their subject and how to make it accessible to others relies

on an understanding of both the content and the learning process.” (Darling-Hammond and

Baratz-Snowden, 2005, p. 39). It is important for a teacher to have adequate knowledge; how

23


it can be developed and communicated to the learners. It is also very important to consider

the ways and processes that can help the learners get the concepts. Content and the learning

procedure ought to be harmonized in order to make learning meaningful.

Weinstein (1999) described the curriculum as learners’ lives. He means that the

curriculum must be pragmatic in nature and not more of theoretic. Therefore, according to

Weinstein, the learner must view reality and practicability of the learning. When a teacher is

planning to teach, one must try to immerse the learners into the curriculum that is pragmatic.

What they learn in class must be a reflection or representation of what they live. Once a

teacher has a pragmatic view of the curriculum in mind during the planning of what to teach,

chances of executing a benefiting lesson to the students are maximized. Meaningful learning

is only attained through careful and systematic planning of the lesson.

Knowledge of Students

Fieldman (as cited in Henard & Leprince-Rinquet, 2013) said that a lecturer ought to

be sensitive to the level and progress that students make. Clarity of the course requirements,

comprehensible explanations, respect for students and encouragement of independent thought

are qualities a lecturer must promote. It is advisable for a lecturer to critically think on behalf

of the students about their learning needs and strategies. Marsh (as cited by Henard &

Leprince-Rinquet 2013) again talked of reasonable and manageable workload, clear

explanations and guidance, empathy with students, openness on the part of the lecturer and

quality of the assessment procedures. They proposed clear objectives, appropriate and normal

workloads. Marsh goes on to say the level of difficulty as well as the choice of tasks to be

given to students ought to be well thought. The other factor to be taken into account is well

paced lecture sessions. All these aspects ought to be highly considered when planning to

teach.

24


Extraordinary teachers are those that produce unique, memorable and lasting

educational experiences. As Stephenson (as cited in Henard & Laprince-Rinquet 2013)

“Extraordinary teachers know what to teach, how to teach, and how to improve”;

“extraordinary teachers have passion for four things, learning, their fields, their students, and

teaching” (p.17). Stephenson says teachers have passion for learning itself as they want to

know more, they have passion for their field, they have passion for their students, and they

have passion for teaching. He says they are in love with their profession and commitment

becomes paramount in the teaching domains. In addition, knowledge of the processes of

teaching is cardinal for a teacher. One ought to have an adequate understanding of ways of

teaching.

Teaching is a career that requires an individual to be ready to learn more about the

people one is working with, in this case the students. Riggs and Gholar (2009) argued that

choosing to teach is also acknowledging that we not only choose to learn about our subject

matter, rather we also choose to learn about those who journey with us in the

teaching/learning process. Those lecturers journey with include students, parents, and fellow

educators. Therefore, teaching is not only about being conversant and competent with the

content, but it goes as far as the knowledge of the individuals you collaborate with. It is being

full time member of the class. As a teacher, you need to identify yourself with the learners and

the learners need to identify themselves with you as well. When planning to teach, an

educator has to bear in mind the above for a successful and effective learning situation.

Teaching Material and Lesson Activities

Watson (1993) argued that the teacher is very fundamental in effective teaching. All

the teaching and learning material depended on the teacher. The guidelines, the textbooks, the

syllabi, aids of different kinds all depend on the teacher who applies them in the classroom

context. Watson implies that the teacher is in total control of the whole teaching and learning

25


process. It is actually the teacher who plans the lesson activities and the sequence of those

activities during the lesson. The teacher plans the entire lesson on behalf of every learner. The

teacher decides the teaching method to use in class, and decides the activities to be undertaken

in class. Everything in the classroom will depend on the guidance of the teacher. Planning of

the entire lesson is done by the teacher in order to provide the richness in the learning

experiences. The planned lesson must contribute to the prospect of the learners’ willingness to

learn and to continue learning thereafter. A well planned and taught lesson must encourage

the learners to continue learning.

Ellis (2005) recognized some kinds of task planning; a simple distinction is drawn

between pre-task which is planning beforehand, and within-task that is planning which occurs

during the lesson while learners are actually performing a particular task. Ellis suggested that

it is important to plan all the activities that must be performed by the learners; either prior to

the learning, while learning or post learning. Different tasks may be beneficial to the learners

at various stages of the lesson.

Learning Environment

“The teacher…consistently creates a safe and positive learning environment that

encourages social interaction, civic responsibility, active engagement in learning, and self-

motivation” (Wandberg and Rohwer, 2003, p.95). Wandberg and Rohwer advised that a

teacher ought to consider a good learning environment when planning to teach as it is a

necessary aspect that can make the lesson successful. The authors also note that an

environment that is not learner-friendly may deter learners from getting the concepts, hence,

failing the lesson. The conditions that characterize the learning atmosphere can influence

learning either positively or negatively (Wandberg and Rohwer, 2003). Therefore, there is

need for a lecturer to take care of such conditions when planning a lecture.

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Student Learning Styles Human beings are individuals that are different in the manner they do various

activities. Even in the ways they learn different things they differ. This helps identify the

concept of individual learning styles among learners of various categories in various settings

as well as various fields of learning. Therefore, it is very important to think about the learners

in the education field and how they can learn effectively as individuals.

Idiosyncratic Learning Styles

Consideration of individual differences helps greatly in enhancing each individual student’s

success in learning. Herbert (2001) argued that “students with learning disabilities often have

pronounced strengths in processing information using alternative pathways, such as visual,

tactile, or kinaesthetic approaches, rather than relying on strictly auditory processing, which

is often their weakest channel.” It is vital for any teacher to take time and understand the

students’ various learning styles. This can help the teacher to know how to help each

individual learner appropriately.

Sousa and Tomlinson (2011) argued that people learn differently. They say that

students will learn effectively when the circumstances of learning are in line with each

individual learner’s particular approach to learning. Sousa and Tomlinson go further and say

that learning styles are perceived as more acquired and adaptable than inborn and fixed. They

state that learning style theories suggest that some individual learners have preferences for

some learning strategies, on the other hand, people can and do learn in more than one way.

The idea of various approaches to learning is to aid individual learners find those strategies

that work best for them and to use those strategies to facilitate their success.

Teachers need to take into account and form concepts about the area of variation of

different learning modes in order to guide them during the planning and generation of lessons

and their activities. A variety of teaching strategies that will help bring about challenging

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learning situations are suggested to cater for a diverse group of individual learners. Again, a

balanced and diverse learning situation within a class may provide to both introverts and

extroverts a level of comfort as well as challenges for their individual learning variations

(Kooyman et al., 2010). Each individual learner has an idiosyncratic way of learning and this

must be taken care of by the teacher in order to facilitate learning to all.

“Learning style is often considered as a metaphor for considering the range of

individual differences in learning” (Alasya, 2011, p.2). Effective learning can occur if

individual differences are critically considered by lecturers/teachers because each student has

his/her own learning preferences. Therefore, learning styles of individual learners must be

accommodated in order to have effective learning. Failure to accommodate varied learning

styles among learners would mean that some learners may not benefit from the teaching and

learning process.

Responsive Teaching Practices

Common characteristics of culturally responsive teaching practices can be of great

importance in understanding student learning styles and abilities. These include building on

what students already know, understanding how students construct knowledge, demonstrating

a sociocultural consciousness, knowing and understanding about the lives of students, and

affirming their views Villegas and Lucas (as cited by Garcia, Arias, Murri & Serna, 2009).

They argue that knowledge of what a student can assimilate and how he can assimilate is

paramount to the whole learning process.

Marton and Saljo (as cited by Henard & Leprince-Rinquet, 2013) argued that the

learning approaches of students are in two folds: the deep approach which takes interest in

the comprehension of the course material and the surface approach which takes interest in the

memorising of the material itself. They said that some students may begin by applying the

approach that gets only surface meaning, but they need to be guided so that they are able to

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use the deeper approach. The aim is to make the students be able to apply the acquired

knowledge under whatever context they find themselves (Marton & Saljo as cited by Henard

& Leprince-Rinquet, 2013). Application of what of what was learnt becomes paramount, as it

is the aim learning. Both approaches above have a common goal and that is to have the

learners gain profitable insights to learning.

Students’ Unique and Diverse Skills

Riggs and Gholar (2009) argued that a successful teacher is one with the ability of

adapting his/her teaching style to the unique and diverse skills and abilities of students.

Learners are the target receivers of the intended knowledge and their individual differences

have to be considered in their learning.

Alexandria (2009) brings in another factor that can aid a teacher and this is to have a

good understanding of student learning styles is a keen focus on the needs, skills, and interest

of students. He argues that an understanding of student learning needs, skills and interest

helps the teacher to choose the methods that would provide learning experiences that promote

autonomy, choice, cooperation, collaboration, and meaningful interactions. He goes further

by saying that it is important to immerse oneself in the world of the learners in order to

understand their way of thinking in terms of learning strategies.

Learner Autonomy

The recommendation of learner autonomy suggests a challenge to teaching points

because under learner autonomy, it is the learner, not the teacher, who chooses what is to be

the focus of attention at any given time in the learning process. (Breen as cited by Allwright,

2005) argued that the learner autonomy concept or belief strengthens the idea of learning as

the product of negotiation and not just something, the teacher decides on and then simply

imposes on learners during the lesson. Learning is not to be forced on the learners, instead it

should be done willingly and learners must be given chance to negotiate their own

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understanding and knowledge. Negotiation of learning points becomes integral in the learning

process. The learners are placed at the centre of learning and not the teacher.

Kolb (as cited in Sousa and Tomlinson, 2011) proposed a number of theories of

student learning style models. They identified five categories: environment, emotional,

sociological, physiological, and psychological. These identified categories influence student

learning styles. The authors say that once these factors are taken care of positively, the

students would feel the sense of owning the learning atmosphere.

Teachers ought to make students feel the sense of owning their education and success.

Once the students feel their contribution is considered in the learning process, they tend to put

more effort (Houghton, Wood, Unsworth, Hattie, & Goldon, 2009; McQuillan, 2005). The

authors say students also get motivated and are able to meet their education challenges

positively and successfully. The sense of ownership actually may enhance student learning

styles.

Content Organisation Finding ways of structuring the content into logical units that can be assimilated

easily by learners is very helpful in teaching and learning processes. Learning has to be

organized; therefore, the first thing to be organized is the target content.

Content Organization and Learning

Understanding students’ learning styles is not the only important aspect in higher

education. It is as important to critically examine and consider the content the learners need

to learn, as it is to consider the appropriate teaching method. One fundamental idea is to think

‘how’ the learners will gain access to what they need to learn. Usually, the lecturer is the

principal source of the content for students. Therefore, this means that, how the lecturer

organises content becomes paramount and will have significant impact on the extent to which

learners with varied learning abilities learn. Sousa and Tomlinson (2011) stated that “… it is

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essential for teachers to extend the ways in which they transform knowledge to students, as

well as to extend the avenues through which students access what they want to learn.”

Well-organized subject matter and well-planned course are important to student

learning. Presentations that are structured well help students to comprehend the content. In

addition, lecture outlines that are simple and logical enhance learning (Kallison, as cited by

Henard & Laprince-Rinquet, 2013). They further say that it is equally important to think of

headings/subheadings that may not confuse the students in their learning experiences. They

authors continue arguing that these headings and subheadings can serve as an advance

organizer providing students with assimilating strategies, thus contributing to more efficient

and effective learning.

“Content is what we plan to teach, what we want students to learn. It includes what

we want students to know, understand, and be able to do, as well as the narratives, events,

and examples that make up a unit or topic of study” (Sousa & Tomlinson 2011, p.98). They

argue that all elements of the curriculum need to be organized in a manner that the students

would in turn get the concepts as desired. Sousa and Tomlinson (2011) argued that it is

important to think of integrating three elements of the curriculum: the content, the process,

and the product. Select and organize the content in order to be integrated into the process that

is the method. And once such is done, then, we expect sound outcome or product in terms of

what becomes of the student. Content organization would include varying the subject matter

students need to master and also varying how students assimilate the identified subject

matter.

Again Sousa and Tomlinson (2011) asserted that “Further, quality curriculum makes

explicit the knowledge, understanding, and skills that students should acquire during a

segment of study in order to achieve the specified learning goals” (p.47). Learning content

must be organized in the manner that the curriculum is unfolded to the learners. They say that

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it must be in form of the desired skills, as well as the specific outcomes that would in turn

manifest the desired behaviour from the learners. The learners ought to benefit from the

content and not the other way.

Method Selection Identification of a mode of delivery cannot be left out in the learning process. It is

very important that lecturers find time to think about the manner in which the intended

content would be given to the learners. Therefore, method selection becomes imperative in

teaching and learning.

Method as a Link in the Teaching-Learning Chain

Kochhar, (2005) stated that “Method forms the most important link in the total

teaching-learning chain, which has, on the one hand, the goals and purposes, and, on the

other, results and values… it is the method that determines the quality of results” (p.170).

Kochhar argued that a method of teaching arranges the lesson into an organised and coherent

unity. He says that a method of teaching is the connection between the intended outcomes

with the desired results in terms the positive change in the students. Actually, he argues that

the method of teaching is the driver of the lesson to its intended destination.

Method and Students’ Knowledge and Skills

“Before you choose a particular teaching method think about the knowledge and skills

of your pupils, their ability and the kind of experience they can bring to the lesson” (Quist,

2000, p.78). Although handbooks have teaching methods where teachers can pick from, some

topics or lessons may require different methods other than those prescribed ones. It is very

important to put the learners at the centre when figuring out the appropriate method for

successful learning. Again, Quist (2000) advised to try matching teaching methods and

activities to lessons as they are expected to be executed in class. For example, ‘story telling’

as a teaching method may be matched with ‘role playing’ as an activity to be done within the

lesson.

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The teacher’s knowledge of student learning styles as well as the flexible content

organization can aid a teacher in terms of selecting an appropriate mode of delivery to the

individual learners. Sousa and Tomlinson (2011) said that there will be times when it makes

sense and logic for the class to work as a single group. In addition, they say that there will be

other times when it is important to attend to individual student differences. Selection of the

appropriate mode of delivery comes into play as the teacher critically has to think of the best

methods of teaching that will ensure student learning.

Kochhar (2005) asserted that “Even the best curriculum and the most perfect syllabus

remain dead unless quickened into life by the right methods of teaching and the right kinds of

teaching” (p.170). He says that methods of teaching play a vital role in manipulating the

curriculum as well as the syllabus. Failure to choose the appropriate method of teaching

would make the lesson be unsuccessful.

Method of Teaching and the Learning Environment

The learning environment is very essential to the development of a responsive

pedagogy for effective learning (Garcia, 1999, 2001, 2005). He argues that an appropriate

learning environment is an important factor in teaching and learning as it significantly

influences the selection of teaching strategies. A teaching strategy that is placed in a learning

environment that is not learner-friendly may not yield the desired results.

Quist (2000) argued that no single teaching strategy is outright the best as some

teachers use traditional approaches. Others would rather use quite flexible strategies that

would allow learners make decisions about their learning programmes. Effective teachers are

those that use a variety of strategies as well as activities. Kochhar (2005) added that there is

no single path that leads to successful learning. Therefore, we can say that there are various

methods that can make lessons successful.

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“Methodics therefore deals with selecting the most appropriate method(s) to ensure

the success of one’s teaching, bearing in mind all the prevailing conditions…it should be the

first stage in preparing for good teaching” (Obanya, 1985, p.3). He says a teacher needs to

have a clear mental picture of the exact changes one has to bring about in the learners.

Teachers ought to take time in selecting the appropriate methods of teaching in relation to

other aspects of teaching.

“Method is the means of reaching predetermined ends” (Kochhar, 1984, p.91). The

method becomes the wheel where the lesson moves on. In order to achieve the set objectives,

methods are needed that would guide and direct the learners towards the desired knowledge

as well as the experiences helpful in the understanding of the content. Method must be

systematic and organised enough in order to direct every stage of the lesson.

Different lessons need different approaches for successful learning. Utilisation of

various methods of teaching adds variety to the lesson. (Kochhar, 1984) argued that the

selected method of teaching by the teacher emerges out of the numerous content as well as

skills the teacher has and how skilfully one organizes the content. The method together with

the content must be harmonised for effective learning (Kochhar, 1984). Some lessons may be

best executed through direct approaches of teaching; while some other lessons may be taught

adequately through interactive approaches amongst the students. It is wise to consider both

approaches to teaching that is direct approaches as well as interactive approaches.

Summary Figuring out appropriate methods of teaching in higher education demands an in-

depth treatment of the individual learning styles, choice of the appropriate mode of teaching,

content organization, as well as planning matters in education domains. Therefore, there is

need for a clear examination of how such an understanding is actually transformed into

pedagogy and curriculum that result in high academic performance for all students. One has

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to think about those that are to learn and how they are to learn. Therefore, Planning to Teach,

Student Learning Styles, Content Organisation and Method Selection are some of the key

elements that need to be highly considered in the teaching learning domains. Leaving these

aside may not be helpful on both the learners and the lecturers or teachers.

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Chapter III

Methodology

Introduction This Chapter described the research design and the procedures that were followed in

carrying out the research study. It as well described the sample and the sampling procedures.

The other research study aspects that were discussed in Chapter III were the instruments, the

methodology that was employed in data collection as well as the data analysis. This chapter

guided the research study in collecting the desired data.

Research Design This was a qualitative and quantitative study as it considered the opinions of lecturers

and students in terms of effective teaching method selection at higher level of education. In

addition, it looked at numbers in terms of those respondents that had knowledge of modes of

learning as well as teaching. I interviewed both students and lecturers. I also observed

lectures and student teachers during lectures.

Entry to Field This proposal was determined to be exempt for Gonzaga IRB. The exempt form is at

the appendices. Permission was also granted from the Provincial Education office as well as

the four Principals of the four colleges of education. Thereafter, I moved into the field and

began my data collection.

Ethical Considerations I requested Charles Lwanga College, David Livingstone College, Monze College and

George Benson College to allow me to conduct research. I then sought permission from

lecturers and students through consent forms attached as appendix 11. All participants were

protected and confidentiality was secured as no names were published or let known to anyone

rather than me. All data collected was stored under key and lock thereafter it will be

destroyed within acceptable period of three (3) years as per US federal guidelines.

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Target Population The study targeted two major groups: the student teachers and the lecturers. Both the

student teachers and the lecturers were conveniently selected. Although there had been a

plan to interview principals, only lecturers and student teachers participated in this study.

Sample and Sampling Procedures “Convenience sampling is a non-probability sampling technique where subjects are

selected because of their convenient accessibility and proximity to the researcher.”

(https://explorable.com/convenience-sampling). The Study conveniently sampled the

participants. The research study was targeting four colleges of education, seven (7) lecturers

from each college. It also targeted 60 student teachers, 15 from each college. I used

convenience sampling for student teachers so that participants were left with freedom to

choose whether to take part or not in the research study. I invited 20 student teachers from

each college and this included the 1st year student teachers, 2

nd year student teachers and 3

rd

year student teachers. I also used convenience sampling because I had to request those that

were willing to take part in the research. Lecturers were very busy in their colleges so I had to

request some individual lecturers that were willing to help me respond to the questions I had.

I asked lecturers from teaching 1st year student teachers, 2

nd year student teachers and 3

rd year

student teachers. Research is about requesting participants who should be willing to take part

in the study.

Setting of the Study The study took place at Charles Lwanga College of Education, David Livingstone

College of Education, Monze College of Education and George Benson College of

Education. All the four colleges train teachers at higher level. Charles Lwanga College of

Education and Monze College of Education train Primary School Teachers while David

Livingstone College of Education and George Benson College of Education train Secondary

School Teachers. In all the four colleges of education, the training period stretches over a

https://explorable.com/convenience-sampling

37


period of three years. In addition, respondents’ choice of setting was highly considered

especially for interviews within the college premises.

Data Collection Instruments For the following data collection instruments, that is, interviews, focus group

Interview, Individual lecturers’ Interview, and lesson observations, videography was used. A

video recorder was employed and this necessitated the study to capture everything and

thereafter transcription of the recordings was done.

Interviews The study was guided by interviews targeting both the student teachers and the

lecturers. Open-ended questions were employed by the research study in order to yield freely

expressed opinions of respondents. On the other hand, closed ended questions were employed

in order to capture specific information about the respondents such as intake: 1st year 2

nd year

or 3rd

year student teachers.

Appendix 3 shows the questions used in the Focus Group Interviews (FGI). Focus

Group Interview was employed to arouse discussions among the student teachers. This was

used mainly with the student teachers and not the lecturers. Individual interviews (Appendix

4) were considered mainly for lecturers and not student teachers. This was a follow-up after a

lecture or lesson. I also had individual interviews with the administrators (Appendix 6); this

helped me in obtaining more insights on the depth of the study.

Questionnaires

I administered surveys verbally. The open-ended questions were used in order to get

participants’ own opinions. The questions for students were five (5), and all the five were a

combination of both qualitative and quantitative in nature. As for Lecturers, their questions

were a combination of both qualitative and quantitative in nature; questions 1-3 were

quantitative whereas questions 4-7 were qualitative. Questions for administrators were all

38


quantitative. Mainly these were demographic, as they demanded for numbers and population

of individual and specific sections or departments within the colleges of education.

Observations

Appendix 5 shows the description of lesson observation. I described the visual

evidence that included the learning resources around and within the lecture room, student

teachers’ activities in response to the learning and teaching method involved and I further

described the lecturer’s general activities in relation to student teachers’ activities. After

lesson observation, I arranged a time to have Focus Group Interviews with the student

teachers. I asked any 10 volunteers to be interviewed. In addition, I conducted a one-to-one

interview with the lecturers involved.

Data Analysis

I looked at the Focus Group Interview with student teachers with the aim of getting

their insights about learning styles and methods of teaching. I was interested in their personal

opinions and not what was generally assumed. With the individual lecturers, I was interested

to see the way they conducted the lesson and ask them how they planned it. I compared what

they said was how they planned and what I observed in the actual execution of the lesson.

Limitations

The anticipated limitations were the unavailability and unwillingness of the target

respondents. Some people were uncomfortable to be asked of their expected practices in their

work as lecturers. Another limitation was my inexperience in conducting interviews as well

as classroom observations. In addition, the sample size was small only three colleges

participated in the study and this could not be generalized.

Summary Chapter Three described the research design and the methodology that were employed

by the research study. The target population was outlined comprising of student teachers and

39


lecturers. The sample and the sampling procedures were also described. The setting of the

research was stated as natural setting in order to get the natural opinions of respondent in a

non-artificial manner. The data collection instruments were described as interviews,

observations and questionnaires. Data analysis was described and finally chapter three

described the anticipated limitations.

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Chapter lV

Findings The purpose of this study was to determine the effective methods of teaching at higher



lecturers figured out methods of teaching as one was planning the entire lesson prior to

teaching. Sixty student teachers agreed out of their own will to take part in the study were

exposed to questionnaires. Five (5) lecturers were sampled conveniently from the three

colleges of education. Only five lecturers from the three colleges showed willingness to take

part in the study though the target was seven (7) from each college. Three (3) lecturers were

from one college, while the other two (2) were from the two colleges each. The related

research questions included: (1) What were the opinions of student teachers about effective

teaching methods in relation to their learning styles? (2) How did lecturers organize their

teaching content for effective teaching and learning? (3) Prior to teaching, how did lecturers

select teaching methods for effective teaching?

The main themes that came up in the research were (1) Awareness of learning

style(s), and method(s) of teaching. Both lecturers and students gave their opinions about

learning styles and methods of teaching. Students showed their preferred method of teaching.

(2) Content organization in relation to learning was yet another theme. (3) The third theme

was method selection and teaching. The lecturers gave their opinions through individual

interviews while the student teachers gave their opinions through questionnaires and group

interviews. In addition, what both lecturers and student teachers said during interviews were

juxtaposed with what was observed in classroom observations. It is important to take note of

lecturers’ opinions, student teachers’ opinions as well as ideas from lesson observations.

41


The Participants Three Colleges of Education were identified and provided the 60 student-teachers that

were exposed to questionnaires. Five lecturers were also identified from the three colleges of

education. All the three Colleges of Education offered training programmes that were aimed

at training teachers for both primary and secondary schools. Two of them trained teachers to

teach in primary schools while one trained teachers to teach in secondary schools.

Awareness of Learning style(s) and Method(s) of Teaching Under the above theme were: (i) awareness of learning style(s), (ii) awareness of

method(s) of teaching, and (iii) preferred method of teaching. Mainly these findings came

from the interviews, that is, student interviews and lecturers’ interviews. These sub-themes

were presented as outlined below.

Awareness of Learning Style(s)

Out of the 60 student-teachers, 17 showed that they knew that each learner had his or

her own individual way of learning. When the 17 student-teachers were asked to write about

the learning styles that they knew and those that would work well for them, they were able to

give responses such as: “’visual: this style of learning deals with visual learning which means

learners use sight to acquire knowledge or concepts’”. Another student teacher wrote that

“’auditory learning: this is learning through lectures, songs or other forms that require

listening and reading’”. On the contrary, 43 student-teachers showed that they were not

aware of individual learning styles and this was seen in the responses they gave as they

answered the questionnaires such as: “’lecture method’, ‘pair work’, ‘debate’,

‘demonstration’, ‘group work’, ‘teacher centred’, ‘learner centred’”. All these are methods of

teaching and not individual learning styles.

As shown in figure 1, 71.7% of student teachers were not aware of their individual

learning styles. Only 28.3% of student teachers were aware of their individual learning styles.

42


28.30%

71.70%

Students' knowledge of individual learning styles

Aware

Not aware

Figure 1 Shows Knowledge of Individual Learning Styles

When asked to describe learning styles of their students, the lecturers gave responses

such as the following quotes: “For 2nd

and 3rd

Years, I have an idea of how my students

would like to learn for example; majority of them would like to learn visually”. Another was

as the following: “There are several of my students who learn by doing, even when I teach,

talk, show still they show dissatisfaction, they would want to do, answer questions, do

projects, write tests”. Lecturers showed awareness of students’ individual learning styles.

Though on the other hand lecturers showed that some students would just take whatever

comes; this was realised in the following quotation; “Others will just take whatever comes.”

Overall, Lecturers showed to have some knowledge of student learning styles. One

respondent stated, “I need to work with them long enough, I need to observe them, ask them,

listen to them, they need to open up, they are closed up when they are new, I need to motivate

them for them to come out and suggest to me how they would like to learn.”

43


97%

3%

Students' Knowledge of Methods of Teaching

Aware

Not aware

Awareness of Method(s) of Teaching

Out of the 60 student teachers that responded to the question ‘Describe the teaching

methods that your lecturers use’, only two student teachers showed that they had little

knowledge about methods of teaching. This was observed in the responses they gave; one

gave a response contrary to teaching methods and the other one did not write anything. Fifty

eight (58) students showed that they were aware of the teaching methods that lecturers use in

their lessons. This was observed in the responses they gave such as: “’lecture method’,

‘demonstration method’, ‘discussion method’, ‘presentation method’, ‘projects’, ‘research’,

‘field trips’, ‘question and answer’, ‘brainstorming’, ‘class discussion’, ‘story telling’, and

‘team teaching,”. Figure 2 showed that 97% of student teachers were aware of the methods

used by lecturers in their lessons. On the other hand, only 3% of student teachers were not

aware of the methods used by their lecturers in their lessons. Generally, in the absence of

preference learning style, students showed adequate knowledge about teaching methods.

Figure 2 Shows Students’ knowledge of Methods of Teaching

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All the Lecturers showed that they were aware of the teaching methods that they use

in their lessons. This was to be expected because lecturers were expected to have adequate

knowledge about teaching methods. The matter was mainly on how to select an appropriate

teaching method.

Preferred Method(s) of Teaching

Although the student teachers’ survey asked questions only about learning style(s)

that worked well for each individual, and not preferred method(s) of teaching, the student

teachers ended up describing the method of teaching that they preferred and worked well for

them. They gave responses such as; “Learner centred method is a style of learning where the

teacher involves learners who are at the centre of learning and are actively involved in the

learning process where as the teacher is the facilitator.” Another student teacher gave the

following response: “Presentation: this method works well for me because I am given a

chance to research and study in order to find the required information…” The student

teachers were able to talk of the teaching methods that lecturers use in their lessons.

The lecturers did not show preference to any teaching method. Instead, they showed

that their method selection was dependent on a number of factors such as content, class as

well as time available. In general, lecturers showed much knowledge as well as awareness of

the teaching methodologies.

On the other hand, classroom observations revealed three methods of teaching.

Among the three lessons that were observed, one lesson used pair work, lecture method and

question and answer method of teaching. There was also evidence of students asking

questions that that the class attempted to answer including the teacher. The other two lessons

observed utilized much of teacher centred method of teaching. The lecturers employed

lecture method that involved the students less although less frequently question and answer

method of teaching came into play. The lecturer asked questions for definition of some

45


terminologies, and also students asked questions that were attempted by the class; in this case

the lecture tried to avoid answering instead gave chance to fellow students to answer.

From the lesson observations, it was quite difficult to notice individual student

learning styles at a spot. In other ways, I was not able to understand students’ learning styles

within one lesson. I felt I needed more lessons to observe and talk to the students about their

preferred way of learning as one lecturer said, “It takes considerable time before I understand

how they learn.”

On average, the lecturers were at the centre of the lessons. They took much of the

time talking and left little time for the students to talk or participate in the lesson.

Occasionally students were given time to either answering a question or asking a question.

Every time students were not clear with either a concept or an explanation, students asked for

clarification. In all the three lessons observed, question and answer, and lecture methods were

used by the lecturers.

On one hand, few student teachers were aware of their individual learning style(s); on

the other hand, the student teachers showed much awareness of their preferred teaching

methods. Most student teachers preferred interactive teaching methods as opposed to those

methods that were considered to be not interactive.

Content Organization in Relation to Learning The major ideas that came out clearly were content and learning, method selection

and teaching, topic and student involvement in the lesson, factors concerning time, teaching

and learning materials, as well as the size of the class. These factors were said to be important

as a lecturer tried to structure the content that was to be taught.

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Content and Learning Lecturers indicated that they had to find out from the students if the student teachers

got what was taught through questioning, sampling out some students to demonstrate what

was taught as well as assessment. One lecturer said “I reconcile the teaching content with

student learning style through assessment.”, “Find out from the students if they are getting

what you are teaching.”, “Sample out some students and see if they are getting what you are

teaching.”, and another response stated “I look at the level of understanding and adjust the

content to their level.”

The lecturers interviewed showed that they asked the students in order to find out if

they get what is taught and then adjustments were made. Content preparation was dependent

on the students’ assimilation ability. The lecturer said that one could directly ask the student

teachers about their learning and understanding of the content. The lecturer can further ask

the student teachers about their preferred mode of learning.

Method Selection and Teaching A number of factors were brought out in the interviews of lecturers about the selection

of appropriate method(s) of teaching to be used in a particular lesson. Factors such as topic to

be taught, student involvement, time, teaching and learning materials, class sizes as well as

the level of student teachers in terms of either 1st, 2

nd, and or 3

rd year.

Type of Content

As one lecturer pointed out that, “My methodologies definitely to a large extent

depend on type of content, if content is so much about places, then, I would select a teaching

method that requires map study; if the content is so much about people, then I would use

visual aids such as pictures and charts.” Type of content is very important when one was

selecting a teaching method that would help deliver the lesson effectively and successfully.

Another lecture said, “Usually we look at the type of content to be delivered.” Therefore, the

47


type of content to be delivered becomes a factor that cannot be ignored while one was

planning a lesson as well as selecting an effective teaching method for that particular lesson.

Topic and Student Involvement in the Lesson

On the issue of method selection, the lecturers interviewed showed holistic

approaches to selecting a teaching method as they said that a number of factors were put into

consideration. One respondent stated, “I look at the topic, mostly I choose a method that will

involve the students.” The topic to be taught was highly considered as one figured out the

appropriate method to use in the lesson. In addition, student involvement in the lesson was

considered as one figured out an appropriate method of teaching. As one lecturer said

“Mostly I use the methods that will involve the students”. All the four lecturers interviewed

talked of methods that would involve student teachers in the lesson.

In one lesson observation, the students were involved in pair work and interacted

among themselves as well as the lecturer who moved round the class listening to what each

pair was sharing. In the other two lesson observations, the student teachers just listened and

took notes as the lecture progressed. During observation of lecturers, it was noticed that the

student teachers were more on the recipient position as they took a passive role. There was

much of teacher centeredness; student teachers were less involved in the lessons as they were

mainly at the receiving end.

Time Factor

Availability of time was yet another aspect that was considered as one figured out

method of teaching. One lecturer stated, “When I have very little time I cannot use for

example ‘Group methods’, when I have enough time I use interactive methods of teaching.”

The factor of time becomes important in method selection as the respondent alluded. This

meant that interactive methods of teaching were time consuming while non-interactive ones

were not time consuming as evidenced from the following lecturer’s response “When I have

very little time I find it difficult to use group study or project methods.” The same lecturer

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went further and said, “When I have enough time there is a possibility of me using much

more interactive methods with my learners such as projects, discussion, forum, drama.”

Teaching and Learning Materials, and Class Size

Availability of teaching and learning material was yet another factor that was said to

be important while lecturers figured out a teaching method. Materials available may help

determine the teaching method to be used in class. This may help the lecturer in producing

adequate number of required material to suit the class size.

In all the three lessons observed, the classrooms were bare and had no talking walls.

There were no posters or any material on the walls or notice boards that related to the lessons

that were taught.

Level of Students (1st, 2nd, or 3rd Year)

As one lecturer out of the four interviewed said “Most of the new students like 1st

years have a bit of a problem in dramatizing, in group discussions, they are a little bit shy, a

little closed up, they would rather listen… .” The level of the students was paramount in

determining the method of teaching. Novices were thought not to be familiar with interactive

or learner centred methods.

Summary Chapter IV presented the findings according to the research questions. When student

teachers were asked about their learning styles, only a few were able to show awareness of

their preferred learning styles. The lecturers showed that there were challenges involved in

getting to know student teachers’ learning styles but it was possible. Basically, there was

need for a lecturer to get closer to the student teachers and figure out ways that can make

them learn better. Both students and lecturers showed knowledge and understanding of

methods of teaching. Students actually went further by showing their preferred methods of

teaching. The lecturers tried to describe the way they organize content in relation to learning.

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A number of themes were brought out such as topic consideration as well as student

involvement. Availability of time also showed to be a factor in method selection. Teaching

and learning materials also proved to be factors when one was trying to figure out an

effective method of teaching. Level of students in terms of 1st, 2

nd, or 3

rd year was described

by lecturers as an important factor as one figured out an effective method of teaching.

50


Chapter V

Conclusions The purpose of this study was to determine the effective methods of teaching at higher



lecturers figure out methods of teaching as one was planning the entire lesson prior to

teaching. Sixty (60) student teachers were conveniently sampled and were exposed to

questionnaires, and five lecturers were also conveniently sampled from the three colleges of

education. The lecturers were observed lecturing and later interviewed. The related research

questions included: (1) What were the opinions of student teachers about effective teaching

methods in relation to their learning styles? (2) How did Lecturers organize their

teaching content for effective teaching and learning? (3) Prior to teaching, how did

Lecturers select teaching methods for effective teaching? This study was undertaken with the

belief that it is important for a lecturer to identify a method that would be in conformity with

specific content to be taught while planning the lesson as well as a method that would attract

individual student teachers’ learning styles.

Chapter I provided an overview of the study. Teachers may have the knowledge or

content of the subject matter to be taught, but they may not be effective in delivering the

content to the learners due to failure of selecting an appropriate mode of delivery. An

effective lesson could be measured by the amount of learning in the students. Failure to select

a suitable and appropriate method of teaching may result in a failed lesson. The study was

intended to help lecturers in figuring out the appropriate teaching methods that would be in

conformity with the specific content.

Chapter II reviewed the related literature. Planning is a very essential element in

teaching and learning. Having adequate knowledge of both subject matter and the students is

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also very important as a lecturer. As a lecturer, one needs to have some insights in the manner

students teachers learn. Knowledge of individual learning style(s) becomes paramount to both

the student teacher and the lecturer. Finally, the literature review looked at the modalities of

organizing the content in relation to teaching method selection. As some authors observed

teaching method together with the content must be harmonised for effective learning. Some

lessons may be executed better through direct approaches of teaching; while some other

lessons may be taught effectively and successfully through interactive approaches to

teaching.

Chapter III tried to describe the research design and the methodologies that were

employed in the study.

Summary of the Findings In Chapter IV, the findings of the study were described in detail. The main findings

were as follows: 1) awareness of learning style(s), and method(s) of teaching. Both lecturers

and students gave their opinions about learning styles and methods of teaching through

surveys and interviews. Students showed their preferred method(s) of teaching. 2) Content

organization in relation to learning was yet another major finding. 3) The third finding was

method selection in relation to teaching.

Discussion of the Findings The findings of the study were discussed within the context of the reviewed literature,

that is, individual student teachers’ learning style(s), teaching and learning content

organization, and selection of effective teaching method(s) in relation to teaching.

Awareness of Learning Style(s)

Out of the 60 student teachers that were asked about knowledge of individual learning

style(s), on one hand, only 17 student teachers showed knowledge of learning style(s). On the

other hand, 43 student teachers showed ignorance about individual learning style(s). It was

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quite interesting to note that even those student teachers that showed ignorance about their

individual learning style(s) were able to learn just like those that showed understanding of

their individual learning style(s). Whether student teachers were aware or not aware of their

preferred learning style(s), learning took place as long as the lecturer structured his or her

lesson logically and orderly. So knowledge of individual learning style(s) may just be an

added advantage to student teachers.

The lecturers were not very certain about the individual learning style(s) of their

student teachers. The lecturers showed enough evidence that it was not an easy thing to know

the individual learning style(s) of student teachers. Actually, it was important for a lecturer to

get closer to the student teachers in order to understand their individual learning style(s).

Lecturers needed to have more time in studying individual student teachers in order to

understand their preferred learning style(s). One lecturer said, “I need to work with them long

enough, I need to observe them, ask them, listen to them, they need to open up, they are

closed up when they are new, I need to motivate them for them to come out and suggest to

me how they would like to learn.” This suggests that lecturers do not know the individual

learning styles of their student teachers. Not until the student teachers suggest to the lecturer

their preferred mode of learning, one cannot know student teachers’ individual learning

styles.

Again, from the way lecturers responded to the question whether they knew the

learning styles of their student teachers, one could notice some doubt in the way they

expressed themselves. On one hand they said it was difficult to know individual learning

styles, on the other hand they said it was possible to know individual learning styles of their

student teachers. It was not an easy thing, but it was possible that lecturers could have gotten

reasonable knowledge about their student teachers’ individual learning style(s).

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Therefore, it was important for lecturers to take time to learn and understand

individual student teachers’ learning style(s) as this would help in their lesson planning. This

would in turn guide the lecturer they figured out effective as well as appropriate mode(s) of

lesson delivery.

Awareness of Method(s) of Teaching

It was interesting to find that nearly all the interviewed student teachers were aware of

their preferred method(s) of teaching used by their lecturers. In the absence of the knowledge

of individual learning style(s), student teachers showed much knowledge with the method(s)

of teaching employed by lecturers than their individual learning style(s). The student teachers

answered questions about learning styles with information about teaching methods as they

lacked knowledge about their individual learning styles. To a student teacher, a teaching

method seemed to have been more helpful and important than an individual learning style.

Some earlier studies suggested that many student teachers entered college without adequate

knowledge of their preferred individual learning style(s) as Sousa and Tomlinson (2011)

observed that learning styles are perceived as more acquired and adaptable than inborn and

fixed. This proves that learning styles are not inborn instead; they ought to be acquired at

some point in the learner’s learning life.

Preferred Method(s) of Teaching

On preferred method of teaching, it can be noted that student teachers had their own

preference. This meant that lecturers were supposed to know which method(s) of teaching

worked well for their students. This brought to light that when planning a lesson, lecturers

ought to consider the student teachers’ preferred mode of lesson delivery. In the reviewed

literature, Riggs and Gholar (2009) confirmed that choosing to teach was also acknowledging

that we not only chose to learn about our subject matter, rather we also chose to learn about

those who journeyed with us in the teaching and learning process. It was knowing how

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student teachers would learn well and how lecturers would teach effectively. Therefore,

knowledge of how student teachers could learn successfully became paramount to lecturers.

Content Organization

When lecturers planned and structured the content, they had to also think about the

various levels of student teachers’ understanding. The lecturers interviewed showed that they

asked the students in order to find out if the student teachers were able to understand the

content taught and this would help the lecturer make adjustments in terms of content

structuring during lesson planning. Content preparation was dependent on the student

teachers’ assimilation ability. Therefore, it is important to find out from the student teachers

about their understanding of the content. This could be done either directly asking them

whether they were able to understand the content learnt, or through written assessments in

order to ascertain their student teachers’ understanding as well as assimilation ability.

Actually, this could as well aid the lecturer on the teaching method selection while planning

the lesson.

Type of Content

The type of content has huge influence on teaching method selection. As reviewed in

the related literature, Sousa and Tomlinson (2011) argued that it was important to think of

integrating three elements of the curriculum; the content, the process, and the product.

Therefore, select and organizing the content in order to be integrated into the process which is

the method becomes cardinal while planning a lesson.

Method Selection

There were a number of factors that lecturers pointed out as important in teaching

method selection. The topic to be taught is one factor that has to be critically examined while

selecting teaching methods that would work well. Teaching methods that would involve the

student teachers are highly preferred as they make them (student teachers) interact effectively

during lesson sessions. As one lecturer pointed out that “I look at the topic, mostly I

55


choose a method that will involve the students.” Actually student teacher involvement in the

lesson is what both student teachers and lecturers prefer to experience during learning and

teaching processes. As Weinstein (1999) described the curriculum as learners’ lives. When a

teacher was planning to teach, one was expected to immerse the learners into the curriculum

as they were the major custodians of the learning. Student teachers are not supposed to be

passive recipients; instead they (student teachers) are expected to take very active roles in

their own learning. There is no way student teachers can be ignored in lesson planning as

well as teaching method selection because they are the sole target and recipient of the lesson.

Time Factor

Availability of time was yet another important factor to be considered when planning

a lesson as well as selecting an effective method of teaching. One lecturer stated that, “When

I have enough time there is a possibility of me using much more interactive methods with my

learners such as projects, discussion, forum, drama.” Time factor is an important

consideration when figuring out effective methods of teaching. This is so because for sure a

lesson ought to be executed within a specific period of time. Teaching and learning process

must be done within a specific timeframe. Therefore, time factor has influence on the

selection of an effective teaching method. If a teaching method demands for more time, and

you have less time in which to execute the lesson, then it may not work. As one lecturer noted

that interactive teaching methods such as group discussions takes more time while non-

interactive ones may not take much time. This again may depend on how much time one has

in which to execute a lesson effectively.

Teaching and Learning Material

Selection of a teaching method is done during lesson preparation. Therefore, the

identified teaching learning materials to be used in a lesson have an obvious influence on

selecting an effective teaching method for that particular lesson. In the reviewed literature,

Moyles argued that planning would give a clear direction towards the intended path or

56


journey in teaching and learning. This planning includes fitting the identified teaching and

learning aids in the selected method of teaching.

Level of Student Teachers (1st, 2nd, or 3rd Year)

One lecturer interviewed pointed out that “Most of the new students like 1st years

have a bit of a problem in dramatizing, in group discussions, they are a little bit shy, a little

closed up, they would rather listen… .” In such a situation one has to be extra resourceful in

order to have an effective lesson. Student teachers who have just come into college may not

yet be familiar with both modes of teaching and learning hence need more care in teaching

them. There are differences generally among novice student teachers and those that have been

in college for two or more years in their comprehension of both teaching and learning modes.

Hence, in selecting of effective teaching methods for particular lessons, the lecturers ought to

consider the levels of student teachers. The level of the student teachers was paramount in

determining effective methods of teaching; novice student teachers were thought not to be

familiar with interactive or learner centred methods.

Limitations As anticipated prior to the study, some respondents were unavailable or unwilling to

take part in the study. Some lecturers were uncomfortable to be asked of their expected

practices in their work as lecturers. It was not easy to have the principals interviewed as they

gave an excuse that they were busy every time I tried to see them. In addition, some student

teachers were not very comfortable to take part in the study. Another limitation was my

inexperience in conducting interviews as well as classroom observations. At least about my

inexperience in conducting research and writing the report, I regularly consulted my

supervisor. Due to nature of my work, time was very limited, as a result, I failed to reach one

of the target colleges of education, instead of the four colleges that were initially planned, I

only managed to reach three colleges. The study had planned to observe and interview seven

(7) lecturers from each college of education, but due to busy schedules of the lecturers, I

57


managed to have only five (5) lecturers participating in the study from the three (3) colleges.

Most lecturers gave the excuse of having busy schedules hence unable to take part in the

study.

Overall, getting into people’s insights and perceptions requires participant observation

method, and this method of collecting data needs much more time. The study was limited by

time factor. There was need for me to spend adequate time with the lecturers in their work

rooms as they planned their lessons, observe more lessons and thereafter discuss with them at

length. Also there was need for me to spend much more time with the student teachers and

interact with them during and after lessons in order to gain more of their insights and

perceptions. Time was a huge drawback in the study.

Implications for Practice Lecturers had adequate knowledge about methods of teaching but inadequate

knowledge about the student teachers’ learning styles. The lecturers were trained to

understand their student teachers and be able to help them in an effective manner. The

lecturers have all the knowledge about the subject content they handle; the teaching methods

to be used in their lessons and they have the ability to understand each individual student

teacher’s learning needs. Therefore, lecturers needed to learn more about the student

teachers’ individual learning styles.

Again, it is the responsibility of the lecturer to avail the various learning styles to the

student teachers. Student teachers may not be aware of individual learning styles hence they

need to be walked through individual ways of learning by their lecturers. Once the student

teachers realise that each one has his or her ways of assimilating information, it would be

easier for them to know what learning styles work well for them.

Student teachers need to put effort in knowing what works well for them. They need

to know their individual learning style(s). In addition it is imperative for them (student

58


teacher) to take time in understanding the teaching methods that their lecturers employ in

their lessons. Failure to comprehend both the learning styles and the teaching methods,

student teachers may disadvantage their own learning.

Implications for Further Research Research is an on-going activity in today’s world, generating new knowledge has

become imperative in order to improve the way we do our business, in this case the way we

teach and learn. Therefore, more research can be carried out on the following areas; teaching

methods that can work well in teaching specific subject matter such as information subjects

and practical subjects. An addition further studies can be carried out in teaching methods can

work well in primary schools where our student teachers are destined once they graduate

from our colleges of education.

Personal Action Plan Teaching is a vocation; it is a call to work for the betterment of the society we live in.

Every teacher, every tutor, and every lecturer is therefore called upon to work towards

making our society a better place to live. I feel a sense of personal obligation to the education

system in our country and world over to do better as a lecturer at an education college. My

personal action plan is to show commitment to my duties as a lecturer.

The first aspect of my action plan is to try incorporating all the factors that are

involved in the teaching and learning process during my lesson planning. The factors are

student teachers, the content, and the teaching methods. It is very important to think about the

teaching methods in relation to content, learning styles as well as availability of teaching and

learning materials. Student teachers being the recipients of the learning process, need to be

critically considered while planning the lesson. The subject content being the target

knowledge to be inculcated into the student teachers also needs to be given special

considerations while planning the lesson. Individual student teachers’ learning styles also

59


need to be well understood in order to know how to teach them effectively. My aim in my

lessons is to incorporate the above in a way that will benefit the student teachers.

I will try to understand student teachers’ individual learning styles by having more

time with them in discussing their preferred modes of learning. Also I will allow the student

teachers to take part in the lesson planning by asking them to suggest what they would want

to learn and how they would want to learn that. Of course this would be a guided activity so

that whatever they suggest remains in line with the National Curriculum as well as the

scheme for the term. Together with the student teachers I will prepare learning outcomes that

are aligned with the content as well as the assessments. I will ask the student teachers to

generate possible questions for their own assessment items. This will help me to have more

insights into their ways of thinking and understanding, and appreciate their progress. I will

prepare rubrics that are clear and attainable in order to encourage and motivate the student

teachers in aiming to always achieve high.

The other aspect of my personal action plan I will try to encourage my fellow lecturers to

take keen interest in all the areas that facilitate good lesson planning. I will encourage them to

further their understanding of individual student teachers’ learning styles. I will also

encourage my fellow lecturers to deepen their knowledge of various methods of teaching. I

will do this through organizing Continuing Professional Development Programmes in the

colleges of education. In these Continuing Professional Development Programmes I will

encourage lecturers to share more on their experiences about how the student teachers learn,

also to share more on the methods of teaching as experienced in their teaching.

The last part of my personal action plan is to encourage the three colleges of

education to collaborate and share on effective ways of teaching. During my visit to the

colleges, I noticed that lecturers gave some common responses and as such I realized that in

one way or another they were doing similar things. Though no single lecture suggested

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Professional Development Activities, it seemed to me to be a vital tool of sharing knowledge

among professional from different institutions. For that, I will encourage the administrators of

the three colleges of education to regularly organize Continuing Professional Development

Activities for their lecturers aimed at improving teaching and learning practices. It is also

important to put the student teachers at the center of the training because they are the major

target group. Student teachers must be the central focus as they are the ones to go and teach

the pupils in the various schools around the country. This makes them a very important and

unique group of people that need special attention.

61


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Appendices

Appendix 1

Protecting Human Subjects Research Participants Certificate of Completion

The National Institutes of Health (NIH) Office of Extramural Research

certifies that Kebby Mwanamoomba successfully completed the NIH

Web-based training course “Protecting Human Research Participants”.

Date of completion: 07/12/2013

Certification Number: 1212588

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Appendix 2

Protocol Verification for Exempt Status

School of Education Telephone: (509) 313-3640

Department of Educational Leadership & Administration Fax: (509) 313-3482

Spokane WA 99258-0025

Gonzaga University Institutional Review Board (IRB)

Protocol Verification For Exempt Status

Department of Educational Leadership and Administration

Degree Program: Master of Education in Leadership and Administration

Principal Investigator: Kebby Mwanamoomba

Title of Proposal: Effective Teaching Methods in Higher Education.

The research will be conducted in the graduate student’s classroom, school or district.

The participants are preschool through college students, parents, and/or school

personnel within the graduate student’s classroom, school, or district.

The interventions, surveys, observations, interviews, or other research related

interactions with participants fall within normal practice as established within the

professional literature.

The use of a participant’s official school records is restricted to those that are

normally available to the graduate student’s formal role within the school or district

for educational purposes.

There is a plan for keeping confidential all collected data.

There is a plan for informing all participants and official caregivers of child

participants of the purpose of the research prior to the beginning of the research.

There is a copy of the graduate student’s signed statement of responsibility for

adhering to the district policies and protocols for research with the school district.

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There is a copy of the graduate student’s certificate of completion for the National

Institute of Health’s on-line tutorial for Human Subject Research

I verify that this proposal is in compliance with the above protocols and qualifies for

Gonzaga University’s IRB exempt status. I also verify I have filed with Gonzaga

University’s IRB a copy of my certification of completion for the National Institute of

Health’s on-line tutorial for Human Subject Research.

Advisor signature Date

Note: A copy of this verification document is to be sent to the student as their

notification of approval.

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Appendix 3

Interview Protocols

Interview Protocol: A

Focus Group Interview (FGI) for Students: Date of Interview:

Time of Interview

Place of Interview:

Questions:

1). Tell me about the learning style(s) that you know.

2). Describe the learning style(s) that work well for you.

3). Talk of the teaching methods that your lecturer(s) use.

4). Describe the methods of teaching mentioned above in relation to your learning style(s).

5). Describe the methods of teaching mentioned above in relation to learning content.

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Appendix 4

Interview Protocol: B

Individual Interviews for Lecturers: Date of Interview:

Time of Interview

Place of Interview:

Questions:

1). What study area/subject do you teach?

2). What kind of teaching content do you handle?

3). When do you normally plan your lessons?

4). What teaching/learning components do you consider when planning your lesson(s)?

5). Describe some learning style(s) of your students.

6). How do you reconcile the teaching content with student learning style(s) for effective

teaching/learning?

7). How do you select appropriate teaching method in relation to the teaching content and

student learning style(s)?

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Appendix 5

Observation Protocol

Classroom Observation Protocol: C Date

Time

Place

1). Describe the visual evidence in the classroom that aids learning. This may include

posters/written materials on the walls, student work, books and other resources available.

Show whether the classroom appearance changes as the lesson progresses.

2). Explain the aspects of the classroom environment that makes the room a conducive

learning environment.

3). Describe the methods of teaching that the lecturer(s) use(s).

4). Describe the student learning style(s) the students are employing through observing their

behaviour in response to lecturer-input.

5). Describe the lesson activity(ies) in which the students are involved in at specific stage(s)

of the lesson.

6). Describe lecturer(s)’s activities and adjustment of teaching method(s) in relation to

content as well as student learning style(s).

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Appendix 6

Interview Protocol: C

Individual Interviews for Administrators: 1). How many study areas/sections/departments do you have in your college?

2). On average, how many members do you have in each of the above?

3). How qualified are the teaching staff in terms of teaching methods in their specific

teaching subjects?

4). Do you normally hold Continuing Professional Development workshops with the staff?

5). If ‘yes’ to question four (4), how often?

6). If ‘no’ to question four (4), why not?

7). How many students do you have per class?

8). What is the College capacity?

9). What is the ratio of lecturer/student?

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Appendix 7

Data Matrix Research Questions Data Sources

Questionnaires,

interviews and

observations.

Types of Data

Qualitative

Methods of Analysis

Qualitative,

identification and

analysis of themes and

trends/patterns

Research Question 1:

What are the

opinions of students

about effective

teaching methods in

relation to their

learning styles?

Appendix 1

Questions 1 – 4

Appendix 2

Question(s) 4

Appendix 3

Question(s) 4

Qualitative

Qualitative

Qualitative

I will identify themes

and trends/patterns.

The above will be

transcribed and coded.

The themes and trends

will be examined

Research Question 2

What

teaching/learning

components do you

consider when

planning your

lesson(s)?

Appendix 2

Questions 1 – 3

Qualitative



The above will be



will be examined


How do Lecturers

organize their

teaching content for

effective

teaching/learning?

Appendix 2

Question(s) 5

Qualitative



The above will be



will be examined


How do Lecturers

select teaching

methods for effective

teaching prior to

teaching?

Appendix 2

Question(s) 6

Appendix 3

Question(s) 3 and 6

Qualitative

Qualitative



The above will be



will be examined

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Appendix 8

Consent Forms

Provincial Education Office-Choma Date:

Dear Sir/Madam,

As part of the requirements of Master of Education at Gonzaga University, I intend to

conduct a research study ‘Effective Teaching Methods in Higher Education’ as I am pursuing

a master programme in leadership and administration at the mentioned university. My overall

focus will be to find out how lecturers select effective teaching methods as they plan to teach.

To conduct this study I will need to spend some time in your college. In addition I

will need to:

Conduct a semi one-to-one interview with some of your lecturers.

Conduct a focus group interview with some of your students.

Observe lecturers in classes lecturing.

I am formally asking for your permission to carry out this work in Charles Lwanga

and David Livingstone Colleges of Education. I wish to confirm that confidentiality and

anonymity will be guaranteed. At no time will the college or any individual be identified in

the study. The data from the study will be stored securely during the study and will be used

solely for the purpose of this study. Participants are free to withdraw from the study at any

time.

Please contact me if there are any aspects of the study and procedures that are unclear I look

forward to receiving your approval for this study.

Kind regards,

74


Signed:__________________ Date:

CONFIDENTIAL – INFORMED CONSENT FORM

I, Provincial Education Officer of Southern Province would like

to formally grant permission to Mr. Mwanamoomba Kebby, to carry out a study on ‘Effective

Teaching Methods in Higher Education’ at Charles Lwanaga and David Livingstone Colleges

of Education.

Name in Block Capitals:

Signed:

Date:

75


Appendix 9

Letter of Approval from Provincial Education Office

76


Appendix 10

Consent Form

Charles Lwanga College of Education Date:

Dear Sir/Madam,

As part of the requirements of Master of Education in leadership and Administration I

am pursuing with Gonzaga University, I intend to conduct a research study ‘Effective

Teaching in Higher Education’. My overall focus will be to find out how lecturers select

effective teaching methods as they plan to teach.


will need to:




I am formally asking for your permission to carry out this work in the college. I wish to

confirm that confidentiality and anonymity will be guaranteed. At no time will the college or

any individual be identified in the study. The data from the study will be stored securely

during the study and will be used solely for the purpose of this study. Participants are free to

withdraw from the study at any time.



Kind regards,

Signed:__________________ Date:

77



I, Principal of Charles Lwanga College of Education would like

to formally grant permission to Mr. Mwanamoomba Kebby, to carry out a study on ‘Effective

Teaching Methods in Higher Education’ at Charles Lwanga College of Education.


Signed:

Date:

78


Appendix 11

Approval Consent Form from Principal Charles Lwanga College of

Edducation

79


Appendix 12

Consent Form

David Livingstone College of Education

Date:

Dear Sir/Madam,



Teaching Methods in Higher Education’. My overall focus will be to find out how lecturers

select effective teaching methods as they plan to teach.


will need to:




I am formally asking for your permission to carry out this work in the college. I wish

to confirm that confidentiality and anonymity will be guaranteed. At no time will the college

or any individual be identified in the study. The data from the study will be stored securely





Kind regards,

80


Signed:__________________ Date:


I, Principal of David Livingstone College of Education would

like to formally grant permission to Mr. Mwanamoomba Kebby, to carry out a study on

‘Effective Teaching Methods in Higher Education’ at David Livingstone College of

Education.


Signed:

Date:

81


Appendix 13

Approval Consent Form from Principal David Livingstone College of

Education

82


Appendix 14

Consent Form

Monze College of Education

Date:

Dear Sir/Madam,



Teaching Methods in Higher Education’. My overall focus will be to find out how lecturers

select effective teaching methods as they plan to teach.


will need to:




I am formally asking for your permission to carry out this work in the college. I wish

to confirm that confidentiality and anonymity will be guaranteed. At no time will the college

or any individual be identified in the study. The data from the study will be stored securely





Kind regards,

83


Signed:__________________ Date:


I, Principal of David Livingstone College of Education would

like to formally grant permission to Mr. Mwanamoomba Kebby, to carry out a study on

‘Effective Teaching Methods in Higher Education’ at David Livingstone College of

Education.


Signed:

Date:

84


Appendix 15

Approval Consent Form from Principal Monze College of Education

85


Appendix 16

Consent Forms

Charles Lwanga College of Education/David Livingstone College of

Education/Monze College of Education

Dear Student,

I am a lecturer at Charles Lwanga College of education carrying out a research on

‘Effective Teaching Method in Higher Education’ at your college.

Research is about asking people what they think and how they feel about something.

It helps understand how you feel about effective teaching methods in relation to your learning

style and how to make things better. I have a few questions that I would like to discuss with

you.

I would like to talk to you about effective teaching methods in relation to your styles

of learning in your college. I would ask that you agree to me using a tape recorder, when we

are talking, because I would never be able to write everything down fast enough.

I will then write about the answers I receive from everyone. At no time will I use your

name.

Think about it and ask me any questions you like. When you have made up your mind

just sign the form for me to say you are happy to go ahead. If you would prefer not to I will

completely understand. No worries!

86


Thanks,

Signed

CONFIDENTIAL-INFORMED CONSENT FORM

I________________________would like to take part in the research study. I know he will

not use my real name when he is writing about what I say and I know that I can change my

mind about taking part if I like.

Name in Block Capitals___________________________________________

Signed: ________________________________________________________

Date: __________________________________________________________

effective teaching methods in higher education. submitted to the faculty of the school of education

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