Síntesis DirAC con auriculares

The following section presents a brief overview of the findings of whole study. The purpose, research questions, related literature, research methods, and procedures are summarised as follows.

5.2.1 Purpose of the research study

The growing demand for science education teachers and the shortage of skilled specialized teachers specifically in science education indicate a growing demand for teacher education programmes to prepare the students adequately to meet the present and future demand in teaching (Richie, 2009:109). Therefore, the researcher argues that student teachers are able to evaluate their own level of preparedness as they are the ones who are going through the process of learning, which is part of the curriculum. Therefore, effective curriculum evaluation for teacher education should also involve the perspectives of students, which are actually much needed, which indicate the need and purpose of this research. It is argued that the critical evaluation of at least one Science course is a necessary requirement if science education in Swaziland is to rise to the challenge as stated by the Ministry of Education and Training (2011: 44).

The main research question of this study (refer to section 1.5.2.1) can be formulated as:

 How do the final year students evaluate their career readiness after completing the Science education course at the Nazarene Teachers College?

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The sub-questions (refer to section 1.5.2.1) that were further taken into account were:

 How do students rate their training in terms of their attitudes towards science teaching?

 How do students rate their training regarding science teaching skills?

 How do students rate their training regarding their ability to teach science processes?

 How do students rate their training in terms of their ability to use appropriate science teaching methods?

 How do students rate their training in terms of their capability to prepare science teaching aids?

 How do students rate their training regarding their competence in facilitating learner-centred pedagogy?

 How do students rate their training regarding their questioning skills and a sound

knowledge base in science teaching?

 How do students rate their training regarding their awareness of the value of science for society?

 How do students rate their training regarding their career readiness according to

their biographical information?

 How do students rate their training regarding career readiness taking possible biographical effects into account?

In order to achieve the study’s purpose, the researcher intended to investigate the following research objectives (see, section 1.5.2):

 To gain insight into the evaluation of students regarding their career readiness

after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland; and

 To make recommendations for improving the science education programme

based on the evaluation of students at the Nazarene Teachers College in the Kingdom of Swaziland.

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An overview of the literature study will now be presented.

5.2.2 An overview of the literature findings

In reference to the literature study in Chapter 2, the following main findings indicate what the literature relates about the study:

 Science education at the primary school covers three (3) areas, namely: energy

and forces; materials; and living things, which are the basics for Physics, Chemistry and Biology. It does not only embrace knowledge, but also the scientific method and its impact on learners. Science at primary schools aims at developing science process skills, obtaining scientific concepts and developing positive attitudes (Refer to section 2.3).

 Curriculum Studies in Education embraces curriculum evaluation which is a

process of judging the worth or value of a curriculum. It focuses on curriculum development and teaching and this is essential in learning experiences (Refer to section 2.4).

 Curriculum evaluation determines the effectiveness of an educational

programme whereas curriculum assessment determines a rate or amount of student learning. Curriculum evaluation has also been described as the method applied when determining the strengths of the activities applied in curriculum practice (Refer to section 2.4).

 Assessment was described as a term used to determine whether outcomes of

instruction have been achieved or not. It included learning, teaching and outcomes. It has been reported that assessment reveals the level of understanding of course content by the students to an institution (Refer to section 2.4.2).

 Needs assessment was referred to as a method of finding out and looking at the

requirements between prevailing conditions more especially those of interest. A needs assessment helps to upgrade ones’ education, training and also his organization. It was reported as a very useful tool in programme evaluation. It has been remarked that needs assessment formally identifies the gaps between current results, outcomes or products and required desired or expected results.

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It then prioritizes these identified gaps for action usually through the implementation of a new or existing curriculum and management process (Refer to section 2.4.2.1).

 Functions and roles of curriculum evaluation were as follows: determines the quality of a programme or course or classroom instruction as measured against the objectives set out in the beginning; it is used to describe the determination of the level of quality. Other functions are formative and summative evaluations. Other reasons highlighted for using evaluation were as follows: improvement of instruction; appraisal of the material of instruction used; an indication of pupils’ growth; a basis for guidance; basis for promotion; criteria for the selection of instructional materials and appraisal of the entire curriculum improvement. Therefore, evaluation provides a reason and a means for continuous curriculum improvement. The findings from evaluation may have implications for teacher preparation and in-service programmes (Refer to section 2.4.3).

 Curriculum evaluation designs included quasi-experimental design, pre-post

assessment design, and portfolio assessment design and student surveys (Refer to section 2.4.4).

 Many studies have identified key competencies and skills required for career readiness in teaching. Some of those put forward as general competencies of high quality education are: communication, problem solving, interpersonal relationships, planning and strategic thinking, visioning and evaluation (Refer to section 2.5).

 In the perspective of a pedagogy based on the competencies, the following practices were the main goal of the science teacher training: scientific processes for observations, experiments, research of information and critical analysis of this information, realization of didactical situations, management of these situations, scientific communication, and evaluation (Refer to section 2.5).

A summary of the research methodology and procedures as well as the research instrument (questionnaire) that has been used to measure curriculum effectiveness with specific reference to the science education course at the Nazarene Teachers College is discussed next.

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5.2.3 Research methodology and procedures

In reference to Chapter 3 on research design and methods, an exploratory research

design was employed in this study to investigate students’ evaluation of the science

curriculum. The study was quantitative in nature and “employed” quantitative data collection methods.

For this study, a survey was selected for collecting data for its suitability to the research topic. The questions were structured such that Section A included biographical information, Section B included the nine (9) science teaching empowerment objectives with open-ended questions and Section C were comments and suggestions regarding the science education curriculum and the teacher training provided at the Nazarene Teachers College. A self-administered questionnaire was selected as the most suitable method of collecting data and was disseminated by hand.

After a number of iterations, the questionnaire structure was submitted to the Unisa Statistician for critical review. Pre-testing was done with five (5) respondents drawn from the target population to limit variations in students’ answers and to increase the reliability of the questionnaire. The Statistical Package for Social Sciences (SPSS) version 17 programme was used to analyse the data. Respondents’ responses to the open-ended questions were categorized and coded.

The following section summarizes the findings from analysis of the data.