This study aimed to investigate why there was a lower enrollment of female students learning Geography as part of the teacher training specialization. A case study was conducted at a teacher training college in Swaziland to understand the experiences of female students learning Geography as an elective component of their specialization.
INTRODUCTION
The multidisciplinary nature of geography is demonstrated by Akintade (2012, p. 2) who describes geography as a “very broad but interesting subject, which touches on most other subjects such as social studies or social environmental studies”. This then leaves a question as to the reasons for girls' low enrollments in geography as a specialization.
STATEMENT OF THE PROBLEM
The researcher was also encouraged by a researcher, Akintade (2012, p. 1) who states that: “Geography must be promoted by all geographers so that society does not suffer from its lack or inadequate representation in the field of advancement” . . The researcher was also prompted by a researcher, Akintade (2012) who states that in order for society not to suffer from lack or under-representation of Geography, it (Geography) should be promoted by all geographers.
RESEARCH QUESTIONS
RESEARCH AIM
CONCEPT CLARIFICATION
Geography
Teacher training college
Tertiary education level
CONCEPTUAL FRAMEWORK
RESEARCH DESIGN AND METHODOLOGY
Research design
The researcher has chosen a case study because it allows an exhaustive exploration of the female students learning Geography as an elective component of the specialization. The researcher has taken the necessary steps to comply with the ethical code of the university where the research is conducted.
DELIMITATION OF THE STUDY
Despite the fact that all participants in the study were over 18 years of age, permission was also obtained from the principal of the college for the study to be conducted in the college. The participants made up only a small group of the total number of students at the college.
POSSIBLE CHALLENGES
The findings therefore only gave one a glimpse of the bigger picture and therefore could not be generalized. For greater emphasis on the importance of each individual participant's point of view on the topic at hand, the findings are presented and supported with direct quotes from the focus group discussions.
COURSE OF THE STUDY
This chapter specifies a full description of the research setting, research instruments, the participants, and a detailed description of the data generation process. Chapter five discusses the conclusions, implications of the findings, recommendations and suggestions for further research.
SYNTHESIS
Findings are interpreted, presented thematically and supported with direct quotes from focus group discussions.
INTRODUCTION
FACTORS INFORMING STUDENTS WHEN CHOOSING A SUBJECT FOR
- Personal concerns
- Academic considerations
- Personal relationships
- External factors
These personal concerns included the student's personal interest in the subject, self-efficacy, and gender bias and stereotyping. The final source of self-efficacy is response (both physical and emotional) to a given situation.
CONCEPTUAL FRAMEWORK
SYNTHESIS
INTRODUCTION
AIMS OF THE RESEARCH
RESEARCH QUESTIONS
PART ONE: RESEARCH DESIGN AND METHODOLOGY
Research approach
According to Strydom and Bezuidenhout (2014) qualitative and quantitative research differ mainly in terms of their flexibility. Nieuwenhuis (2007) asserts that qualitative research is primarily concerned with generating data that answers the "why" and "how" questions of research.
Research paradigm
- The positivist paradigm
- The critical paradigm
- The interpretivist paradigm
In this study, the researcher followed the interpretivist paradigm, which was determined by the critical question that the researcher wanted this study to answer. The researcher was therefore guided by the first objective to choose the interpretive paradigm as most appropriate for this study.
Research design
- Research methodology
- Case study
- Research setting
- Data generation methods
- Data analysis
The case study, by its very nature, provided for the examination of the students of the college in their own environment. In this part, the researcher describes and justifies the selection of the participants in the study.
PART TWO: PREPARING FOR THE FIELDWORK
Piloting data generation tools
Conducting the pilot study of the questionnaire also helped reveal discrepancies in the questionnaire. Again, the questions were left open for the examination of the researcher's colleagues to increase their credibility.
Data generation site
Ethical considerations
PART THREE: IN THE FIELD
Sessions
Kelly (2006) argues that participants are likely to have a lot to say, and may become emotionally involved with the topic, and therefore recommends a smaller group. The researcher kept in mind and also repeatedly reminded the participants that with the focus group discussions. Once again, the aim was to 'hear' and 'understand' the participants' point of view; therefore, this session was also videotaped to capture nonverbal cues, and the data generated was transcribed.
DATA ANALYSIS
The researcher read and re-read the responses to the semi-structured questionnaires to get a sense of the data. After each focus group session, the researcher would watch the video recordings of the interviews.
TRUSTWORTHINESS
Producing identical results in cross-validation (using information from one source and finding similar results in another) increased reliability and was thought to be evidence of instrument reliability. In addition to the above, the data collection method used, i.e. focus group discussions, has been praised for providing results with a high degree of reliability because the method is easy to understand; several people combine their views at the same time, so their findings seem plausible (Flick, 2008).
SYNTHESIS
INTRODUCTION
THEME ONE: INTERESTING
In their responses to the semi-structured questionnaire, the participants indicated that they found the teaching of Geography interesting because of the nature of the subject and some pedagogical strategies used in teaching Geography. Some of the participants indicated in their questionnaire responses that the pedagogical strategies that were sometimes (although not often enough) used in teaching Geography also contributed to making the experience of learning Geography interesting.
THEME TWO: CHALLENGES FACED BY STUDENTS
In the focus group discussion transcripts, the participants emphasized that as female students they found drawings and calculations a challenge. A few of the participants in the questionnaire responses revealed that they were challenged by some of their teachers' attitudes.
THEMES AND CATEGORIES REGARDING PARTICIPANT’S CHOICE OF
THEME ONE: CURRICULAR INFLUENCES
According to the questionnaire responses, half of the participants were channeled by their good high school results to choose Geography as their specialization component at the college. A few of the participants indicated in their questionnaire responses that their choice of geography as an elective component of the specialization was channeled by the college's elective policy.
PERSONAL INTEREST
The college's course selection policy dictates that courses may be chosen and taken only in pairs in different departments. The participants seem to appreciate that Geography is not limited to one component, but has many sides which they perceive as the reason for their interest in this subject.
INFLUENCE OF PERSONAL RELATIONSHIPS
Although this issue was not raised in the focus group discussions, most of the participants indicated in their questionnaire responses that they were influenced by people close to them to learn Geography as a component of specialization. In the questionnaire responses, half of the participants indicated that they were influenced by family members.
THEMES AND CATEGORIES REGARDING HOW GIRLS’ PARTICIPATION CAN BE
PEDAGOGICAL ISSUES
The large number of participants who were influenced by their high school teachers to choose geography as an elective component of their specialization for further research indicates the strength of their high school teachers' influence. According to the participants of the focus group discussions, the use of technological aids would make geography lessons more exciting; give them a chance to see geography in action and make it more attractive to girls that way.
CURRICULA ISSUES
The teachers at the schools must motivate the students to make the right subject combinations. The participants in the focus group discussion felt that the girls in secondary school were neither motivated nor encouraged to learn geography.
MARKETING AND PARTNERSHIP
According to the participants, geography would be perceived as more meaningful if girls were made aware of its importance at an early age. A link between the schools and the secondary schools was seen by the participants in the focus group discussion as the answer to getting more girls to do geography.
SYNTHESIS
From their accounts, one would assume that the participants felt that such errors were a consequence of ignorance on the part of the teachers about the working subject combinations in the secondary schools. Therefore, the choice that the student makes in college is governed by many factors that affect the school, the community, and the individual (Weeden, 2007).
INTRODUCTION
CONCLUSIONS
- Interesting
- Challenges faced by students
- Curricular influences
- Personal interest
- Influence of personal relationships
- Pedagogical issues
- Curricula issues
- Marketing and partnership
The study further revealed that some of the participants chose geography as their specialization component because they had an intrinsic interest in the subject. In terms of how more girls can be improved to learn geography as a component of specialization, the results of the study pointed to some pedagogical issues that needed to be revised.
CONCEPTUAL CONTRIBUTION
These findings show that geography as a subject was not given the correct meaning in the curriculum. It was further revealed that at the secondary school level, geography was treated as a 'filler' in the curriculum.
RECOMMENDATIONS/IMPLICATIONS OF THE STUDY
The results of the research also revealed that the choice of geography as a component of the specialization was mainly dictated by the high school success of the participants and the policy of the faculty regarding the choice of course. The participants suggested that lecturers at the faculty should use motivational talks to emphasize the importance and advantages of studying geography to female students at schools.
DISSEMINATION OF THE STUDY
This can only be achieved through cooperation between secondary schools and colleges. This kind of cooperation could mean promoting the study of geography in secondary schools, as a preparation for college, by involving a national panel on geography, which is a part of higher education lecturers.
SUGGESTIONS FOR FURTHER RESEARCH
The Geography Panel could emphasize the importance of geography in schools and also promote geography nationally, for example by holding a National Geography Day where geography could be promoted and marketed.
DELIMITATION OF THE STUDY
SYNTHESIS
Students' choice of subjects in secondary schools in Tanzania: a matter of students' abilities and interests or of forced circumstances. Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal setting.
Semi-structured questionnaire
Please tell me what you like about studying geography in college. Please explain and give specific examples of why you don't like the things you say you do in college geography.
Open ended prompt for main focus group sessions
Ethical clearance
Principal’s consent
Consent form for participants
If you choose not to participate, this will not affect you in any way. If you do, there will also be no penalties and you will not be harmed.
Guide for follow up focus group discussion session
Example of questionnaire responses
Example of coded questionnaire responses
Table of themes and categories emerging from the data
Turnitin report
