Thank you for your honesty in sharing your experiences and feelings about what we were trying to do together. To my family, Busi, Bheki, Nomkhosi, Wini, Zandile, Nomandla and Ntokozo, thank you for your constant support and encouragement.
Introduction
Background of the study
Although the initial target population for NC(V) is youth completing grade 9, individuals who have completed grades 10, 11, and 12 may also register for NC(V); however, they start at NCC Level 2 of the NC(V) qualification. The other four subjects called 'vocational subjects', which make up the full seven required for the NC(V) qualification, are considered electives.
Problems in the Field
One of the central concerns in the TVET sector is the role of VET institutions as democratic learning places in educating citizens and encouraging education. The implications of virtually untrained teachers and teachers who feel unable to teach the necessary skills to students are enormous.
Research Problem
The following year, with the introduction of the NC(V), college management decided that I teach NC(V) Level 2 and 3 EFAL. Every year-end of the NQF levels 2, 3 and 4, the then DoE would organize a workshop for all NC(V) TVET college lecturers.
Aims and Objectives of the Study
Key Research Questions
Research Methodology and Design
Action research methodology was used to explore the key research questions of the study as the aim was to explore the different ways in which I could change my teaching methods to suit the learning styles of my NC(V) Level 2 students in my EFAL intervention class to would improve their performance in EFAL. An action research design was deemed appropriate for this study because it may allow me to diagnose problems and develop solutions to these problems and improve my practice (Bryman & Bell, 2011) because my purpose was to investigate the effects of matching. my teaching methods with the learning styles of my students.
Structure of the Dissertation
The essence of action research for the educator is to improve professional practice and strengthen the ways in which. Ultimately, it reflects on the effects of matching my teaching methods to my students' learning styles.
Introduction
Historical Overview of the TVET sector
It is also blamed for the discrepancy between what education produces and what business wants (Ibid.). However, the mismatch discourse is usually less about a lack of basic skills and more about a lack of vocational skills.
TVET Policy Post-1994
As a result of the policy focus on VET, there has been an upward trend in the number of students enrolled in VET colleges in the recent past (DHET, 2017). This is much lower than Taletso, South West and Ekurhuleni TVET colleges which recorded the highest student enrollments and respectively 7 378 students) of students enrolled in NC(V) programmes.
Problems within the TVET sector
College-related factors
This suggests that there have been serious challenges with regard to the qualifications that TVET college lecturers have. In addition, it must be remembered that curriculum changes in the TVET higher education sector occurred while university teachers were.
Programme-related factors
This is because it creates a problem for the whole college and higher education because students are given a scholarship to study with and if they drop out or fail it becomes a loss. After looking at our NC(V) Level 2 students' poor performance in English First Additional Language (EFAL), I wanted to explore the different methods I could use to match my students' learning styles and the potential effects of this.
Learner-related factors
Participants in the NCVER study were students from non-English speaking backgrounds, who indicated on their enrollment form that they spoke a language other than English at home. Therefore, in the case of the NC(V), English proficiency serves the purpose of helping learners to do well in the NC(V) and in the workplace, and must be taught in a way that suits this purpose.
Policy responses to the problems in the TVET sector
The primary intention of the policy was to ensure that qualified and competent lecturers are made available for the TVET college sector. The motivation and competence of lecturers are important factors for the success of the sector.
Conclusion
Introduction
Theoretical foundations of learning styles theory
Critiques of Kolb’s ELT and learning styles theory
Kozhevnikov (2007) argues that learning styles are not fixed, and can change over time and in response to contextual demands. Shaughnessy (1998, cited in Yassin & Almasri, 2015) states that age, achievement level, cultural background, individual's method of analysis and gender govern an individual's learning style.
Further development of Kolb’s Learning Styles theory
Alternative learning style models have also been developed by others, most notably Honey and Mumford (1992) and Dunn (2003). They developed a Learning Styles Questionnaire (LSQ), based on Kolb's LSI, to help individuals identify their learning style (Honey & Mumford, 1992).
Studies done using Kolb’s Learning Styles model
This means that the individual prefers a different .. learning style and/or a combination of learning styles. Part of the process of matching learning styles to teaching styles is understanding why teachers teach the way they do.
Conclusion
Based on his findings, Martin (2010) argues that teachers would have achieved the same results if they had randomly assigned learning styles to their students instead of using the KLSI. Wilson (2012) conducted a study to identify the extent to which matching learning styles with teaching methods resulted in academic achievement.
Introduction
Interpretivist Research Paradigm
In other words, the interpretivist paradigm seeks to understand how individuals make sense of their social world and what meanings they attribute to their actions. Furthermore, in this study, the interpretivist paradigm allowed me to become familiar with the context of the participants as they sought to understand the means they attributed to actions and experiences. The interpretivist paradigm therefore offers an opportunity to take the subjective experiences and views of participants seriously by listening carefully to their views and experiences (Nieuwenhuis, 2007a; Terre Blanche, Kelly, & Durrheim, 2006).
Qualitative Research Tradition
The researcher makes interpretations with the aim of understanding the behaviour, attitudes, beliefs and perceptions of the. With qualitative research, the researcher is situated within experiences and is influenced by the social world of the participants, an. To capitalize on the advantages of the qualitative research approach, several qualitatively oriented research methods were used to generate data from the participants of the research study.
Action Research
The emphasis of action research is on change, solving a perceived problem and improvement (Melrose, 2001; Oates, 2006; Schmuck, 1997). Interpretivist action research assumes that knowledge of reality is a product of social construction (Walsham, 2006). The application of action research took place in the form of self-reflective inquiry, which I undertook in a social situation (namely, lessons with live students).
Resource Information Center (ERIC) database and reviewed literature related to the teaching and learning of English across the curriculum, experiential learning and the different teaching and learning styles. Kolb's Learning Styles Inventory (KLSI), translated into isiZulu; post-class evaluation; interview schedule) in line with the forms and types of data I sought to generate to respond to the research question. I also planned four lessons, each targeting one of the learning styles (starting with the style identified by the most students).
Selection of Participants
In this study, availability and purposive sampling were used to select participants from a pool of National Certificate (Vocational) NC(V) Level 2 students who participated in. Therefore, selection by purposive sampling does not depend only on availability and willingness to participate ; selection is made based on participants. For this study, two criteria were considered for the selection of the participants, namely that they should do NC(V) Level 2;.
Data Collection Methods
- Kolb’s Learning Styles Inventory (KLSI)
- Observation
- Semi-Structured Interviews
- Focus Group Interviews
This was important because the process had to align with the focus of the study, as the study did not address everything. As a researcher, before starting the focus group interviews, I decided to play a very specific role. Before starting the focus group discussion, I asked the participants for permission to audio record the session, which was granted.
Data Analysis
This was important because it would almost be difficult to take notes during a focus group discussion because in some cases participants tended to say things at the same time without waiting for others to finish their statements. However, some sessions lasted longer than an hour, largely due to the fact that participants were sometimes willing to contribute and/or clarify issues. I started the process of analyzing data by reading the data over and over to get a rough idea of what the data said (Tesch, 1990).
Ethical Considerations
This study devised tools to ensure that these ethical issues were considered and implemented to ensure the protection and respect of participants' rights. Means of protecting and respecting participants in this study are discussed below. I explained that the study was part of the requirements for the master's degree I was studying for.
Credibility and Trustworthiness
Limitations of the Study
Conclusion
Introduction
Profiling of the Participants
Twelve participants attended a secondary school in a rural area, three attended a township school and one attended a town school. Both students who passed had either passed Grade 12 or attempted Grade 12; and there is a general relationship between the grade obtained on the CAP test and the highest grade obtained. However, there is no correlation between the grade obtained and whether a student attended a rural or urban/township school; and there was no correlation between their age and how they did in the CAP test.
Researching Practice
As can be seen, the majority of students (14 out of 16) failed the English component of the Competency and Placement (CAP) test. Regarding lesson improvement, students from all learning styles suggested lesson improvements after cycle 1. Participants reported the value of the lessons to their own lives beyond what is required in the classroom.
However, there were also aspects of the lessons that worked well that I did not expect. Only six of the 16 learners (i.e. less than half) reported that they most enjoyed the lesson that was specifically aimed at them.
Conclusion
Introduction
Consolidation and Summary of the Main Findings
- Problem statement, objectives and key research questions
- Summary of Key Findings
What effects can occur when harmonizing the different learning styles of students with the teacher's teaching methods. While matching teaching methods to my students' learning styles was helpful, the issue was much more complex than that. This suggests that trying to understand the learning styles of my students has helped me adapt my teaching styles to make my teaching more inclusive.
Reflections on Theoretical Framework and Research Methodology
- Implications for theories of learning and teaching
- Implications for methodology
The primary purpose of this study was to use the improvement of my teaching practice as a springboard to improve my NC(V) Level 2 students' English proficiency. This was not only beneficial for my students; it helped me improve my teaching practice. Therefore, I decided to improve my teaching practice in teaching English to students in order to improve their performance in English.
Implications for Praxis: Shaping and changing my teaching practice
Conversely, I would not be able to improve my teaching practice with feedback from students. Reflection on my teaching practice was an important activity in the transformation and formation of my practice. Therefore, as I conclude the study, I am determined that the process of improving my teaching practice will continue beyond the lifetime of this study.
Limitations of the Research Study
Possibilities for Further Research
Concluding Thoughts
Learning styles of design students and the relationship between academic performance and gender in design education. Preferred 'learning styles' of students studying sport-related programming in UK higher education. How to accommodate different learning styles in the same classroom: An analysis of learning styles theories and methods.
After lesson evaluation questionnaire
Kolb Learning Styles Inventory 3.1
I like to deal with my feelings. I like to watch and listen. I like to be busy. I like to think about ideas. I rely on logical thinking. I work hard to get things done. I trust my hunches and feelings. I listen and watch carefully. 3. I am an active person. I am an intuitive person. I am a logical person. I am an observant person.
Individual learner interview
Focus Group Schedule
