Introduction to Classroom Research (IER41ES) is a module that fourth-year Bachelor of Education (B-Ed) students must pass to obtain their teaching qualification. Over the last three years the module recorded considerably poor students’ performance. The purpose of this paper is to explore the reasons for poor students’ performance in the module, and further suggest ways of improvement. Pedagogical Content Knowledge was used as the theoretical framework that underpinned this study. Twenty student teachers and four lecturers were purposefully selected at a university of technology as participants in this study. Semi-structured interviews were used to generate data from the participants. The study found that B-Ed students had a negative attitude towards this module, and they were challenged by the concepts that they were introduced to for the first time at fourth year level. Furthermore, this study found that lecturers do not use innovative teaching methods to enhance understanding and neither do they cater for diverse student needs in terms of learning styles. It is recommended that innovative teaching methods should be used to accommodate diverse student needs and regular student-lecturer consultations beyond the borders of lecture venues should be granted. It is further recommended that concepts related to research be gradually introduced from the first year of study for students to become familiar with.

Authors:
Mokete Letuka, Central University of Technology, South Africa

About the Presenter(s)
Mr Mokete Letuka is a University Assistant Professor/Lecturer at Central University of Technology in South Africa

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