AN official has urged teachers in the country to incorporate action research to improve classroom practice and the quality of learning outcomes in schools.
The National Research Institute’s Universal Basic Education programme leader Dr Arnold Kukari told The National that the model was participative and empowering for teachers. Kukari said that the model provided framework for teachers to use evidence to solve their teaching problems and improve their thinking, practice, curriculum implementation and learning outcomes. “Other research models are different where education research experts come in to carry out the research and identify the problems and make recommendations for teachers to implement,” he said. “This approach is different whereby it requires teachers to get more involved by finding out what their students problems are, working out what needs to be done so that it is included in the school’s activities. “This way, teachers will address the students’ problems directly.” Kukari trialled the model last year in nine schools in Central and teachers found out that children had difficulty solving fractions. Teachers then devised strategies that focused more on fractions during lessons and by the end of term three, 50 per cent of students who were unable to solve fractions requiring the use of the same denominator were able to do so after the intervention. “During implementation teachers have to monitor carefully their strategies and make corrections where they need to make corrections to ensure that their strategies are on track to achieve the outcomes that they have set,” he said. “It’s all about a cycle of continuously refining and reflecting on strategies to solve difficult learning areas of students.” The models are:
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