INSET projects focussed on Science and Mathematics in developing countries

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Introduction

This thesis reports an investigation undertaken to evaluate the implementation and impact of an in service development project for high-school teachers of Science and Mathematics. The project was presented by Pretoria University’s Centre for Science Education in the rural District of Eerstehoek in the Mpumalanga Province of South Africa from October 1999 until November 2003. It was funded through the South African Science Education Network (SASEN, located at the University of the Western Cape) by the Council of Flemish Universities of Belgium specifically through the University of Leuven. For this reason the project is referred to as “the SASEN project” within this thesis. It was a unique project in that its conception and funding arose within the university system, and was not part of a large scale local or foreign state-initiated programme, nor by privately funded NGO’s. The project was thus largely academically driven.

Organisation and scope of the research

The research was performed in two phases. The first was done with pre-defined indicators and variables as a proxy for impacts, which matched the purpose of the project, essentially a traditional evaluation. A second, mainly post-intervention evaluation, was performed using a soft systems analysis. At this stage it was evident that at least the major purpose of the intervention, to upgrade the content knowledge and the qualifications of teachers, would be successful. The second phase thus sought to determine the degree of success (thus successes and bounds to the successes) as
determined by the expectations of key stakeholders, as well as obtaining potentially generalisable lessons or explanations for the successes.

Outline of the SASEN project

The SASEN project focused on the under-qualified teachers of secondary schools from underdeveloped, rural areas of the greater eMpuluzi and the Elukwatini-Ekuledini-Badplaas triangle of Mpumalanga province, about 400 km from the University of Pretoria. Its purpose was to address the knowledge and skills of practising high school educators in the fields of Science, Mathematics and Technology, as well as their needs within the context of the new Curriculum 2005 through empowering and training the teachers via theoretical and practical studies. On successful conclusion 26 teachers (28 [of 35 who initially started the project] completed the first year and subsequently registered for the qualification, and a 27th participant completed the project through a second project a year later) earned an accredited `Further Diploma in Education’, the FDE (or as later renamed, the ‘Advanced Certificate in Education’, ACE) qualification. These qualifications were unique in relation to similarly named qualifications offered by other institutions at the time as they were focussed strongly on subject content knowledge modelled directly on general first year level courses offered in Faculty of Science degree programmes.

INSET programmes

Perraton (1993) wrote, “Good education demands good teachers”. In order to keep teachers updated with the growth and development in education and to avoid stagnation and knowledge and approaches becoming obsolete, teachers are expected to continually update their knowledge and skills. Burkhardt et al. (1989) recognised teacher development as an agent of change, which is of central importance. The fundamental assumption is that by improving the quality of teaching the quality of the education that pupils and students receive is improved (Hofmeyr & Pavlich, 1987; Ural & Sekete, 1997).

DECLARATION
Abstract
Acknowledgments
Chapter 1 INTRODUCTION: BACKGROUND TO THE INTERVENTION PROJECT AND THE RESEARCH FORMULATION
1.1 Introduction
1.1.1 Outline of the SASEN project
1.1.2 Outline of the study
1.2 The context, background and the origin of the project
1.2.1 The state of Science Education in South Africa – the need for INSET
1.2.2 The context and design of the SASEN project
1.2.2.1 Context
1.2.2.2 Description of the SASEN project
1.3 Purpose and research objectives
1.3.1 Problem Statement
1.3.2 Research objectives
1.3.3 Research questions
1.3.4 Organisation and scope of the research
1.3.5 Additional variables of the Soft Systems Analysis
1.4 Structure of the thesis
Chapter 2 LITERATURE REVIEW
2.1 Introduction
2.2 INSET programmes
2.2.1 Types of INSET
2.2.2 INSET projects focussed on Science and Mathematics in developing countries
2.2.3 Lessons from INSET projects
2.3 Evaluation of educational projects / programmes
2.4 The Case Study approach to the evaluation of an educational project
2.4.1 Quantitative evaluation techniques
2.4.2 Qualitative evaluation techniques
2.4.3 Conducting the Case Study (Tuckman, 1994)
2.4.4 Analysing the data
2.5 Participant observation
2.5.1 Advantages of participant observation
2.5.2 Disadvantages of participant observation
2.5.3 Data gathering during participant observation
2.6 Soft systems methodology as an analytical approach to developing understanding of a complex project
2.6.1 Stages 1 and 2 Expression of the problem situation
2.6.2 Stage 3 CATWOE and root definitions of the relevant (sub)systems
2.6.3 Stage 4: Creating and testing the conceptual model
2.6.4 Stage 5: Comparing conceptual models with reality
Department of Physics and Joint Centre for Science, Mathematics and Technology Education x
2.6.5 Stage 6 & 7: Finding the desirable and feasible changes and the implementation in solving the problem
2.6.6 Discussion of Soft Systems Analysis
2.7 Aspects that became part of the evaluation as a result of the soft systems analysis
2.7.1 Self -Efficacy beliefs as an outcome [C: Customers ]
2.7.2 Attitudes of teachers [C: Customers]
2.7.3 Teacher clusters [A: Actors and T: Transformation]
2.7.4 Learning Organisation [T: Transformation]
2.7.5 Balance between change and delay [T: Transformation]
2.7.6 Changes in science education [W: Weltanschauung]
2.7.7 Role of donors [O: Owners]
2.7.8 Roles and competences of a teacher [O: Owners]
2.7.9 Needs of teacher development [E: Environment]
2.7.10 The need for teacher development programmes that strengthen subject knowledge [E: Environment]
2.8 Gaps in the literature that this study addresses
2.9 Conclusion
Chapter 3 RESEARCH METHODOLOGY
3.1 Scope of the research emanating from the SASEN project
3.2 The population of the research
3.3 Research paradigm
3.4 Research process and plan
3.4.1 Research procedure
3.4.2 Time line
3.4.3 Research instruments
3.4.3.1 Questionnaire design
3.4.3.2 Interviews
3.4.3.3 Observation of teaching
3.5 Procedural framework:
3.5.2 Approach to analysis
3.5.2.1 Tabulation and analysis
3.5.3 Soft Systems Analysis (SSA)
3.5.3.1 Stage 1: The problem situation unstructured
3.5.3.2 Stage 2: A rich picture
3.5.3.3 Stage 3: Root definition of the relevant system
3.5.3.4 Stage 4: System’s formal conceptual model
3.5.3.5 Stage 5: Comparing the conceptual model of Stage 4 with the real world situation
3.5.4 Measurements and analyses that were performed as a consequence of the systems model
3.5.4.1 To what extent was the project successful?
3.5.4.2 To what could the successes be ascribed?
3.5.4.3 Limitations and failures of the project
3.5.5 Stage 6: Conclusions of the analysis
3.6 Discussion
3.7 Conclusion
Chapter 4 DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION
4.1 Introduction
4.2 Phase one of the analysis – addressing impact [Question 1]
4.2.1 Questionnaire analysis
4.2.1.1 Attitude toward the career of teaching of Science or Mathematics
4.2.1.2 The learner-teacher relationship
4.2.1.3 Attitude towards accepting responsibility and accountability attached to their position as teacher
4.2.1.4 Attitude towards working hours
4.2.1.5 Change as self-reported by teachers during the project (Nov 2002)
4.2.2 Interviews with learners (with additional teachers’ comments)
4.2.2.1 Attitude towards learners
4.2.2.2 Learner centred approach
4.2.2.3 Extra time for learners and for the school
4.2.2.4 Learners’ views about the attitude and knowledge of their teachers (Interviews, Aug /Sept 2001)
4.2.2.5 Learners’ responses: Second round interviews (April – May, 2002)
4.2.3 Analysis of observations of classroom lessons
4.2.4 Discussion and conclusions of the Phase 1 analysis
4.3 Phase 2: The Soft Systems Analysis of the SASEN project (Stages 1-4: Modelling)
4.3.1 Introduction
4.3.2 Stage 1: The problem situation unstructured
4.3.3 Stage 2: The problem situation expressed: A Rich Picture
4.3.3.1 Structure
4.3.3.2 Communication
4.3.3.3 Process
4.3.4 Stage 3: Root definitions of the system
4.3.5 Stage 4: The system’s formal conceptual model
4.4 Phase 2: SSA: Stage 5: Measurement and Evaluation
4.4.1 Deriving measurements from the conceptual model
4.4.2 To what extent was the project Successful? [Research question 2, bullet 1]
4.4.2.1 Overall success based on the performances and acceptance by the trainee teachers
4.4.2.2 A confident and satisfied customer: Self-efficacy Beliefs generated
4.4.2.3 Impact on teaching and learning
4.4.2.4 Towards spending more time in schools
4.4.2.5 Computer activities initiated and implemented by trainee teachers
4.4.2.6 Science and Maths have become more popular measured against the traditional attitude that ‘Science is difficult and is not for all’ in South Africa
4.4.2.7 Expo-science participation increased
4.4.2.8 Membership of professional organisations e.g AMESA has become popular amongst SASEN teache
4.4.2.9 Promotions
4.4.2.10 Expected ‘Roles of South African Educators’ and contributions of the SASEN project
4.4.2.11 Successes of the project
4.5 What contributed to the success of the project? [Research question 2 second bullet]
4.5.1 Rare opportunity in Science/Mathematics education
4.5.2 Affordable cost to teachers
4.5.3 Teachers and MDE understood that the longer duration improved the benefit
4.5.4 Feeling of ownership by trainee teachers
4.5.5 Role of culture and language
4.5.6 Motivation, punctuality, discipline and accountability in the SASEN project
4.5.7 Formation of functioning clusters of teachers
4.5.8 The SASEN project was a ‘Learning Organisation’
4.5.9 Appropriate courses, content design, negotiated and upgraded from time to time
4.5.10 Desirable constructive role of foreign donors and the SASEN project
4.5.11 Role of the CI as ongoing evaluator and MDE representative
4.5.12 Sustainability
4.5.13 ‘Why was the project successful?’
4.6 Limitations and failures of the project [Question 2 third part]
4.7 Phase 2: SSA: Stage 6: Conclusions of the evaluation and recommendations
4.7.1 Successes
4.7.2 Contributors to successes
4.7.3 Limitations and failures of the intervention
4.7.4 Recommendations
4.8 Discussion of the soft systems analysis
4.9 Discussion of the 2-phase evaluation: A research overview
4.9.1 Strengths
4.9.2 Weaknesses of the research
4.9.3 Conclusion
Chapter 5 SUMMARY AND CONCLUSIONS
5.1 Overview
5.2 Impacts of the project — an integrated view
5.3 Success factors of the project — an integrated view
5.4 Limitations of the research
5.5 Possible generalisations: Recommendations for policy makers and project stakeholders
5.6 Usefulness of the research
5.7 Possible future research
5.8 Closure