Research articles (Dept of Maths & Science Education)
http://hdl.handle.net/10311/126
2024-03-28T21:00:28ZComputer assessment for secondary school texts
http://hdl.handle.net/10311/1231
Computer assessment for secondary school texts
Sello, Q.M.; Totev, D.M.; Kgosiemang, R.; Liu, Y.
Secondary school tests are very important component of the student’s assessment process and their frequency is directly related to the success of year examinations. On the other hand, the number of students could restrict the frequency of tests that is not desirable in terms of quality educations. Obviously such a dilemma is a challenging methodological and technological problem. In such cases a Multiple Choice test paper could be the only feasible solution, taking into account staff and time constraints. There are a few ways of marking such papers, mainly: a fully manual procedure with preset answer sheets (punched templates); fully automated marking process, applying optical character recognition (OCR) and scanners; the use of special pens and answer sheets could reduce to a certain extent the human factor involvement. The first case is time consuming, error prone and the stress under which the staff involved is working, contributes additionally to the relatively low quality of marking. The other two techniques require additional investment and technological infrastructure, but the marking process is significantly improved (Mogey, N. Watt, H. 2009). Similar results could be obtained with the demonstrated software project, whose main features are as follows:
- No additional investment involved.
- Significantly improved accuracy of mark calculations – fully automated marking procedure.
- Reduced stress factor – the computer keyboard is used in the most convenient way.
- Better synchronization between Marking and Quality Assurance staff.
- Significantly improved accuracy of the moderated scripts.
- Improved record keeping of grades that is individualized and easy to track and manage.
- Immediate statistical analysis of results.
- Improved record keeping with respect to the school archives.
- Registered error tolerance less than 1.5%.
- Ability for marked and moderated work to be accessed based on users pre-determined rights.
- Multi-level hierarchical approach to data security and staff responsibility structure (www.tcexam.com, 2009).
2013-12-01T00:00:00ZInsight into attempts at using action research in a collaborative work in a policy review exercise in Botswana
http://hdl.handle.net/10311/1171
Insight into attempts at using action research in a collaborative work in a policy review exercise in Botswana
Koosimile, A.T.
In this paper I embrace the thinking that writing on one’s experiences in the use of qualitative educational research strategies and principles could potentially contribute to furthering knowledge in the field. In adopting an action research framework to guide collaborative work in a policy review exercise in Botswana, I found that collaborative work is itself a challenge. Similarly, given the political nature of policy formulation, significant effort and attention is required to facilitate broader reflection and debate on the adoption and use of qualitative research strategies in policy matters in Botswana. Generally my experience suggests that the strictures of underlying political life could be a powerful framework that profoundly shapes and constrains the perspectives and choices in policy review. I conclude with some statements concerning some lessons learnt during the policy review exercise. Key words: Action Research, Collaborative Work, Teaching Practice Internship, University of Botswana, Policy Review, Lessons Learnt.
2011-07-04T00:00:00ZActive learning for problem solving in programming in a computer studies method course
http://hdl.handle.net/10311/1170
Active learning for problem solving in programming in a computer studies method course
Zimudzi, E.
This paper presents an implementation of active-learning-based teaching model for teaching a
topic on programming techniques in an undergraduate computer science education course
which prepares students to teach the Botswana General Certificate of Science Education
(BGCSE) computer studies subject. This programming topic is very crucial for developing
lifelong skills in problem-solving and critical thinking skills; skills that are of crucial
importance in the career of computing graduates. The topic has always been very difficult to master for pre-service computer studies students who have very little programming experience. We suggest this active learning approach for the reason that the students actively participate
during the discussion, and the course tutor can easily identify the alternative conceptions that
the students have, and be able to provide the necessary help to the future computer studies teachers. Active learning is a constructivist teaching approach that actively engages students
in the learning process. The students learn problem-solving by doing, through a step-by-step
process, and always build on what they already know previously. It uses different
methodological interaction techniques, thereby improving student understanding of the
programming concepts and the general motivation to learn more. We also discuss the role of the teacher in active learning approach.
2012-09-01T00:00:00ZOut-of-school experiences in science classes: problems, issues and challenges in Botswana
http://hdl.handle.net/10311/1113
Out-of-school experiences in science classes: problems, issues and challenges in Botswana
Koosimile, A.T.
This paper sets out to identify some key problems, issues and challenges relating to out-of-school experiences of learners in science teaching that emerged during classroom observations in schools in Botswana. Generally, there is evidence suggesting weak incorporation of learners’ experiences into teaching. The experiences seemed to have a lower teaching priority than did formal universally accepted canonical science concepts. The study revealed that the relative merits of the science curriculum also appeared undermined by lack of teacher preparedness to handle the learners’ out-of-school experiences. This paper also considers some of the implications of the research findings to science education in Botswana.
2004-03-19T00:00:00Z