Abstract
In determining how best to improve learner-centeredness and academic performance of Psychology students at the University of Fort Hare (UFH), an Action Research (AR) was employed. Research indicates that overcrowding, lack of resource, poor command of English and poverty- stricken background impact adversely on the academic performance of most black South African students at tertiary institutions. The study was underpinned by Vygotsky’s theory which advocates scaffolding and ZPD for successful teaching and learning. The sample size consisted of 26 convenient undergraduate students in the Foundation or Extended Programme class, whose informed consent, integrity and privacy were safeguarded. In group form, students cited that collaboration and interaction with the lecturers could equip them with more knowledge and insight as they contribute to their self-esteem. Given this findings, the recommendations are: (1) Lecturers should introduce various forms of teaching such as participatory approach and (2) Educational resources be available for students to access computer centres. DOI: 10.5901/mjss.2014.v5n27p1043
Highlights
Kurt Lewin, the main pioneer of action research, viewed action research and practice as interwoven and emerged out of the assumption that a theory can be expressed in action (Field & Leicester, 2003)
As universities are dynamic socio- technical systems, lecturers need to have a broad view of how the system works, change and transformation are inevitable
Black students constitute the majority of higher education drop-outs (Scott, 2009), in a quantitative study conducted by Letseka and Breier (2008) on the academic preparedness at South African universities, it was found that only 15% of black students managed to complete their degrees in the designated time, 30% dropped out after the first year and further 20% dropped out after their second and third year
Summary
Kurt Lewin, the main pioneer of action research, viewed action research and practice as interwoven and emerged out of the assumption that a theory can be expressed in action (Field & Leicester, 2003). Action research solves a problem and contributes to the body of knowledge (i.e. theory) and is interactive. Both the lecturers and students should cooperate continuously to gather new information in order to improve their system. There should be acquisition of new knowledge and skills for sustainability and growth It encourages harmonious relationship between the lecturers and students, which is based on norms and values as enshrined in the constitution of the university (Gummesson, 2000). Socio- cultural theory asserts that learning become meaningful when it takes place in the zone of proximal development (ZPD) of the learner, whereby learners are transmitted cultural values and beliefs, and encouraged to be socially responsible and active participants in the acquisition of knowledge
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