Liked and Disliked Learning Activities: responses of Swazi students to science materials with a technological approach

Abstract

Abstract This study reports part of the evaluation of the impact of the introduction of science materials with a technological approach in some junior secondary classes in Swaziland. The characteristics of the new approach are threefold: contextualisation, application and investigation. The views of more than 300 student users have been collected on the type of learning activities they most and least liked, and on the reasons for their preferences. The responses have been analysed with particular attention to those activities specific to the characteristics of the new materials, and have been differentiated by gender. The results show that contextualised activities are highly appreciated, and are capable of maintaining girls’ interest in traditionally ‘boys topics’. Students are indifferent towards activities focusing on the application of science, and mainly dislike investigative activities. Group discussion as a class activity receives a mixed reception, with those in favour emphasising the opportunitie...