ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v1i1.1309

Exploring selective learning in enhancing effective learning interest among grade 10 learners in schools in the Motheo district

Katlego Mabulana1, Kananga Robert Mukuna2
  1. 1 University of Limpopo
  2. 2 University of the Free State, South Africa

Abstract

Teaching and learning in South Africa has been a concern. Schools have inflexible curriculum to accommodate learning interests of the learners. This causes numerous disadvantages to learners, such as dropping out, unstable teaching and learning environments, lack of readiness for higher education, and many more. The study explores how selective learning could enhance effective learning interest among grade 10 learners at schools in the Motheo district, Free State province, South Africa. Selective learning is the learner’s decision to select and learn relevant subjects within the curriculum framework, guided by one’s learning interest. This study adopted a qualitative approach and used a qualitative case study research design and interpretive paradigm. Semi-structured interviews with open-ended questions were used as a data collection instrument. Eight participants were purposively selected from two high schools. Participants were teachers from rural and urban-based schools with more than two years of teaching experience. Thematic analysis was used to analyse qualitative data. The results showed that selective learning could enhance effective learning interest by creating tolerable learning, enhancing cognitive skills, engaging teaching and learning, and creating academic excellence. Thus, this study concludes that selective learning can enhance effective learning interest among grade 10 learners in schools in the Motheo district of the Free State province. 

How to Cite

Mabulana, K., & Mukuna, K. R. (2024). Exploring selective learning in enhancing effective learning interest among grade 10 learners in schools in the Motheo district. International Journal of Studies in Inclusive Education, 1(1), 69–75. https://doi.org/10.38140/ijsie.v1i1.1309
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Abdel-Fattah, M. A. (2015). Grounded theory and action research as pillars for interpretive information systems research: A comparative study. Egyptian Informatics Journal, 16(3), 309-327. https://doi.org/10.1016/j.eij.2015.07.002
  2. Adams, W. C. (2015) Conducting Semi-Structured Interviews. In J. S., Wholey, H. P., Harty, & K. E., Newcomer (Eds.), Handbook of Practical Programme Evaluation (pp. 492-505). San Francisco: Jossey-Bass.
  3. Alharahsheh, H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43. https://doi.org/10.36348/gajhss.2020.v02i03.001
  4. Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC medical research methodology, 19(1), 1-9. https://doi.org/10.1186/s12874-019-0665-4
  5. Arikpo, O. U., & Domike, G. (2015). Pupils Learning Preferences and Interest Development in Learning. Journal of Education and Practice, 6(21), 31-38.
  6. Bautista, A., Toh, G. Z., & Wong, J. (2018). Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference? Musicae Scientiae, 22 (2), 96-223. https://doi.org/10.1177/1029864916678654
  7. Brobst, J. A., & Markworth, K. A. (2019). Elementary content specialization: Perspectives on perils and promise. School Science and Mathematics, 119(7), 369-381. https://doi.org/10.1111/ssm.12362
  8. Butina, M., Campbell, S., & Miller, W. (2015). Conducting qualitative research introduction. Clinical Laboratory Science, 28(3), 186-189.
  9. Charmaz, K., & Thornberg, R. (2020). The pursuit of quality is grounded theory. Qualitative Research in Psychology, 18(3), 305-327. https://doi.org/10.1080/14780887.2020.1780357
  10. Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. Sage open medicine, 7, 1-8. https://doi.org/10.1177/2050312118822927
  11. Corbett, F. C. (2021). Emergence of the connectivist leadership paradigm: a grounded theory study in the Asia region (Unpublished Doctorate Dissertation), Pepperdine University, California.
  12. Damoah, B., & Omodan, B. I. (2022). Determinants of effective environmental education policy in South African schools. International Journal of Educational Research Open, 3, 100206. https://doi.org/10.1016/j.ijedro.2022.100206
  13. Davies, S., Lorello, G. R., Downey, K., & Friedman, Z. (2017). Effective learning environments–the process of creating and maintaining an online continuing education tool. Advances in medical education and practice, 8, 447–452. https://doi.org/10.2147/AMEP.S136348
  14. Delgoshaei, Y., & Delavari, N. (2012). Applying multiple-intelligence approach to education and analysing its impact on cognitive development of pre-school children. Procedia- Social and Behavioural Sciences, 32, 361-366.
  15. Du Plessis, E. C., & Letshwene, M. J., (2020). A reflection on identified challenges facing South African teachers. The Independent Journal of Teaching and Learning, 15(2), 69-91. Retrieved from https://hdl.handle.net/10520/ejc-jitl1-v15-n2-a7
  16. Eloff, I., & Swart, E. (Eds) (2018). Understanding Educational Psychology. Cape Town: Juta Legal and Academic Publishers.
  17. Erdogan, N., & Stuessy, C. L. (2015). Modelling successful STEM high schools in the United States: An ecology framework. International Journal of Education in Mathematics, Science and Technology, 3(1), 77-92.
  18. Ersoy, M. (2019). Information for Knowledge: A Case Study on Education Faculty Students’ Internet-based Selective Learning Habits. Turkish Online Journal of Qualitative Inquiry, 10(1), 90-111. https://doi.org/10.17569/tojqi.496012
  19. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5 (1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  20. Fryer, Jr, R. G. (2018). The pupil factory: Specialization and the production of human capital in schools. American Economic Review, 108(3), 616-56. https://doi.org/10.1257/aer.20161495
  21. Goulart, P., & Bedi, A. S. (2011). The impact of interest in school on educational success. In Portugal. IZA Discussion Papers, No. 5462, Institute for the Study of Labor (IZA), Bonn.
  22. Graue, C. (2015). Qualitative data analysis. International Journal of Sales, Retailing and Marketing, 4(9), 5-14.
  23. Hodgson, T. F., & Khumalo, S. (2016). Too Many Children Left Behind exclusion in the South African inclusive education system with a focus on the uMkhanyakude District, KwaZulu-Natal. South Africa: Ministry of Health Report, 1-104. https://doi.org/10.1002/9781119171386.ch19
  24. Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116-127. https://doi.org/10.1016/j.cedpsych.2016.05.004
  25. Jayaseely, M. (2020). Exploring the impact of multiple intelligence on interest among high school students. Journal of Critical Reviews, 7(4), 837-839.
  26. Johnson, J. A. (2016). Enhancing taekwondo pedagogy through multiple intelligence theory. Ido Movement for Culture. Journal of Martial Arts Anthropology, 16(3), 57-64. https://doi.org/10.14589/ido.16.3.7
  27. Joneja, R. (2016). Study of Multiple Intelligence Model of Howard Gardner in Higher Education. Aweshkar, 21(2), 13-19.
  28. Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi?structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031
  29. Kandeel, R. A. (2016). Multiple Intelligences Patterns of Students at King Saud University and Its Relationship with Mathematics' Achievement. Journal of Education and Learning, 5(3), 94-106. http://doi.org/10.5539/jel.v5n3p94
  30. Khan, S. N. (2014). Qualitative research method: Grounded theory. International Journal of Business and Management 9(11), 224-233. http://doi.org/10.5539/ijbm.v9n11p224
  31. Khuzwayo, H. B., & Mncube, D. W. (2017). Progressive mathematics teaching in South Africa: a focus on curriculum reform from Outcomes-Based Education (OBE) to the Curriculum and Assessment Policy Statement (CAPS). Gender and Behaviour, 15(4), 10363-10375. Retrieved from https://hdl.handle.net/10520/EJC-c1ee11590
  32. Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical teacher, 42(8), 846-854. https://doi.org/10.1080/0142159X.2020.1755030
  33. Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education, 1 (11), 73-100. Retrieved from www.arcjournals.org
  34. Kruger, L. J., Rodgers, R. F., Long, S. J., & Lowy, A. S. (2019). Individual interviews or focus groups? Interview format and women’s self-disclosure. International Journal of Social Research Methodology, 22(3), 245-255. https://doi.org/10.1080/13645579.2018.1518857
  35. Kumar, R. (2014). Research Methodology: A Step-by-Step Guide for Beginners. London: Sage.
  36. Leshkovska, E. A., & Spaseva, S. M. (2016). John Dewey’s educational theory and educational implications of Howard Gardner’s multiple intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education, 4(2), 57-66. https://doi.org/10.5937/IJCRSEE1602057A
  37. Mabulana, K., & Mukuna, K.R. (2024). Challenges Encountered by Grade 10 Teachers in Implementing Selective Learning for Enhancing Learning Interest in Rural Schools in South Africa. E-Journal of Humanities, Arts and Social Sciences, Special Issue 4(12), 195-205. https://doi.org/10.38159/ehass.202341217
  38. Maddock, L., & Maroun, W. (2018). Exploring the present state of South African education: Challenges and recommendations. South African Journal of Higher Education, 32(2), 192-214. http://doi.org/10.20853/32-2-1641
  39. Maree, K. (2016). First steps in research (2nd ed.). Pretoria: Van Schaik Publishers.
  40. Morosanova, V. I., Fomina, T., & Bondarenko, I. N. (2015). Academic achievement: Intelligence, regulatory, and cognitive predictors. Psychology in Russia, 8(3), 136-156. http://doi.org/10.11621/pir.2015.03011.
  41. Ojo, T. A., & Mathabathe, R. (2021). An investigation into the effectiveness of the curriculum and assessment policy statement (CAPS) in South African schools. International Journal on Integrating Technology in Education, 10(2), 23-38. https://doi.org/10.5121/ijite.2021.10203
  42. Pangestika, D. S., & Prasetyo, Z. K. (2018). Practical Guide Based on Learning Cycle 5E to Enhance Students’ Cognitive Learning Outcomes. Biosaintifika: Journal of Biology & Biology Education, 10(3), 491-499. https://doi.org/10.15294/biosaintifika.v10i3.14884
  43. Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs (10th ed.). Boston: Pearson.
  44. Prayekti, Y. (2018). The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes. Higher Education Studies, 8(2), 37-46.
  45. Raeburn, T., Schmied, V., Hungerford, C., & Cleary, M. (2015). The contribution of case study design to supporting research on clubhouse psychosocial rehabilitation. BMC Research Notes, 8(1), 1-7. https://doi.org/10.1186/s13104-015-1521-1
  46. Rashid, Y., Rashid, A., Warraich, M. A., Sabir, S. S., & Waseem, A. (2019). Case study method: A step-by-step guide for business researchers. International Journal of Qualitative Methods, 18, 1-13. https://doi.org/10.1177/1609406919862424
  47. Reddy, L. S., & Ramasamy, D. (2016). A Study on Sampling Technique to Analyse the Matrix Organization in IT Outsourcing Industry. A Study on Sampling Technique to Analyse the Matrix Organization in IT Outsourcing Industry. Retrieved from https://ssrn.com/abstract=3287730
  48. Renninger, K. A., & Hidi, S. (2019). Interest development and learning. In Renninger, K. A., & Hidi, S. (Eds.), The Cambridge Handbook of Motivation and Learning (pp. 265–290). Cambridge University Press. https://doi.org/10.1017/9781316823279.013
  49. Renninger, K. A., Bachrach, J. E., & Hidi, S. E. (2019). Triggering and maintaining interest in early phases of interest development. Learning, Culture and Social Interaction, 23, 100260. https://doi.org/10.1016/j.lcsi.2018.11.007
  50. Ridder, H. G. (2017). The theory contribution of case study research designs. Business Research, 10(2), 281-305. https://doi.org/10.1007/s40685-017-0045-z
  51. Schneider, R., Lotz, C., & Sparfeldt, J. R. (2018). Smart, confident, interested: Contributions of intelligence, self-concept, and interest to elementary school achievement. Learning and Individual Differences, 62, 23-35. https://doi.org/10.1016/j.lindif.2018.01.003
  52. Sebaeng, L. (2022). Challenges facing the secondary school teachers in the implementation of curriculum and assessment policy statement in Mankweng Circuit, Limpopo Province (Unpublished Masters thesis). Mankweng: University of Limpopo, South Africa.
  53. Sharma, G. (2017). Pros and cons of different sampling techniques. International Journal of Applied Research, 3(7), 749-752.
  54. Sim, J., Saunders, B., Waterfield, J., & Kingstone, T. (2018). Can sample size in qualitative research be determined a priori? International Journal of Social Research Methodology, 21(5), 619-634. https://doi.org/10.1080/13645579.2018.1454643
  55. Smith, C. (2018). Learner-centredness: A multiple intelligence approach to reveal individual learner preferences for curriculum content in Foundation Phase. Koers: Bulletin for Christian Scholarship Koers: Bulletin vir Christelike Wetenskap, 83(1), 1-14. https://doi.org/10.19108/KOERS.83.1.2218
  56. Smith-Woolley, E., Pingault, J.B., Selzam, S., Rimfeld, K., Krapohl, E., von Stumm, S., Asbury, K., Dale, P.S., Young, T., Allen, R., & Kovas, Y. (2018). Differences in exam performance between pupils attending selective and non- selective schools mirror the genetic differences between them. Nature Partner Journals Science of Learning, 3(1), 1-7. https://doi.org/10.1038/s41539-018-0019-8
  57. Stalmeijer, R. E., McNaughton, N., & Van Mook, W. N. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical teacher, 36(11), 923-939. https://doi.org/10.3109/0142159X.2014.917165
  58. Stone, M. (2018). The Effects of Autonomy-based Instruction on Motivation to Learn and Academic Performance (Unpublished Middle and Secondary Education thesis). Georgia: Georgia State University. https://doi.org/10.57709/13471605
  59. Stroebel, L. C., Hay, J., & Bloemhoff, H. J. (2017). Needs and challenges of Foundation Phase life skills teachers in delivering physical education: Jack of all trades and master of none? South African Journal for Research in Sport, Physical Education and Recreation, 39(3), 163-177.
  60. Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research, How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management, 5(2), 18-27. Retrieved from https://hal.science/hal-02546796
  61. Teherani, A., Martimianakis, T., Stenfors-Hayes, T., Wadhwa, A., & Varpio, L. (2015). Choosing a qualitative research approach. Journal of graduate medical education, 7(4), 669-670. https://doi.org/10.4300/JGME-D-15-00414.1
  62. Thornberg, R., & Charmaz, K. (2014). Grounded theory and theoretical coding. In U. FLick, W. Scott, & K. Metzler (Eds.), The Sage handbook of qualitative data analysis (pp. 153-169). London: Sage.
  63. Triangulation, D. S. (2014) September. The use of triangulation in qualitative research. In Oncology nursing forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
  64. Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18(1), 1-18. https://doi.org/10.1186/s12874-018-0594-7
  65. Venville, G., & Oliver, M. (2015). The impact of a cognitive acceleration programme in science on students in an academically selective high school. Thinking Skills and Creativity, 15, 48-60. https://doi.org/10.1016/j.tsc.2014.11.004
  66. Weiten, W. (2016). Psychology Themes and Variations. In J. Hassim. Andover, Hampshire: Cengage Learning, (2nd ed.). United Kingdom: Cengage Learning.
  67. Weybright, E. H., Caldwell, L. L., Xie, H. J., Wegner, L., & Smith, E. A. (2017). Predicting secondary school dropout among South African adolescents: A survival analysis approach. South African Journal of Education, 37(2), 1-11. https://doi.org/10.15700/saje.v37n2a1353
  68. Zajda, J. (2018). Motivation in the Classroom: Creating Effective Learning Environments. Educational Practice and Theory, 40 (2), 85-103. https://doi.org/10.7459/ept/40.2.06