Do Educators in the Free State Province of South Africa Engage Learners via Outcomes Based Teaching Styles?

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Since the first democratic elections in 1994, South African education has been characterized by an unprecedented transformation process. Furthermore a resurgence from the government, business, organized labor and providers of education and training emphasized the need for educational imbalances which were prevalent in the country’s rote learning/ traditional schooling system to be redressed, and that equal educational opportunities are provided for all citizens (National Department of Education, 1997a:13). This process signaled the introduction of Outcomes Based Education (OBE) within the National Curriculum Statement (South Africa’s own unique curriculum response to OBE) which necessitated educators to be trained and teach in learner centered, activity based teaching methodologies. Through a quantitative study administered to 344 postgraduate educators, enrolled for the course: Self concept development and Learning styles at the University of the Free State, researchers wanted to ascertain the extent to which teaching styles employed by these educators, are reflective of OBE teaching methodologies. Findings revealed that the majority of educators’ are not engaging learners via OBE centered teaching styles and that they are still advocating “traditional/rote learning” teaching styles. Furthermore we conclude that the National Department of Education need to empower and capacitate educators in leaner centered teaching styles.


Keywords: Teaching Styles, Outcomes Based Education, Learner Centered, Activity Based Approach
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
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Glynnis Daries

Lecturer, Curriculum Studies, University of the Free State
Bloemfontein, Free State Province, South Africa

I am Glynnis Daries, a lecturer in the Department of Curriculum studies at the University of the Free State, in Bloemfontein. My previous working experience include teaching in the Foundation Phase for 4 years (Grade 1 and 3) and in the Intermediate Phase for 3 years ( Grade 5. During this time I was also responsible for remedial teaching. My interest include research issues which deals with Inclusive education and teacher training in the Foundation Phase programmes.

Natalie Le Roux

Research Assistant, Psychology of Education, University of the Free State
Bloemfontein, Free State, South Africa

I am a research consultant for the Department of Psychology of Education at the University of the Free State. Previous work experience include research related work for the Human Sciences Research Council in South Africa.
Me research interest include Item Response Theory in Quantitative research techniques.

Dr. Gregory Alexander

Lecturer, Psychology of Education, University of the Free State
Bloemfontein, Free State, South Africa

I am a lecturer in the Department Psychology of Education at the University of the Free State. My previous work experiences include teaching, Life Orientation and Geography at High School level for 12 years. I also work as a Subject Advisor for Geography for the Northern Cape Education Department. My current research interest are: Inclusive education, Multi-cultural educational issues, Learning styles and Teacher training.

Dr. Dipane Hlalele

Lecturer, Curriculum Studies, University of the Free State
Bloemfontein, Free State, South Africa

Dr Dipane Hlalele matriculated with exemption at Dikwena High School in 1984. In 1985 he joined SASOL 1 as a process operator and served there until 1987. He obtained a BAEd degree from Uniqwa in 1991, BEd (1995), MEd (1998), PhD (2002) at the University of the Free State as well as a Certificate in Agriculture from Glen College in the same year. In 1992 he worked as a teacher at Nkhobiso High School, was appointed a lecturer and Head of Department (Teaching Science) at Sefikeng College of Education in 1997 and 2001 respectively. Due to the rationalization of teacher education colleges in South Africa at the time, he opted to join Lekhulong Secondary School as a Deputy Principal in 2003. He was appointed Senior Lecturer: Psychology of Education in 2004 and Programme Head: School of Education (QwaQwa Campus) from 1 April 2006 to 31 March 2007. His immediate objective is to make strides in his personal academic growth plan where a research and publication record enjoys priority. He was awarded a Centre for Science Development (CSD) scholarship grant for his MEd studies (1996) and honoured in lieu of Consistent academic service to the Qwaqwa Campus (UFS).

Ref: L09P1174