Perceptions of Grade Twelve Disadvantaged High Risk Learners towards the Use of VBSRL Instructional Strategies

By Prakash Singh and Sindiswa Madgie Mbokodi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The poor pass rate at grade twelve level reveals the stark reality of many of South African historically disadvantaged secondary schools being ineffective institutions of learning and success. A culture of high expectations is a hallmark of high achieving schools. Unfortunately, low expectations are common in high poverty, disadvantaged schools. The problem has been exacerbated at these schools by teachers who are either under-qualified or unqualified. Good teachers are not evenly distributed across all kinds of schools and learners and there are big differences in the amounts and kinds of learning that different teachers help produce. The introduction of outcome-based education (OBE) in the South African educational system has further compounded the problem of a lack of relevant knowledge and skills by educators. The Faculty of Education of the Nelson Mandela Metropolitan University, in partnership with the Eastern Cape Department of Education, initiated the video-based self-regulated learning (VBSRL) project to assist grade twelve learners. A survey was conducted amongst all these learners at the ten matriculation support centres to determine the effectiveness of the VBSRL approach. The findings of the survey strongly suggest that VBSRL can be used effectively as an instructional strategy to raise the attainment and consequently the success level of grade twelve historically disadvantaged learners.

Keywords: Video-Based Self-Regulated Learning, High Risk Learners

The International Journal of Learning, Volume 16, Issue 5, pp.409-426. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.370MB).

Prof. Prakash Singh

Professor of Education, Centre for Research, Technology & Innovation,, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa

Prakash Singh is a professor of advanced studies in education. He is in the Research, Technology and Innovation Unit of the Faculty of Education at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. His field of specialization is educational leadership, fear management and curriculum development. He has published widely in accredited journals and presented numerous papers at national and international conferences. He is also a member of several national and international organisations and currently serves as an executive committee member of the Standard Generating Body of the South African Qualifications Authority in South Africa. He is the recipient of a Senior Fulbright Researcher’s grant. His current research focus is on the emotional intelligence of educational leaders and the management of fear in the educational milieu.

Dr. Sindiswa Madgie Mbokodi

Head of Department, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa

Is currently a Head of Department in the Faculty of Education. Her field of specialization is educational leadership and management. Successfully completed her doctoral degree (PhD) in 2009 with the focus of her research on black parental involvement in education. Has published papers as well as presented papers at conferences.


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