Lowane, Nkateko Eudora (2015) The Impact of the Educhange and Research Foundation (ERF ) Self-Awareness Programme on Learners’ Reactions and Learning. Masters thesis, University of South Africa.
![[img]](http://thesisbank.jhia.ac.ke/style/images/fileicons/application_pdf.png) |
PDF (The Impact of the Educhange and Research Foundation (Erf) Self-Awareness Programme on Learners’ Reactions and Learning)
dissertation_ lowane_ne.pdf - Accepted Version Restricted to Repository staff only Download (1MB) | Request a copy |
Abstract
The aim of the current study was to explore the impact of the Educhange and Research Foundation (ERF) self-awareness programme on the participants’ reactions, experiences, and changes in opinion regarding their knowledge of concepts of self-awareness. This study constitutes an evaluation of a workshop presented by the ERF which is a Non-Governmental Organisation (NGO) aimed at generating solutions toward a better education for all learners through the application of Kirkpatrick’s model of evaluating education and training programmes. Kirkpatrick’s model follows the goal-based evaluation approach and is based on four levels of evaluation. These four levels are widely known as reaction, learning, behaviour, and results. Due to the feasibility of the research, only the reaction and learning evaluation levels were researched. The population identified for the study comprised 15 grade 9 to 11 secondary school learners from Soweto in South Africa which were encouraged to volunteer to take part in the study at their convenience. The sample consisted of all the learners who attended the self-awareness workshop, in effect making this a purposive, convenience sampling. The ERF Board were responsible for the sample selection for their scholarship programme. One of the minimum criteria of selection to take part in the programme was that the learner must have obtained 70% and stem from poor backgrounds. The relatively small sample size possesses the potential to limit the generalisation of the findings. A mixed method approach was employed for this research. Positivist paradigm is the epistemological stance adopted due to the social reality investigated. The sources of data consisted of pre- and post-evaluation questionnaires on self-awareness. The results were thematically and statistically analysed. Thematic analysis included familiarisation with the data and first finding meaning, and then identifying patterns of recurring meaning by generating initial codes and lastly generating themes that run through these meanings.ii Statistical analysis was conducted through comparison of the data before and after the workshop using chi-square. Objective self-awareness theory and the self-regulation theory were the theoretical framework that informed the current research study. The main finding from this study was that the programme was perceived to have raised positive subjective opinions and feelings of most of the participants, although one participant raised negative subjective opinions about the programme and made suggestions for improvement. After the workshop, the participants felt that they had gained a better understanding of the key concepts of self-awareness, although most items were found to be statistically insignificant.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Attitude, ERF Self-awareness programme, evaluation, feelings, Kirkpatrick’s model of evaluating education and training programmes, mixed methods, opinion, reactions, self-awareness knowledge, statistical analysis, thematic analysis. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Martin Lucas Mkoba |
| Date Deposited: | 17 Aug 2016 08:52 |
| Last Modified: | 17 Aug 2016 08:52 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/885 |
Actions (login required)
 |
View Item |