Education Administration and Policy Studies

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Browsing Education Administration and Policy Studies by Author "Banda, Sekelani S"

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    Course managing, teaching and assessing undergraduates at the Medical School of the University of Zambia
    (International Journal of Humanities Social Sciences and Education (IJHSSE), 2017-10) Daka, Harrison; Banda, Sekelani S; Namafe, Charles M
    There has been high examination attrition rates and low student Grade Point Average among undergraduate programmes in the School of Medicine of the University of Zambia. Such a situation was cause for concern and, therefore this study investigated the relationship among course management, teaching approaches and assessment processeson one hand, and high examination attrition rates and low Grade Point Average (GPA) for undergraduate medical students trained at the University of Zambia, School of Medicine, on the other. A mixed methods approach involving qualitative and quantitative methods was employed to investigate the above mentioned issues. Anexploratory sequential research design was used for data collection. Data were captured using two related sets of instruments. The first was an evaluation survey instrument on the Teaching and Learning of undergraduate programmes in the School of Medicine and document analysis. The second was a students’ Focus Group Discussion schedule and an in - depth interview schedule for key informants regarding the GPA and examination attritions. Results of the two sets were compared. Quantitative data from the first set were analysed using descriptive and inferential statistics while qualitative data from the second set were analysed using constant comparative method. The study revealed that the following contributed to low GPA and high examination attrition rates in the School of Medicine: (a) there was inadequate teaching and learning spaces and inadequate information technology support. (b) there was significant statistical difference in the workload in all courses among the various programmes (p = 0.000, F = 4, 596, df = 8.53) which were heavy, with little time allocated to them. The majority (92%) of MB ChB respondents and BSc Env respondents (75%) stated that the workload was heavy. (c) concepts were not explained in depth which led to students’ perceptions that courses were difficult. (d) despite having well qualified lecturers (54.7%) students were not availed with handbooks (62.6%) and course curriculum (53%).There was no significant statistical difference among the programmes (p = .663, F = 4, 596, df = .600). (e) there was no timely feedback (47.8%) and, where it was done, it lacked guiding comments (48%). (f)in some cases (28.8%) assessment tasks were misaligned with learning objectives. In conclusion, the study shows that low students’ GPA and high examination attrition rates at the Medical School of the University of Zambia were due to poor course management, inappropriate teaching approaches and improper assessment processes. In view of these findings, the study recommends that: • Enrolment of students should be dependent on availability of infrastructure and facility capacities. • Course contents (i. e. curricular) should be reviewed to be in accordance with the time allocated to them. • Assessment tasks should be aligned with learning objectives. • Feedback should be given to students on time and should be detailed. • The Department of Medical Education and Development (DMED) should consider organizing specific pedagogical training programmes for existing and newly employed academic staff.
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    The relationship between course management and examination attrition rates among undergraduate medical students at the University of Zambia
    (Course Management and Examination Attrition Rate, 2020) Daka, Harrison; Banda, Sekelani S; Namafe, Charles M
    This study investigated the relationship between course management and examination attrition rates among undergraduate medical students at the University of Zambia’s School of Medicine between 2008 and 2016. An explanatory sequential research design was used for data collection and data were gathered using a survey instrument, focus group discussions and interviews with key informants. The quantitative data from the first set were analysed using descriptive and inferential statistics while the qualitative data from the second set were analysed using the constant comparative method. The findings indicate that there was a significant statistical difference in the course workloads in all programmes (p = 0.000, F = 4, 596, d f = 8.53). The course loads were heavy, with little time allocated to them. Course concepts were not taught in depth, resulting in student perceptions that the courses were difficult. The findings point to the urgent need to revise or review the course content of several programmes to align it with the time allocated. Furthermore, the Department of Medical Education and Development should consider organising specific pedagogical training programmes for existing and newly-employed academic staff. Key words: quality education, attrition rates, course management
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    The relationship between course management and examination attrition rates among undergraduate medical students at the university of Zambia.
    (International Journal of African Higher Education, 2020-08-20) Daka, Harrison; Banda, Sekelani S; Namafe, Charles M
    This study investigated the relationship between course management and examination attrition rates among undergraduate medical students at the University of Zambia’s School of Medicine between 2008 and 2016. An explanatory sequential research design was used for data collection and data were gathered using a survey instrument, focus group discussions and interviews with key informants. The quantitative data from the first set were analysed using descriptive and inferential statistics while the qualita tive data from the second set were analysed using the constant comparative method. The findings indicate that there was a significant statistical differ ence in the course workloads in all programmes (p = 0.000, F = 4, 596, d f = 8.53). The course loads were heavy, with little time allocated to them. Course concepts were not taught in depth, resulting in student perceptions that the courses were difficult. The findings point to the urgent need to revise or review the course content of several programmes to align it with the time allocated. Furthermore, the Department of Medical Education and Development should consider organising specific pedagogical training programmes for existing and newly-employed academic staff.