IJARP Impact Factor(2018): 4.908

International Journal of Advanced Research and Publications!

Paper Details: Promoting Student Engagement In Soft Skills Practices With Science News Media In Physics Education- A Case Study Of Chiwala Technical Secondary School In Zambia

Volume 3 - Issue 10, October 2019 Edition
[Download Full Paper]

Author(s)
Phiri Kayola Moses, Jack George Jumbe
Keywords
Physics education, Science News Media (SNM), Soft skills Practices, Student engagement.
Abstract
This study was a small attempt that was made towards bridging the gap between the skills that employers are looking for in Zambian Secondary School Graduates and the skills that are being developed in Physics Education at Chiwala Technical school in Masaiti district on the Copperbelt province. The study established that the existing skills gap could be bridged by promoting student engagement in soft skills practices with SNM in physics education. Two adapted lesson plans with similar pedagogical experiences based on electromagnetic waves were used. One lesson plan integrated science in the news on health risks associated with non-ionising radiations and was administered in three grade 12 classes with a total of 69 students at Chiwala Technical in Masaiti district. The other lesson plan lacked SNM and was administered in three different classes with a total of 66 students at the same school. The study employed a case study method and purposeful sampling technique with a mixed-method data collection approach and an analysis approach that was largely qualitative with some quantitative descriptive statistics. The study utilized a student open-ended questionnaire, a classroom observation protocol, and assessment rubrics to collect data. A pilot study was conducted in one grade 12 class in order to ascertain the reliability of both the lesson plans and research instruments for this study. The study established that student engagement levels in soft skills practices were higher in classes where SNM was integrated during the physics lessons than those in which it wasn’t. It also established that SNM increased students’ awareness and interest to participate in soft skills practices during physics education. Finally, it established that student engagement levels in soft skills practices were generally higher during debate and simulation than during lectures irrespective of the classes.
References
[1] Belova, N., &. Eilks, I. (2015). Learning with and about advertising in chemistry education with a lesson plan on the natural cosmetics-a case study. Chem. Educ. Res. pract., 578-588. doi:10.1039/c5rp00035a

[2] Birch, S. H., & Ladd, G.W. (1997). The teacher-child relationship and children's early school adjustment. Journal of school psychology, 35, 61-79.

[3] Blom, A., et al. (2017). Job-ready graduates of secondary education in Botswana, Lesotho and Zambia-reforming instruction, curriculum, assessment, and structure to teach vocational and 21st-century skills. World Bank Group report, 3-27.

[4] Blumenfeld, P. C., et al. (2004). School engagement of inner-city students during middle childhood. Hills of gold, 145-170.

[5] Brown, M. (2016). Five skills hiring managers look for in engineering grads. Job Articles.

[6] Christensen, C. K. (2011). Young adults' accounts of scientific knowledge when responding to a television news report of contested science. Int. J. Sci. Educ., 1(2), 115-145.

[7] Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International journal for quality research, 97-130. doi:10.18421/ijqr10.01-05

[8] Cohen, L. et al. (2007). Research methods in education (6th ed.). London and New York: Routledge/ Taylor & Francis Group.

[9] Conn, K. M. (2017). Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of impact evaluations. Review of educational research, 863-898, doi:10.3102/0034654317712025.

[10] Cooper, K. S. (2014). Eliciting engagement in the high school classroom-a mixed-methods examination of teaching practices. American educational research journal, 51, 363-402.

[11] Crosnoe, R., et al. (2004). Intergenerational bonding in school: The behavioural and contextual correlates of student-teacher relationships. Sociology of education, 77(1), 60-61.

[12] CSO (2012). Living conditions monitoring survey 2010. Lusaka: Living conditions monitoring branch.

[13] Davis, M. H., & McPartland, J.M. (2012). High school reform and student engagement. In: Christenson S., Reschly A., Wylie C. (eds). Handbook of research on student engagement, 515-539.

[14] Denzin, N. K., & Lincoln, Y.S. (ed.).(2003). Strategies of qualitative inquiry. Sage: Thousand Oaks.

[15] Direito, I., et al. (2012). Engineering undergraduates' perceptions of soft skills: Relations with self-efficacy and learning styles. International conference on new horizons in education (pp. 843-851). Procedia-social and behavioural sciences. doi:10.1039/c5rp00035a

[16] Driscoll, M. (2017). Six soft skills engineers need to succeed in 2017.

[17] ERB. (2018). Job announcement: Application deadline- 9th March 2018. Lusaka. www.erb.org.zm/jobs/vacanciesFeb2018.pdf.

[18] Faure, E., et al. (1972). Learning to be: The world of education today and tomorrow. Paris: Edgar Faure Commission.

[19] Fink, D. L. (2003). Creating significant learning experiences. San Francisco: Jossey-Brass.

[20] Fink, D. L. (2013). Creating significant learning experiences. An integrated approach to designing college courses, revised and updated. San Francisco: Jossey-Bass.

[21] Fredricks, J. A. et al. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59. doi:10.31102/00346543074001059

[22] Gallup, Inc. (2013). U.S. overall: Gallup student poll results.

[23] Gay, L. et al. (2009). Educational research competencies for analysis and applications. NJ. Pearson Education.

[24] Goodman, R., &. Satterfiled, R. (2017). Evaluation of secondary education in Botswana, Lesotho, and Zambia: The alignment of curriculum, assessment, and instruction with 21st-century skills.

[25] Guerra, N., et al. (2014). Developing social-emotional skills for the labour market. World bank policy working paper, 7123.

[26] Hackman, J. J., & Kautz, T. (2013). Fostering and measuring skills: Interviews that improve character cognition. National Bureau of economic research.

[27] Halkia, K., & Mantzouridis, D. (2005). Students' views and attitudes towards the communication code used in press articles about science. International journal of science, 27.

[28] Heckler, K. M. (2015). Using science news articles in the secondary science classroom: The effect on students' summative assessment scores and attitudes toward science. Ohio University.

[29] Jarman R., &. McClunne, B. (2007). Developing scientific literacy. Using news media in the classroom. Open university press.

[30] Jarman, R. & McClunne, B. (2001). Use the news: A study of secondary teachers' use of newspapers in the science classroom. Journal of biological education-J BIOL EDUC, 69-74.

[31] Jarman, R. & McClunne, B. (2010). Developing students' ability to engage critically with science in the news: Identifying elements of the 'media awareness' dimension. The curriculum journal, 47-64. doi:1080/09585170903558380

[32] Jenkins, E. (2004). Science, in J. White (ed). Rethinking the school curriculum. Values, aims, and purposes. London: Routledge.

[33] Kachan, M. R., et al. (2006). Do teachers ask students to read the news in secondary science? Evidence from the Canadian context. Science education.

[34] Kelly, S., & Turner, J. (2009). Rethinking the effects of classroom activity structure on the engagement of low-achieving students. The teacher's record., 111, 1665-1692.

[35] King, C. J. (2012). Restructuring engineering education. Journal of engineering education., 1-5.

[36] Kolb, A. D. & Kolb, A. Y. (2011). Experiential learning theory: A dynamic, holistic approach to management learning, education, and development. 42-68 doi:10.4135/9780857021038.n3

[37] Lafrance, A. E. (2009). Helping students cultivate soft skills. www.aricialafrance.com

[38] Lane, E. & Harris, S. (2015). A new tool for measuring student behavioural engagement in large university classes. J. Coll.Sci. Teaching, 83.

[39] Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal., 37, 153-184.

[40] Marrying, P. (2000). Qualitative content analysis. Forum qual.soc.res.

[41] Marrying, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures, and software solution. SSOAR. Open Access Repository.
[42] McSharry, G., & Jones, S. (2002). Television programming and advertisements: Help or hindrance to effective science education? Int. J. Sci. Educ.

[43] Osborne, J., & Collins, S. (2001). 'Pupils' views of the role and value of the science curriculum: A focus-group study'. International journal of science education., 5, 441-67.

[44] Passow, H. J. (2012). Which ABET competencies do engineering graduates find most important in their work? Journal of engineering education., 101(1), 95-118.

[45] Ratcliffe, M., & Grace, M. (2003). Science education for citizenship. Teaching socio-scientific issues. Maidenhead: Open university press.

[46] Renderski, S. J., & Abselhadi, A. (2017). Teaching and learning soft skills in university physics courses: Perspectives of the UEA higher colleges of technology. International journal of physics and chemistry education., 9(4), 1-8.

[47] Republic of Zambia, CSO. (2016). 2015 living conditions monitoring survey report.

[48] Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of research in science teaching., 41, 513-536.

[49] Sadler, T. D. (2011). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. Springer, 1-9.

[50] Sadler, T. D., et al. (2007). What do students gain by engaging in socio-scientific inquiry? Research in science education., 37(4), 371-391.

[51] Schwartz, M. (2012). Best practices in experiential learning. Ryerson University.

[52] Shernoff, D. J., et al. (2003). Student engagement in high school classrooms from the perspective of flow theory. School psychology quarterly., 18, 158-176.

[53] Skinner, E. et al. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic. Journal of educational psychology., 100(4), 765.

[54] Stake, R. E. (2003). Case studies. In: Denzin, N.K. and Lincoln, Y.S. (ed) (2003) Strategies of qualitative inquiry, 2nd edition. London: Sage publications.

[55] Stout, K., & Christensen, S. (2009). staying on track for high school graduation: promoting student engagement. The prevention researcher., 16, 17-20.

[56] Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings about school. Child development. 72, 1198-1213.

[57] Walker, C. O. & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. The journal of educational research., 102, 463-472.

[58] Wang, M. T., & Eccles, J. S. (2012b). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from the middle to high school. Child development., 83.

[59] Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioural, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of research on adolescence., 22.

[60] Yazzie-Mintz, E., & McCormick, K. (2012). Finding the humanity in the data: Understanding, measuring, and strengthening student engagement. In S.L. Christenson, A.L. Reschly, & C. Wiley (Eds.). Handbook of research on student engagement., 743-761.

[61] Yin, R. K. (2003). Case study research: Design and methods. London: Sage Publications.

[62] Yin, R. K. (2011). Qualitative research from start to finish. New York and London: The Guilford Press.