A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL-Reference-Cited by-同舟云学术

A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL

Published:2023-12-01 Issue:2 Volume:14 Page:63-81
ISSN:2067-9785
Container-title:HOLISTICA – Journal of Business and Public Administration
language:en
Short-container-title:

Author:

Ngwakwe Collins C.¹,Lewis Janine²

Affiliation:

1. 1 University of Limpopo , Graduate School of Leadership , Polokwane , South Africa

2. 2 Tshwane University of Technology , Department of Performing Arts , Pretoria , South Africa

Abstract

Abstract This research examines the differential effect of research-writing teaching innovation on proposal and dissertation completion rates at the Turfloop Graduate School of Leadership (TGSL). The method combined a review with a longitudinal quantitative secondary data design. The data on proposal and dissertation completion rates were compared using a t-test statistics. Findings show that at an alpha level of 0.05, a significant difference (at P<0.05) exists in the proposal and dissertation completion rates between the pre-innovation teaching period and within the innovation teaching period – with improved completion rate occurring during the teaching innovation period. Results also depict a mean difference in research methodology pass marks (albeit insignificance). Based on the findings, the paper contributes by developing an agency-based inclusive framework for teaching dissertation research writing. This framework provides an agenda for further research on teacher and student agency, and hence inclusive teaching of academic writing.

Publisher

Walter de Gruyter GmbH

Subject

General Engineering

Link

https://www.sciendo.com/pdf/10.2478/hjbpa-2023-0016

Reference58 articles.

1. Adamson, J. L., Coulson, D., & Fujimoto-Adamson, N. (2019). Supervisory practices in English-medium undergraduate and postgraduate Applied Linguistics thesis writing: Insights from Japan-based tutors. The Asian Journal of Applied Linguistics, 6(1), 14-27.

2. Adie, L. E., Willis, J., & Van der Kleij, F. M. (2018). Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher, 45(1), 1-12.

3. Agentic approaches to teaching and learning assume that teachers are unique, that strengths and experiences should be respected, and that knowledge is socially constructed (Vygotsky, 1978).

4. Annamarie, B. M (2018) Factors influencing the through-put rates of masters students at the university of Limpopo. Available at: http://ulspace.ul.ac.za/bitstream/handle/10386/2194/bopape_ma_2018.pdf?sequence=1&isAllowed=y (accessed April 16 2021)

5. Azila-Gbettor, E. M., Mensah, C., & Kwodjo, S. M. (2015). Challenges of writing dissertations: Perceptual differences between students and supervisors in a Ghanaian polytechnic. International Journal of Education and Practice, 3(4), 182-198.