Mosenodi - Volume 7, Issue 2, 1999
Volume 7, Issue 2, 1999
Author Akpovire OduaranSource: Mosenodi 7, pp 3 –20 (1999)More Less
Central to the successful planning and implementation of adult basic education in Botswana is the research process itself. The initiation of Botswana's First National Survey on Literacy in 1993 under the aegis of the Central Statistics Office and the Department of Non-Formal Education of the Ministry of Education provides relevant data and information with research implications. The Report of the First National Survey on Literacy raises many issues that deserve research attention. This paper has therefore attempted to synthesize the issues for exploration by all that seek to contribute towards the improvement of adult basic education in Botswana, using the research strategy. If we really aim at achieving any meaningful result in the process of ensuring that every Motswana is made literate within the shortest time possible, we must direct research at hitherto unexplored areas in adult basic education provision. It is true that research has never been lacking in the area of adult basic education as far as Botswana is concerned. What has been lacking is sustained research and the initiation of experiments based on research findings and then the projection of the same into policy and action. It is anticipated that we would be making significant contribution to the improvement of adult education in Botswana if we can clearly identify aspects of the programme to which we need to direct research efforts in an attempt to improve policy and practice.
Source: Mosenodi 7, pp 21 –32 (1999)More Less
Research was conducted into heads' of departments views on student plagiarism at the University of Botswana. The survey was conducted by sending a questionnaire to all the Heads of Departments at the University of Botswana. Results indicate a perceived problem of plagiarism in all years of student study.
Author Philip H. MhundwaSource: Mosenodi 7, pp 33 –43 (1999)More Less
This article reports a study that was carried out to investigate the impact of the study of grammar on students' essay writing skills. The research subjects were students studying for the Certificate in Law at the University of Botswana. The sample consisted of 60 students that were divided into (i) an experimental group of 32 students enrolled for the 1992-1993 academic year and (U) a control group of 28 students enrolled for the 1993-1994 academic year. The experimental group was exposed to an Experimental Research Method (ERM) that combined the teaching of language forms and their immediate application in sentence composition and essay writing. The control group was not exposed to this method. It was, instead, exposed to an instructional method that focused on a descriptionption of essay types such as the narrative, descriptionptive and the argumentative types and the general mechanics for 'staging' an essay from the introduction to the conclusion. The results of the study showed that at the end of their courses, the experimental subjects performed better than the control group.
Source: Mosenodi 7, pp 45 –70 (1999)More Less
Qualitative and quantitative research paradigms differ in assumptions about the nature of the world. This difference has implications for research goals and investigative procedures for each of these research methodologies. Nevertheless, some researchers feel that these two methodologies can and should be integrated in one single research project. The proponents of paradigm integration claim that weaknesses inherent in one paradigm could be compensated by strengths in the other paradigm. Among several purposes for mixed-methodology designs, is triangulation and in particular methodological triangulation that seeks convergence of results from different methods and strategies. This paper r argues that across-paradigms triangulation cannot satisfy the criterion of convergence. It does so by addressing (1) the issue of assumptions about the nature of the world, and (2) the influence of the research question on choosing a method for a research project. Examples of research questions from qualitative and quantitative studies are given as an illustration.