Lesson observations confirmed that control school teaching was didactic and teacher-centred, with minimal learner interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: local conditions change quickly

Subclaims¶

q1 i? Observed control school lessons showed linearly arranged desks, teacher-only explanation of problem-solving steps, minimal learner participation, independent desk work, and usually only one example per lesson. → Dhlamini 2013

Evidence¶

Dhlamini 2013¶

Dhlamini, J., & Mogari, D. (2013). The effect of a group approach on the performance of high school mathematics learners. Pythagoras, 34(2), Art. #198. https://doi.org/10.4102/pythagoras.v34i2.198

q1 · i? · causal · r2

The first author observed one lesson per control teacher (four teachers) to classify instructional mode as learner-centred or teacher-centred. Observations converged with interview data, with a reported correlation agreement of 0.87, supporting classification of control teaching as didactic.

"Observations of teachers' lessons showed that lessons in most control schools were similar and embraced the following characteristics: the classrooms represented a traditional teaching and learning setting in which desks are arranged linearly; teachers solely explained problem-solving steps and provided solutions to learners; minimal learner participation and interaction took place during the lesson"

Discussion¶

Related Claims¶

• Interviewed learners in experimental schools preferred the group approach and valued peer explanation, while control school learners reported teacher-dominated lessons — related
• In the frontal-instruction control lesson, teacher attention concentrated on the student at the blackboard and most students remained passive — related