Using action learning approaches to enhance pedagogic practices in civil engineering and construction studies at technical vocational education and training colleges in Free State province

Abstract

This study focused on reviewing an equational formulae and models that shall promulgate effective implementation of action learning approach as the main teaching method in Civil Engineering and Construction at TVET colleges in South Africa. Whereas the objectives are to: 1) determine the teaching approaches used at TVET Civil Engineering Construction Studies Curriculum, 2) assess the extent to which action learning approaches are employed in teaching content knowledge and practical work in Civil Engineering Construction Studies at TVET, 3) evaluate the sequence/procedure lecturers use to assess content knowledge and practical work at TVET colleges, 4) determines the challenges that TVET lecturers may experience during the implementation of action learning approach, 5) review for equational formulae and models for capacitating TVET lecturers in action learning approach to produce good quality work at TVET colleges - regarding the integration of content knowledge and practical work. While the research aim was to explore the use of action learning as a teaching approach with reference to content knowledge and practical work in Civil Engineering Construction studies at TVET colleges and to review existing formulas.

The research used a mixed method approach comprised of quantitative as well as the qualitative methodology to collect data. Data collection tools used were questionnaires and semi-structured interview. In the case of data analysis for quantitative data, Cronbach’s Alpha was employed for reliability and confirmed by One-sample test t-test for significance. In addition, for qualitative data, thematic analysis was used to saturate the facts of the responses. The sample-size participants of the study consisted of N=26 lecturers who are both males, n=20 and females, n=6 responsible for content knowledge (theory) and practical work of NCV and NATED 191 programmes for Civil Engineering and Construction subjects from four public TVET colleges in the following municipality districts (Thabo Mofutsanyane, Motheo Mangaung Metropolitan, Lejweleputswa and Fezile Dabi) in the Free State in South Africa.

The study findings indicated that the following dynamics/elements or aspects are problematic in the effective implementation of an action learning approach in Civil Engineering and Construction Studies at TVET colleges: to integrate content knowledge and practical work. The lack of consumable material and insufficient working equipment. The insufficient time allocated for practical work and prescribed measure types of assessments. Also, most lecturers’ lack of professional qualifications in education. Therefore, the study proposed a reviewed action learning formula and has made recommendations on how to implement effective action learning approaches in Civil Engineering and Construction studies at TVET colleges and how to resolve challenges.