Exploring the TVET college lecturers’ perspectives on the usage of problem-centred teaching in level 4 Calculus

Abstract

This study explored the perspectives of Technical and Vocational Education and Training (TVET) college lecturers on the usage of problem-based learning as a teaching method in teaching level 4 Calculus. Achievement in mathematics at TVET colleges could be related to the poor performance of National Certificate and Vocational Level 4 mathematics students in South African Colleges. Students’ low achievement in mathematics has long been a source of concern for all stakeholders, college principals and lecturers. This can be attributed largely to poor teaching techniques, a lack of teaching and learning materials and inadequate pedagogical skills of lecturers. This study draws from the social constructivist theory that focuses on the zone of proximal development to support the social interaction of knowledgeable others to advance development. The current study employed a qualitative research methodology, through the phenomenological approach. Data was gathered through interviews and lesson observations. Purposive sampling was used to select six National Certificate and Vocational level 4 lecturers and their mathematics students as participants in this study. Content, thematic, and discourse analysis were applied to analyse the data. The results revealed a difference in student engagement through student-centred and lecturer-centred strategies of interaction. The findings indicate that problem-based learning is an effective method of teaching calculus for improving students’ critical thinking and problem-solving abilities. As a result, the researcher recommends that lecturers should assess their students’ backgrounds to determine appropriate teaching methods that will help students perform better in TVET mathematics.