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Modelling New Faculty Development Programme on the Effectiveness of Competency Based Education (CBE) Approach in a Sociology of Education Course Kola Babarinde Ph.D Centre for Excellence in Teaching and Learning University of Ibadan Nigeria

kbabarinde@gmail.com sa.babarinde@ui.edu.ng Follow:@kbabarinde Visiting Research Scholar, Deusto International Tuning Academy, University of Deusto,

Bilbao, Spain, 30 March 2017

Eye on the World – Shirin Neshat (Detroit Institute of the Arts, MI, USA) May 2013

Teaching and Learning Philosophy

Dedication to a Departed Teacher Mentor and Friend

• Prof. kayode Ajayi 1951 – 17 March 2017.

Meeting the Presenter

Officially the Federal Republic of Nigeria, a federal constitutional republic comprising 36 states Capital: Abuja National anthem: Arise, O Compatriots Currency: Nigerian Naira Official language: English Language Population: 186,053,386 (July 2016 est.) World Bank Land Area: 923,766 sq.km. Government: Federal republic, Presidential system, Federation

Nigeria

Africa

Hausa-Fulani

Nigerian Tribes: Igbo

Yoruba

University of Ibadan, Nigeria

Sights of University of Ibadan, Nigeria

My Faculty Development Mandate

Centre for Excellence in Teaching and Learning

 To support faculty to improve their knowledge, skills and values of T&L and thus become more effective teachers promoting better learning

How Learning Takes Place

Subject matter Pedagogy

Learning

The Transmission Model

Mainframe approach/Sage on the Stage

Expert Novices

Wilson, J.M. (2005) Creating New Learning Environments for Higher Education

Competency Based Education

• Rejects blame model and adopts integrative

model that takes T&L as complimentary.

• It is more effective in achieving ILOs (Subject

specific & Generic) hence,

• Adopts several complimentary T&L strategies

including evaluation. Biggs and Tang 2007

Integrative Model

• Requires knowledge of how students learn;
• Promotes high level activities resulting in deep

learning;

• Realises that students may use low level

activities;

• Notes that every teacher has some theory of

teaching which affect how they teach; and

• Affirms that good teaching supports appropriate

learning activities and discourages inappropriate

• nes.

Biggs and Tang 2007

Distributed Collaborative Model

Client-server model/Guide on the Side

Wilson, J.M. (2005) Creating New Learning Environments for Higher Education

Theoretical Background

Plato’s Epistemology (Plato’s Cave, Analogy of the Cave) Illustrates human nature in its education and want of education (514a) The shadows are as close as the prisoners get to viewing reality. An attempt to explain the philosopher’s position in the society: to enlighten the “prisoners of appearances”.

Implications of Platonic Epistemology

• How can we make the Faculty shift its gaze

from the shadow to the light of educational and pedagogic research?

• How can we persuade them to see the benefit
• f CBE in enhancing learning? and
• Vary and deepen their teaching and learning

practices?

Theoretical Background Cont’d

Cognitive Dissonance The discomfort caused by holding conflicting ideas or cognitions simultaneously Implications  Project employed as example of good practice to create cognitive dissonance and  Openness to adoption

Invitational Presentations Organised Workshops Assessment of Outcomes

Graduate Students & Faculty

CBE Modelling Students of Sociology of Education Integration into Centre’s Program

Conceptual Model

• Fig. 1: Illustration showing a conceptual model for CBE Adoption for students and Faculty.

Create Evaluate Analyse Apply Understand Remember

Components of Competency Based Education

ILOs Negotiated Types of Learning

Assessment of

T & L and Outcomes Achievement

Bloom’s Taxonomy

1 4 3 2

Faculty Developer & Teaching Assistants T&L strategies

Lecture Debate Presentation Excursion Reflection Guest Lecture Video Presentations Written Exams Discussion Q&A Focus Group Discussion Social Media Interaction

• Fig. 2: Illustration showing components of Competency Based Education used for this research.

Research Questions

• To what extent did student assess the project

as effective in achieving learning outcomes?

• How can we get more practitioners to adopt

positively rated aspects of this project?

• How do we integrate this project into existing

institutional programmes?

Methodology

• Adopted a mixed method design and relied on

both quantitative and qualitative data

• Modelling of best practice approach
• A graduate course in education consisting of

117 students and a faculty developer with teaching assistants for 14 weeks / one semester

Results and Discussions

• Teaching effectiveness rated top 10% (70.8%); top

25% (24.5%).

• Outcome achievement showed 78% as highest

score and 40% lowest with average score being above 60 %. (57% scored 60% and above)

• Teaching effectiveness was rated high (WA 4.40)
• T&L strategies employed were rated as effective

in achieving learning outcomes (WA between 1.85 and 2.94)

• Prospects of CBE was also rated positive by

Faculty.

Summary and Implications

• Study affirmed effectiveness and prospects of

CBE approach in achieving learning outcomes and for Faculty Development Programme.

• Challenged us to proceed and formally

integrate it into the Centre’s programme.

• This is in consonance with earlier and related

studies and the intervention of DITA through several projects across the world.

GRACIAS