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A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone

Received: 21 December 2023     Accepted: 2 January 2024     Published: 18 January 2024
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Abstract

The title of the study is: ‘A Comparative Assessment of the Traditional and Distance Model of Teaching Delivery in the Eastern Polytechnic now Technical University of Sierra Leone.’ The objectives of the Study were to: examine the demographic characteristic of respondents; to compare the attitude of respondents towards teaching in their schools; to assess the perception of respondents to their training. A survey design with a cross sectional approach was employed and it entailed the collection of qualitative and quantitative data from various respondents. A total of 367 teachers responded to the questionnaires and Focus Group Discussion Guides (FGD). Interviews were held with Sierra Leone Teachers Union members (SLTU), Community Teachers Association (CTA) representatives, and the two Ministries of Education officials: the Ministry of Basic and Senior Secondary Education (MBSSE) and the Ministry of Technical and Higher Education (MTHE). The findings of the study indicated that the distance education trained teachers have improved the growth and development of teaching in the schools better than the other teaching model. The traditional teachers are less committed because more of them are permanently employed and have pin coded status. In conclusion, it is recommended that the distance model of teaching at the TC level must be maintained and that more support be provided by the Government and other agencies for this method of teaching delivery.

Published in International Journal of Education, Culture and Society (Volume 9, Issue 1)
DOI 10.11648/j.ijecs.20240901.12
Page(s) 13-20
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Comparative, Assessment, Traditional and Distance Models, Teaching Delivery, Sierra Leone

References
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[3] Farrior, E. S., & Gallagher, M. L. (2000). An evaluation of distance education. Topics in Clinical Nutrition, 15(4), 10-18.
[4] Felix, Jr, W. L., Gramling, A. A., & Maletta, M. J. (2001). The contribution of internal audit as a determinant of external audit fees and factors influencing this contribution. Journal of Accounting Research, 39(3), 513-534.
[5] Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. Handbook of distance education, 1(4), 113-127.
[6] Hamdan, S., Melhem, N. M., Porta, G., Song, M. S., & Brent, D. A. (2013). Alcohol and substance abuse in parentally bereaved youth. The Journal of clinical psychiatry, 74(8), 691.
[7] Hew, K. F., & Cheung, W. S. (2012). Student participation in online discussions: Challenges, solutions, and future research. Springer Science & Business Media.
[8] Katz, J. (1994). Geographical proximity and scie Katz, M. L. (1989). Vertical contractual relations. Handbook of industrial organization, 1, 655-721.
[9] Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
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[12] Sherritt, C. (1996). A Fundamental Problem with Distance Programs in Higher Education.
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Cite This Article
  • APA Style

    George, T. P., Jaba, N. M., Mbavai, J. J. (2024). A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone. International Journal of Education, Culture and Society, 9(1), 13-20. https://doi.org/10.11648/j.ijecs.20240901.12

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    ACS Style

    George, T. P.; Jaba, N. M.; Mbavai, J. J. A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone. Int. J. Educ. Cult. Soc. 2024, 9(1), 13-20. doi: 10.11648/j.ijecs.20240901.12

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    AMA Style

    George TP, Jaba NM, Mbavai JJ. A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone. Int J Educ Cult Soc. 2024;9(1):13-20. doi: 10.11648/j.ijecs.20240901.12

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  • @article{10.11648/j.ijecs.20240901.12,
      author = {Tony Patrick George and Nathan Mbalu Jaba and Joseph James Mbavai},
      title = {A Comparative Assessment of the Traditional and Distance Models of Teaching Delivery at the Eastern Polytechnic, Sierra Leone},
      journal = {International Journal of Education, Culture and Society},
      volume = {9},
      number = {1},
      pages = {13-20},
      doi = {10.11648/j.ijecs.20240901.12},
      url = {https://doi.org/10.11648/j.ijecs.20240901.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20240901.12},
      abstract = {The title of the study is: ‘A Comparative Assessment of the Traditional and Distance Model of Teaching Delivery in the Eastern Polytechnic now Technical University of Sierra Leone.’ The objectives of the Study were to: examine the demographic characteristic of respondents; to compare the attitude of respondents towards teaching in their schools; to assess the perception of respondents to their training. A survey design with a cross sectional approach was employed and it entailed the collection of qualitative and quantitative data from various respondents. A total of 367 teachers responded to the questionnaires and Focus Group Discussion Guides (FGD). Interviews were held with Sierra Leone Teachers Union members (SLTU), Community Teachers Association (CTA) representatives, and the two Ministries of Education officials: the Ministry of Basic and Senior Secondary Education (MBSSE) and the Ministry of Technical and Higher Education (MTHE). The findings of the study indicated that the distance education trained teachers have improved the growth and development of teaching in the schools better than the other teaching model. The traditional teachers are less committed because more of them are permanently employed and have pin coded status. In conclusion, it is recommended that the distance model of teaching at the TC level must be maintained and that more support be provided by the Government and other agencies for this method of teaching delivery.
    },
     year = {2024}
    }
    

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    AB  - The title of the study is: ‘A Comparative Assessment of the Traditional and Distance Model of Teaching Delivery in the Eastern Polytechnic now Technical University of Sierra Leone.’ The objectives of the Study were to: examine the demographic characteristic of respondents; to compare the attitude of respondents towards teaching in their schools; to assess the perception of respondents to their training. A survey design with a cross sectional approach was employed and it entailed the collection of qualitative and quantitative data from various respondents. A total of 367 teachers responded to the questionnaires and Focus Group Discussion Guides (FGD). Interviews were held with Sierra Leone Teachers Union members (SLTU), Community Teachers Association (CTA) representatives, and the two Ministries of Education officials: the Ministry of Basic and Senior Secondary Education (MBSSE) and the Ministry of Technical and Higher Education (MTHE). The findings of the study indicated that the distance education trained teachers have improved the growth and development of teaching in the schools better than the other teaching model. The traditional teachers are less committed because more of them are permanently employed and have pin coded status. In conclusion, it is recommended that the distance model of teaching at the TC level must be maintained and that more support be provided by the Government and other agencies for this method of teaching delivery.
    
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Author Information
  • Department of Teacher Education, School of Education, Njala University, Bo Campus, Sierra Leone

  • Department of Teacher Education, School of Education, Njala University, Bo Campus, Sierra Leone

  • Department of Teacher Education, School of Education, Njala University, Bo Campus, Sierra Leone

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