Problems and Solutions of Teaching Political Thought through the Application of Pedagogical Theories at First Year Undergraduate Level in a Government College in Bangladesh

Problems and Solutions of Teaching Political Thought through the Application of Pedagogical Theories at First Year Undergraduate Level in a Government College in Bangladesh

Md Manjurul Islam

Assistant Professor, Department of Political Science, Kurigram Government College, Kurigram, Bangladesh

DOI: https://dx.doi.org/10.47772/IJRISS.2024.803440S

Received: 20 November 2024; Accepted: 28 November 2024; Published: 30 December 2024

ABSTRACT

The study presents the existing scenario of teaching political thought through the application of pedagogical theories in Kurigram Government College at the first year undergraduate level in Bangladesh. In addition, the study justifies whether the cognitive, constructivism, and connectivity theories are applied or not. Semi-structured interviews and focus group methods have been applied, following the qualitative method. The principal and four teachers were selected for semi-structured interviews from political science department. Simultaneously, 40 students (20 male and 20 female) participated in the focus group discussion. A purposive sampling method was used to select participants. In addition, three lesson plan were prepared and based on the classes followed by the prepared lesson plan students were asked the positive and negative aspects of the topics regarding their understanding. After collecting the qualitative data from semi-structured interviews and focus group discussions, the data was analyzed. Lack of pedagogical training, dependency on following the traditional lecture method, the senior teacher’s unwillingness to receive the training on share and pair method are the main causes of not following pedagogical method in the class. Some recommendations are also provided in the research.

Key Words: Problems, Solutions, Pedagogy, Theories, Undergraduate, College, Bangladesh

INTRODUCTION

Since teaching was confined to traditional method before 1990 (Hamiti & Reka, 2012), focus on pragmatic learning, higher order thinking and interaction were not given full emphasis (Roy, 2019). Teachers only provided lecture through traditional method (Marmah, 2014) which was not enough to create a lively learning ambience (Xing-ju, Lin, & Gui-feng, 2013). However, the flow of gathering knowledge in advanced world has flourished after the application of different educational theories such as cognitivism, constructivism, behaviorism and connectivism (Oommen, 2020). Bangladesh has failed to keep pace with the modern world in attaining knowledge as teachers are still following the traditional method of lecturing all the subjects (Prodhan, 2016; Akhter, 2017). The article will show the application of different approaches along with lesson plans under cognitivism, constructivism, and connectivism theory in teaching political thought.

Rationale for Choosing the Topic

Developing countries are hundred years behind the developed countries in terms of educational achievement (O‟Nell, 2008). High standard enhancement of Finland’s education had been attained based on equity, pliability, creativity, professionalism and mutual trust (Sahlberg, 2009). Simultaneously, Singapore has developed in education accepting different learning vision from 2012 to current (Ho & Koh, 2017). Conversely, Bangladesh is facing enormous hassles in teaching and learning at government colleges to prepare potential, knowledgeable and farseeing people for performing higher responsibilities (Monem & Muhammad, 2010).

Transformation of the teacher-centered method into student-centered as learners become more independent and accountable in this method (Hamza & Al Kharusi, 2013) is almost rare in the government college in Bangladesh. Consequently, students‟ cannot construct knowledge by active participation, problem solving activities and critical thinking (Nuckles, 2000). Civilized nation can be made possible whenever the blending of creative and innovative thought comes into practice (Butts, 1967). If Bangladesh Government wants to build their nation as civilized, there is no way but to shape the quality of education. And quality education can be achieved through the application of cognitivism, constructivism and conncectivism theories. The approaches of these theory namely scaffolding, collaboration, reciprocal and connective learning tools will drive Bangladesh to prepare a competent human resource.

Kurigram Government College is located in the northern part of Bangladesh. The college offers honors, masters in 14 disciplines along with intermediate and degree. Teachers follow the conventional method here. Sometimes they read out the lesson from the text for the understanding of the students. Traditional method is being practiced among the teachers. Classroom is teacher-centered here. Hence, student’s learning is profoundly linked with memorization than critical thinking (Jony, 2016). Here, teachers are appointed after passing the highest competitive civil service examination without any degree on education (Poddar, 2017). The approaches of these theory namely scaffolding, collaboration, reciprocal and connective learning tools will drive Bangladesh to prepare a competent human resource.

Objectives of the Research

1. To demonstrate the application of pedagogical theories applied at political thought class in the first-year undergraduate level in Kurigram Government College.

2. To identify the problems of the application of pedagogical theories at political thought class in the first year undergraduate level in Kurigram Government College.

3. To discover the solutions of the application of pedagogical theories at political thought class in the first year undergraduate level in Kurigram Government College.

Research Questions

1. What is the existing situation of the application of pedagogical theories applied at political thought class in the first-year undergraduate level in Kurigram Government College?

2. What are the problems of the application of pedagogical theories applied at political thought class in the first year undergraduate level in Kurigram Government College?

3. How will the complications be solved in the application of pedagogical theories applied at political thought class in the first year undergraduate level in Kurigram Government College?

LITERATURE REVIEW

An introduction to theoretical ideas: Cognitivism

Though the idea of cognitivism emerged in 1950 (Wijayanti, 2013), the roots of this theory come from Plato‟s idealism in 400 B.C. (Grider, 1993). Later, the theory was developed by Decartes, Jean Piaget‟s and Vygotsky (Grider, 1993; Wijayanti, 2013). The term generally comprises thinking, comes from “Cognition” (Al-Jarrah, Mansor, Talafhah & Al-Jarrah, 2019). Bordwell (1989) claimed that the approaches of cognitivism focused on comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making, problem-solving and creative thinking in learning. Ertmer & Newby (1993) opined that cognitivism directs the way of peoples thinking, remembering, learning and solving processes. It is a process of perceiving and adapting to new information with pre-existing cognitive schemas and frameworks (Alzaghoul, 2012).

Application of scaffolding to achieve the objectives

The term “scaffolding” was used first by Wood, Bruner and Ross in 1976 originated from Vygotskys social learning theory and ZPD in 1920 (Hammond & Gibbons, 2005). Scaffolding provides a supportive learning atmosphere where teachers can enact as facilitators and apply different strategies such as cue cards, mind maps and handouts (Northern Illinois University. 2008).The object of teaching political science is to extend the independent problem solving ability of the students. Scaffolding is aimed at enabling students to learn independently and solve the problems with own cognitive ability (Hammond & Gibbons, 2005). The theory of political thinkers in ancient, medieval, and contemporary age can be taught through scaffolding. Hence, if the aforementioned approaches can be applied, it will be able to stimulate student curiosity on learning.

Constructivism

Constructivism comes from the ‘hippcrates model’ of Socrates and the „Socratic method‟ always highlighted the problem-solving activity (Murphy,1997). Later, Dewey advanced the theory through the reformation of experiences (Jia, 2010) of the learners. Presently, Jean Piaget and Vygotsky considered as the forerunner of modern constructivism (Murphy, 1997; Liu & Chen, 2010). According to Liu (2010), constructivism is a theory of learning where thinking processes are directed to achieve the actual knowledge rather memorizing and reciting a quantity of information. The benefits can be ensured if teachers can respect student backgrounds, assumptions and inspire to stimulate their learning interest (Yilmaz, 2008). Matthews (2003) argues that learners may have to face negative effect in constructivist method as some students cannot engage in student-centered approach.

Collaborative learning and the way to achieve the objectives

The word “Collaborates” originated from “Colabre or colabor” expresses to work in group with showing positive interdependence (Hernandez, 2013). According to Dillenbourg (1999), Collaborative learning is considered a didactic contract in which a discussion happens at the table between two peers or two peers and a teacher to produce a possible outcome. Collaborative learning is an educational approach where a group of learners discuss together, and the learners should have the mentality to hear the different perspectives that may go against their notions (Laal & Laal, 2012). Laal & Laal (2012) further said that this mentality of accepting others’ thoughts, ideas, or suggestions helps the learners or individuals to robust their ideas through collaborative learning participation.

Political science classes must rely on collaborative work likewise poster paper activity, discussions, brain storming, free writing, drafting group response and thought provoking work (Fox & Ronkowski,1997). Falcione, Campbell, McCollum, Chamberlain, Macias, Morsch & Pinder (2019) state that the success of group members depends on both individual preparation and group work and group interaction.

In collaborative learning, the political theories can be grasped following different strategies namely thinking, sharing and writing opportunity, concept mapping, round table discussion, Jigsaw, field trips, and history based film show (Cabrera, Crissman, Bernal, Nora, Terenzini & Pascarella, 2002). Students are passive here. Even, there is no scope to judge their understanding ability. Thus, if the theory can apply in the different strategies of collaborative learning in lesson plan, the downhearted mentality of students will be changed.

Reciprocal teaching and the ways to achieve the objectives

Reciprocal teaching idea is a construcitivist method of teaching where students can draw self-meaning after reading the text combined with their past knowledge (Foster & Rotoloni, 2005). Moreover, students can construct knowledge as they can enjoy the ownership of learning with the close supervision of teachers (Meyer, 2014). Dialogue takes place in reciprocal conversations in small groups to understand the text (Hashey & Connors, 2003). Teachers can use four valued comprehension strategies namely predicting, questioning, clarifying and summarizing. The exercise of these strategies will prepare students as independent thinker after reading text (Doolittle, Hicks, Triplett, Nichols & Young (2006). Simultaneously, reciprocal teaching strategies will aid the students to think critically on political thought after reading the text.

Connectivism

The idea of connectivism theory was first developed by G. Siemens and S. Downes based on their analysis of the shortcomings of existing learning theories (Klement, 2017). Connectivism is a source of connecting information for evolving learners skill and considered as productive elements for inclusive education on remote learning (Abhari, 2017). The theory inspires to prepare as “do-it- yourself learners” in this digital age (Nussbaum-Beach & Hall, 2011).

Role of technology and networking in connectivism

Currently, the technological applications have been extended in higher education can be forced the 21st century learners from any other time (Davis, Edmunds & Kelly-Bateman, 2008). Technological tools like twitter, face book, you tube, blogs, podcasts, video casts, online libraries are using in teaching to seek, create and share knowledge. Notably, connectivism plays a significant role in the advancement and emergence of contemporary pedagogies where control is shifting from the teachers to autonomous students.

METHODOLOGY OF THE RESEARCH

The Qualitative method has been applied in the research. Semi-structured interviews and focus group methods have been adopted, following the qualitative method. The principal of the college and four teachers were selected for semi-structured interviews from political science department. Simultaneously, 40 students (20 male and 20 female) participated in the focus group discussion. A purposive sampling method was used to select participants. In addition, three lesson plans were prepared and based on the classes followed by the prepared lesson plans students were asked the positive and negative aspects of the topics regarding their understanding. After collecting the qualitative data from semi-structured interviews, and focus group discussions, the data was analyzed. The goal of the focus group discussion and semi structured interview was to depict the existing ambience of the application of pedagogical theories among the first year undergraduate political science class in the class. It took 40 to 50 minutes to conduct the focus group discussion and semi-structured interviews. Semi structured interviews were conducted based on the open-ended questionnaire whereas close and open ended questions were adopted in the focus group discussion. The FGD and Interview were both conducted at the Kurigram Government College campus. The college is situated in the heart of Kurigram city and the college is affiliated with National University, Gazipur.

Description of applied three lesson plans in the class

Lesson plan is the road map of a teacher for providing potent teaching (Milkova, 2012). Lesson plan aids teacher to make class productive for achieving the learning objectives (Singh, 2007). In this research, three lesson plans based on cognitivism, constructivism and connectivism theories have been applied in political science classes at Kurigram Government College. The topic of the first, second and third lesson plans are the political thought of Socrates, the political thought of Mahatma Gandhi and the comparative discussion between the political thought of Socrates and Mahatma Gandhi. The class was conducted in the first year undergraduate political science student. The duration of the each class was fifty minutes. The classes conducted followed three parts. First and third parts were reserved for ten minutes and the development part was reserved for thirty minutes. The assessment process was done in the first, second and third lesson were quizzing, partner quizzing and partner quizzing. The class activities were done through scaffolding, constructivism, connectivism and collaborative theory.

Lesson plan one Comment [OA5]: Send the lesson plans to appendices Theoretical discussion and Findings of the assessment Tasks

In the aforementioned lesson plans, scaffolding, collaborative group work, reciprocal teaching and tools for connectivity have been used to produce a peak output which has been discussed below.

a. Scaffolding under Cognitivism

Understanding ability and conception on political thought had been improved through scaffolding. Here, students felt friendly than previous as teachers provide adequate support.

b. Collaborative learning under constructivism

Students inner thought developed a little bit than earlier through collaborative work. Although the atmosphere was noisy with the application of collaborative work, the active participation made the class lively. Markedly, memorization propensity had reduced.

c. Reciprocal teaching under constructivism

Students attempted to realize the meaning of obscure words through reciprocal teaching. Students were accustomed to predicting, clarifying, questioning and summarizing on political thought. Moreover, students became responsible for performing particular role.

d. Connectivism

Student’s individual effort on acquiring knowledge has been increased. Students needed to read at home after downloading the documents.

Justification of the assessment tasks of the Lesson plan one

Students were rarely required to give answer in the class. Hence, they felt shy to represent speech. Here, researcher had preferred questioning, writing and demonstrating poster paper and identification of error with feedback to make students talent and presentable.

Questioning (Cognitivism) is mandatory to check students understanding (Collier, 2018). It is the way to receive information and encourage students to deepen the critical and independent thinking skill (Nappi, 2017). York (1987) states that student’s anxiety and shyness can be overcome through the demonstration of poster paper writing (constructivism).

Error feedback in writing and speaking (Constructivism) is significant to upgrade student’s calibre. Rosdiana (2016); Rijianah (2012) argue that error feedback stimulates students in writing carefully to avoid mistakes.

Justification of the assessment tasks of the lesson plan two

The concept of reciprocal question and answer (Constructivism) will bear a tremendous impact on the minds of the students. Whenever students will learn to ask question and prepare answer through the cooperation, they will understand the central idea of the text (King, 1990).

However, it was essential to recognize the idea of M.G whether it was properly discussed or not. Here, students achieved idea on M.G had been justified by their teacher.

Justification of the assessment tasks of the lesson plan three

Thought provoking questions brought achievement as compare and contrast of Socrates and M.G exist here. Students made connections and picked out differences between the thoughts of Socrates and M.G.

To examine student’s individual learning, “one sentence summary” and ‘six thinking hats technique’ activity had been applied (Constructivism).

The authenticity of learning should be focused on the summarized sentence, written by the students. Summarizing teaches students to discern the central ideas and ignore irrelevant information (Xiao, Wang, He & Jin, 2020).

The quality of learning on political thought will be depended on the quality of decision after discussion. Whenever the decision on any thought comes from the thought of every students of a group, will certainly be the best. The most complex issue of taking decision is confusion stated by Edward Bono can be removed through the application of six thinking hats technique (Kivunja, 2015).

Justification of applying the tools of connectivity in lesson plan one and two

The researcher instructed students to download article on Socrates and M.G in the lesson plan one and two. This attempt stimulated them to search another article. The level of learner‟s knowledge beyond the text can be extended in a wide variety of range through the proper use of online (Ghofrani & Hollister, 2011)

Presently, students only memorize the answer of the questions for summative assessment. Students never read the text experienced by the researcher. Thus, thinking level was hardly seen to improve. Sorrowfully, students achieve honors and master degree without reading the classical books of Socrates, Plato and Aristotle. Therefore, students with lower order thinking skills were being considered as higher educated person.

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Findings of the Focus Group Discussion and Semi-Structured Interviews

Based on the FGD and Interviews it is shown that teachers are not accustomed to follow proper lesson plan. Markedly, summative assessment procedure is followed to evaluate student’s quality. Therefore, students’ don’t receive any feedback which is an impediment to realize the mistakes. In addition, teachers cannot think of applying different approaches of learning theories for the deficiency of pedagogical knowledge.

Modern teaching materials are not used. Classroom is teacher-centered. Dependency on memorization is seen. Therefore, critical thinking among students remained absent. Furthermore, no group work, field trip or presentation is conducted by the students. Only two tutorial examinations have been arranged for formative assessment. Importantly, teachers have to conduct large class. Consequently, they have to show hegemonic mind to control the class.

A part from this, huge class pressure and clerical work for the teachers create a handicap. Every teacher has to conduct four or five classes in a day. There are only four or five teachers have to maintain department for one thousand or more students. No seminar or workshop is organized by the department.

Practical classes in science department are not conducted properly for the shortfall of devices. Sitting arrangement is also traditional. Therefore, the prospect of providing quality education is unimaginable here.

Possible recommendations

Extra attention for both merit and weak students

Teachers should encourage students both merit and weak. The capability of a teacher to encourage students will certainly lead students to the pragmatic attainment whereas less attention especially on weak learners will produce despondency (Ajaib & Yousaf, 2018).

Show respect on students’ cognitive knowledge

Teachers should respect my students’ cognitive knowledge and make trust so that they can rely on them. Whenever teachers will attain the belief of students through positive attitude, depth knowledge and effective instructional approaches, the possibilities of creativity will be swelled (Hamachek, 1999).

Application of technological tools

Teachers will apply modern technological tools to engage students. Classes can be more interesting and interactive through the application of technological tools (Altınay-Gazi & Altınay-Aksal,2017). Furthermore, it is easier to make communication, feedback, collaborative online activities and collect contemporary information staying anywhere in the world (Mcknight, O‟ Malley, Ruzic, Horsley, Franey & Bassett, 2016).

Use of different approaches of theories

The right practice of scaffolding, collaborative learning, reciprocal teaching and technological tools will produce optimum output in learning process. Moreover, the independent thinking ability of the students will foster.

Extension of time: Time can be extended to ninety minutes for high size class.

Small class size: Class size can be reduced through the formation of groups. Ministry of education should concentrate on the reduction of students in higher level. The number of students would be 20 to 25. There are less than 30 students in Canada, Australia, Romania, Czech Republic, USA and Slovenia; and 20 in Turkey, Netherlands and Norway (Ajayi, Audu & Ajayi, 2017).

Pedagogical training: Authority should arrange one-month pedagogical training as it prepares teacher as facilitator, coach, evaluator to apply theories for teaching, observing and assessing students (Bhowmik, Banerjee & Banerjee, 2013).

Sitting arrangement: Sitting arrangement should be decorated in such a way that the teachers can move comfortably. Here, U-shape with group-based table sitting arrangement with small number of students can bring the best return (Gremmen, van den Berg, Segers, & Cillessen, 2016).

More group practice: More group practice should be ensured by the teachers to overcome the reluctance and shyness of the students. The interpersonal development and the diversity of individual opinions will be grown through more group practice (Chandra, 2015).

Aside from this, seminar and workshop can be arranged by the authority to acquire idea on the theories. Finally, one-year pedagogical course should be mandatory for the candidates who want to become a teacher in college.

CONCLUSION

If the question arises about the objectives of acquiring knowledge, the answer will be given preference on lifelong learning. Lifelong learning can be made possible through the application of different approaches of learning theories discussed in the whole article. A teacher can be considered as success, whenever his students will be able to hone their thinking skill exponentially and solve problem (Willingham (2006). The learners of 21st century should be self-directed, globally aware, problem solver and critical. And the kind of attributes can be acquired through the pedagogy based effective teaching. The teacher should have possessed the idea of cognitivism, constructivism, behaviorism and connectivism to conduct class through proper lesson plan.

However, as there is no mandatory principle to obtain degree on education before entering the teaching profession in Bangladesh; the quality of instructional practices are very poor. Still, teachers are following traditional method. Therefore, to boost the standard of instructional practices; the introduction of pedagogy among teachers is a dire necessity.

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APPENDIX-01

Lesson plan one Comment [OA5]: Send the lesson plans to appendic Ap

8

9

Appendix -02 Lesson plan two

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Appendix-03 Lesson plan three

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