JNM300 Self-Study for 28/02/24

Tazlo Luke Jacobs

u22878557

Research Project - JNM300

28th February 2024
Department of Education
University of Pretoria
 DECLARATION OF ORIGINALITY / DECLARATION ON
PLAGIARISM

I, the undersigned, declare that:

1. I understand what plagiarism is and am aware of the University’s policy in

this regard.
2. I declare that this self-study assignment is my own original work. Where
other people’s work has been used (either from a printed source, Internet or any
other source), this has been properly acknowledged and referenced in
accordance with Departmental requirements.
3. I have not used work previously produced by another student or any other
person to hand in as my own.
4. I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.

Full names of student: Tazlo Luke Jacobs

Student number: u22878557
Date submitted: 28th February 2024
Topic of work: JNM300 Self-study assignment for 28/02/24

Signature:
Lecturer of module: Dr. Carlos Tirado Taipe

Content Writing Style Access of Presentat Date Depth of content Academic Value
Material ion published
 Printed Books Wide range of Multiple styles Varied Printed. Various. Varies according to Significant.
topics, principles represented - accessibility chosen topic, questions
and theories under Formal, throughout asked and target
the education Textbook, appointed times audience.
information Instructive, - book available
umbrella. Reflective, or taken out etc.
Analysis,
Popular incl.
Thesis/ Covers a wide Primarily Easy Printed. Various. Rigorous, in-depth Significant
Dissertation range of specific formal. accessibility content on specific topics.
topics, principles through UP
and theories under Groen-
the education kloof Library at
research umbrella. appointed times.
eBook Wide range of Multiple styles Easy Online Various Varies according to Varied - based
topics, principles represented - accessibility. chosen topic, questions on original
and theories under Formal, asked and target printed work.
the education Textbook, audience.
information Instructive,
umbrella. Reflective,
Analysis,
Popular incl.
eJournal/ Wide range of Various styles. Easy Online Various eJournals have a greater Varied - whilst
eMagazine topics, principles eJournal - accessibility. depth than eMagazines. eJournal may
and theories under academic. eJournals cater to a have significant
the education eMagazines - specific academic academic value,
information popular. audience whereas eMagazines most
umbrella. eMagazines are for the likely are of a
layman reader. lesser value.
Braille Book Based on the Based on the Easy Physical. After original Based on the original Based on the
original book, original book. accessibility. book book. original book.
limited scope. publication.

DVD/VHS Wide range. Varied - Easy Audio/ Various Varies according to Varied.
Video Narrative, accessibility Visual chosen topic, questions
Instructure, through UP asked and target
Conversational Groen- audience.
incl. kloof Library at
appointed times.
Audiobooks Wide range. Based on the Easy Audio Various Based on the original Based on the
original book. accessibility book. original book.
through UP
Groen-
kloof Library at
appointed times.
Interactive Limited content. Interactive. Easy Digital Various Varies according to Middle to Low.
Multimedia - accessibility chosen topic, questions
Games, through UP asked and target audience
Computer Groen-
Articles, Maps, kloof Library at
Kits appointed times.
I personally prefer eBooks (e-versions of printed books and books released electronically) as they offer a
wide scope of information and sources whilst being easily accessible, by multiple people, from any
physical location. eBooks simplify referencing procedures and cross-examination practices. Searching and
extracting specific pockets of information based on your keywords or search terms is much more efficient
than physically scanning through the printed versions. eBooks offer adjustable formatting and reading-aid
overlays (for ADHD and dyslexic individuals). The latest version is always available for usage.
1) Rigour - This is the strength and focus with which research is done. It refers to a study being
undertaken with clear concision and precise focus. Rigour in research implies a well thought
out plan of how the research is being undertaken. Every aspect of the research process must
be grounded with rigour so that it is able to stand independently against academic assessment
and critique. Good rigour implies high quality research.

2) Self-critical - The act of being self-critical within one’s research requires the researcher to
reflect and evaluate honestly. It is critical to upholding rigour and high quality research, that
 researchers constantly question their own biases and preconceptions towards a specific
research topic, this is important towards avoiding research bias.

3) Process - This describes the method of how the research is carried out, carefully contemplated
and organised steps. We do have a set template for how most research should be carried out -
topic or problem identification, literature review, research design et cetera. This works, in
part, to ensure the rigour of the research.

4) Dependable - This refers to the dependability of the findings of research. If research is carried
out with rigour, then it holds that your findings are consistent, reliable, truthful to that which
is being [Link]-review is a good barometer of whether research and its findings are
dependable or not.

5) Systematic - This links up with the definition of process. A research’s processes, for example
its data sampling, collection and analysation, must follow an academic systemised layout that
is carefully and methodically planned and organised to ensure that rigour within research is
upheld throughout all aspects.

6) Analysis - This is, essentially, looking and surveying the data the research has rendered.
Analysis is important because how the data is understood and interpreted is governed by the
rigour of the analysis of it. This ensures valid, reliable and dependable findings. There are
many different methods of analysis depending on what methodology your research is
following.

7) Data - There are two main types of data in research - qualitative and quantitative. Data is the
information gathered by researchers during the research process. Depending on the type of
methodology, the way that data is collected differs.

8) Interpretation - Interpretation is the process of building a narrative based solely on the data
collected. This is a method for researchers to explain what the outcomes of the research
is/was and to place it in context of what the macro-environment of the research is/was about.

9) Logical construction - This is creating a well thought out, organised, framework for your
research. This involves taking all the steps of research in account, and organising them in a
manner that best suits the process of what the topic of your research requires.

10) Sustained argument - This is the rigour of the goal of the research being anchored and shown
through every part of itself. This sets the groundwork for the research to read in one unified
voice, to be consistent throughout. It makes the research as a whole, coherent, compelling
cogent.

I do believe that - whilst the quote on the definition of education research is, as a general overview,
correct - that it is missing important factors that make up the key elements of educational research
such as the literature review, the framework of the study, the research ethics and design, the practical
implications and effectiveness studies and peer-review.
My reworking of the definition would read as follows (my additions are in italics):
"Education research involves the rigorous and self-critical process of arriving at dependable answers
to questions and solutions to problems of an educational nature, that have effective practical
implications, through the systematic collection and analysis of data,the interpretation and presentation
of findings, and the logical construction of a sustained argument, through an ethical research design.
Education research situates itself in the nexus of the micro/macro environment, utilising and
assessing all previous studies and findings within its context through rigorous literature review and
an established framework that grounds the researchers interpreting of findings.”

My profile is overall mixed.

Left Middle-Left Middle Middle-Right Right

Crosses: 2 1 3 1 3

My left crosses was for the following options (Research should…):

1) Be objective vs. Be subjective. I leaned to objective.
2) Provide answers vs. Raise Questions. I leaned to provide answers.
My middle-left cross was for the following option (Research should…):
1) Be realistic vs. Be idealistic. I leaned more towards be realistic.

My middle crosses was for the following option (Research should…):

1) Generalise from findings vs. interpret specifics. I think both.
2) Be detached vs. Be involved. I think both.
3) Be analytical vs. Be descriptive. I think both.

My middle-right cross was for the following option (Research should…):

1) Test hypotheses vs. Generate theories. I leaned more towards generate theories.

My right crosses was for the following options (Research should…):

1) Deal with numbers vs. Deal with words. I leaned to deal with words.
2) Be impersonal vs. Be personal. I leaned to be personal.
3) Find universal truths vs. Find contextual truths. I leaned to find contextual truths.

A few possible reasons for my profile being mixed, I think, is due to my educational background in
both “Model A” and “Model C” schools. I spent most of my primary years in “Model C '' schools and
all of my secondary years in “Model A” schools. From Grade 1 to Grade 12 I attended six different
schools around South Africa, my family moving around a lot due to the nature of my Dad’s work. The
outcome of that, I believe, is that my different and diverse educational upbringings have consciously
and subconsciously influenced me to look, in hindsight, at the methods with which I was taught and
examine them towards the research that might’ve underpinned my teacher’s beliefs and
methodologies regarding teaching. It's a mixture of that and the type of person I am - I have it
ingrained within me - through my parents, country and lived experiences - that life should be free
from bias, in all regards. Whilst this is a lofty goal, it is certainly not the easiest or most realistic one,
however, I believe that it should be the prize. Being the eldest child and male as well, coupled with an
engineer for a father - I have been providing answers and being trained to critically think and examine
all my life. Nothing wrong with raising questions when you are in doubt or unknowledgeable about
something, but answering those questions should be the prize.
My upbringing did not completely snuff out idealism but who my parents are and the difficult
backgrounds they both came from, being poor and non-white in apartheid South Africa, definitely
focused my intentions on the realistic and allowing the idealistic if God and His providence should
ordained it.
I could list out, what I believe to be, the reasoning for all of my choices but overall I believe that they
have been influenced primarily by - my upbringing and faith, my personality, character and brain-
focus type, my education and academic discipline (music) amongst other points of interest that would
require far more discourse than permitted in this self-study.
In both articles, just the abstract and beginning half of the introduction inform me as to what type of
perspective the article is taking.

Within Connolly’s article the main characteristics that point towards his article taking a normative
perspective is that the tone is of judgement with recommendations being made. He consistently uses
the word “argues” (Connolly, 2006) in his abstract which very clearly sets the tone. He also uses the
phrase, “make much more use of…”, which is a recommendation for a use of material that solves the
problem his article discusses. Within the first line of the introduction he states clearly that he is
making use of quantitative data which is the data type normative perspectives use only.
Demie’s article very clearly takes an interpretive perspective. Within the abstract Demie is describing
and analysing how Black Caribbean students are assisted to achieve high standards (Demie, 2005) -
this is the analytical/descriptive tone that is contextual of the interpretive perspective. Through this,
the article places great emphasis on the context of the study as well as its meaning. The article speaks
about identifying good practices and common themes for success by using the case studies of 13
different schools, focusing on the GCSE and Key Stage 2 levels. Demie, through this, explores
multiple perspectives, confirms qualitative methods (which is the data type interpretive perspectives
use alone), gives us a framework and places the entire article in context - all strong markings of an
interpretive perspective.

In Connolly’s article the main issue being raised is the uncritical use of summary statistics in
identifying and monitoring patterns and trends in educational inequalities between differing groups of
pupils over time. Connolly states that the uncritical use of these summary statistics encourage unfair
grouping of whole student groups .
The main evidence used to support this position is Connolly’s analysis of data and statistics
surrounding the secondary analytical study of the “Youth Cohort Study of England and Wales.”

In Demi’s article the main issue being raised is for Demie to identify the number of significant
common themes for success in raising the achievement of Black Caribbean students in the United
Kingdom.
The main evidence used to support Demie’s position is a detailed case study analysis of 13 schools
where Black Caribbean students have achieved high results against all of the odds.

I believe that the articles are absolutely complimentary. Demie’s article speaks on how a specific race
group within the UK, the historically lowest academic performing, have been assisted against all data,
statistics and commonly held beliefs to achieve high academic achievements. Demie uses a diverse
and varied case study group to support the findings. Connolly’s article functions perfectly as part of
the literature backbone of Demie’s study and Demie’s study that of Connolly’s. Connolly focus’ on
the very issue that Demie’s article proves as possible and highly achievable in spite of the skewed
data, as Connolly’s article professes.