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What is this thing called ‘Area of Concentration’ in Academia? Is it as a result of the Teaching Methodologies OR Assessment Criterion? What about quality of Education?

Author

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  • Jacqueline Siwale

    (Department of Business and Management Studies – Texila American University)

  • Mathew Mwewa

    (Postgraduate Student – University of South Wales, UK)

Abstract

The study was explorative in nature incorporating a qualitative paradigm and involving semi-structured key informant interviews. The purpose of this study was to explore and also sought explanation to this new trend or phenomenon referred to as ‘Area of Concentration’ which students demand just before sitting for examinations. Purposive sampling will used to select lectures to be interviewed and stratified sampling will be used for students. A sample size of 180 student from a total of 200 key informant interviews was used. During data collection, both primary and secondary data were collected will be employed. In-depth interviews, case-studies and questionnaires. SPSS (Statistical Package for Social Sciences) was used as to analyse data in the form of graphs and charts. The findings of the study included among others; suggested Strategies by both lecturers and students to minimise academic dishonesty such as taking stringent measures against offenders; thorough and strict marking; teaching students about how to cite sources of information and improving the provision of reading resources.

Suggested Citation

  • Jacqueline Siwale & Mathew Mwewa, 2023. "What is this thing called ‘Area of Concentration’ in Academia? Is it as a result of the Teaching Methodologies OR Assessment Criterion? What about quality of Education?," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(4), pages 1248-1258, April.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:4:p:1248-1258
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    References listed on IDEAS

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    1. Jennjou Chen & Tsui-Fang Lin, 2008. "Class Attendance and Exam Performance: A Randomized Experiment," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 213-227, July.
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