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<p>This research examines the differential effect of research-writing teaching innovation on proposal and dissertation completion rates at the Turfloop Graduate School of Leadership (TGSL). The method combined a review with a longitudinal quantitative secondary data design. The data on proposal and dissertation completion rates were compared using a t-test statistics. Findings show that at an alpha level of 0.05, a significant difference (at P&lt;0.05) exists in the proposal and dissertation completion rates between the pre-innovation teaching period and within the innovation teaching period – with improved completion rate occurring during the teaching innovation period. Results also depict a mean difference in research methodology pass marks (albeit insignificance). Based on the findings, the paper contributes by developing an agency-based inclusive framework for teaching dissertation research writing. This framework provides an agenda for further research on teacher and student agency, and hence inclusive teaching of academic writing.</p>
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This research examines the differential effect of research-writing teaching innovation on proposal and dissertation completion rates at the Turfloop Graduate School of Leadership (TGSL). The method combined a review with a longitudinal quantitative secondary data design. The data on proposal and dissertation completion rates were compared using a t-test statistics. Findings show that at an alpha level of 0.05, a significant difference (at P<0.05) exists in the proposal and dissertation completion rates between the pre-innovation teaching period and within the innovation teaching period – with improved completion rate occurring during the teaching innovation period. Results also depict a mean difference in research methodology pass marks (albeit insignificance). Based on the findings, the paper contributes by developing an agency-based inclusive framework for teaching dissertation research writing. This framework provides an agenda for further research on teacher and student agency, and hence inclusive teaching of academic writing.

A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL

HOLISTICA – Journal of Business and Public Administration

This work is licensed under the Creative Commons Attribution 4.0 International License.

This research examines the differential effect of research-writing teaching innovation on proposal and dissertation completion rates at the Turfloop Graduate...

A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL

Publié en ligne: 14 déc. 2023

Pages: 63 - 81

Reçu: 01 juin 2023

Accepté: 01 nov. 2023

DOI: https://doi.org/10.2478/hjbpa-2023-0016

Mots clés
Teaching innovation, teaching agency, academic writing, teaching research writing, dissertation writing, inclusive teaching, teaching and learning

© 2023 Collins C. Ngwakwe et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

A Differential Effect of Research Teaching Innovation on Dissertation Completion Rate and Pass Mark at TGSL

Publié en ligne: 14 déc. 2023

Pages: 63 - 81

Reçu: 01 juin 2023

Accepté: 01 nov. 2023

DOI: https://doi.org/10.2478/hjbpa-2023-0016

Mots clésTeaching innovation, teaching agency, academic writing, teaching research writing, dissertation writing, inclusive teaching, teaching and learning

© 2023 Collins C. Ngwakwe et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
Teaching innovation, teaching agency, academic writing, teaching research writing, dissertation writing, inclusive teaching, teaching and learning