Problem-solving as teaching strategy: Promoting active learning in a South African University of Technology

Abstract

Education is expected to produce the workforce capable of problem solving and innovation. Application of problem-solving as a teaching strategy by lecturers in their teaching is another means of producing problem solvers and innovators at the workplace. The study investigated the application of problem-solving as a teaching strategy to promote active learning in South African university. In this study, the population consisted of lecturers in one South African universities. The research used purposive sampling to select two junior lecturers, two lecturers, two senior lecturers in the university. The study followed a qualitative approach with a case study as a research design. The research paradigm used was phenomenology because the study consisted of lecturers’ subjective experience of teaching at university. Kolb’s experiential learning theory underpinned the study. Semi structured Individual interviews were used to collect data. Data was analyzed through a thematic approach through identifying themes from the interviews. The results of this study have revealed that a problem-solving teaching is one of the good practices that promote active learning in universities. The study further revealed that the problem-solving encourages students to be self-reliant. The study recommends that lecturers should be trained on how to use problem-solving as a teaching strategy.