Charles Potter

Perception, imagery, visualization and engineering graphics

We have conducted action research involving an instructional intervention over a 20-year period. This has demonstrated that spatial ability influences academic performance in engineering, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students and failure rates of 80% for African students studying at our university. Similar high failure rates were reported in engineering drawing and design courses at other Southern African universities, and similar association between low scores on tests of spatial ability and academic performance, suggesting that the problem was one encountered by many engineering students, not just by students at our university. Over the initial 2 years of the intervention, pass rates for the first-year engineering graphics course increased from 64 to 76%. With further changes in teaching, and the training of senior students as tutors to support the lecturing and practical activities provided in the course, the pass rates have risen to 88% annually, over a period in which the composition of the first-year student has become increasingly diverse, with greater numbers of students entering the university from disadvantaged educational backgrounds. The instructional model we have used is based on Piagetian principles, and confirms Piagets theories with respect to the trainability of spatial ability in adulthood. Our findings suggest the importance of early identification of students with difficulty, as well as the potential value of an intervention aimed at training the processes involved in visualization through three-dimensional modelling and representation of objects. While spatial ability appears to be trainable through the methods we have developed, our research also indicates that level of spatial ability at time of intake to university is an important influence on academic performance, suggesting the value of instruction in visualization and three-dimensional representation at school level. Social factors are also important influences on academic performance, suggesting the value of tutorial-based interventions aimed at improving spatial ability in those university and technikon courses for which visualization and three-dimensional representation are a requirement.

A longitudinal evaluative study of student difficulties with engineering graphics

We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed. Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage.

Three Dimensional Spatial Perception and Academic Performance in Engineering Graphics: A Longitudinal Investigation

In this paper we examine the longitudinal relationship between three dimensional spatial perception and pass rates in engineering graphics, a course requiring ability to use visualisation in engineering drawing and design. Our studies have focused on the development and evaluation of high imagery course materials for engineering students, providing evidence of gains in three dimensional spatial perception in response to this type of instruction. These findings are consistent over a twenty year period, and suggest that abilities to use perception and mental imagery are not fixed or culturally exclusive abilities, but respond to instruction and mediation.

Using Interactive Radio to Enhance Classroom Learning and Reach Schools, Classrooms, Teachers, and Learners

This article provides a case study of the development of the Open Learning Systems Education Trusts “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programmes development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally.

Evaluating large‐scale interactive radio programmes

This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.

The significance of sheltering in the lives of four women affected by abusive relationships

Domestic violence is recognised as a pervasive problem in South Africa. This study focused on the narratives of four abused women and attempted to establish the significance of sheltering in their lives. A qualitative research design was used based on semi-structured interviews, which were analysed thematically. The findings supported past research, indicating that although the womens experiences were diverse they contained many features similar to those reported in previous studies. Each of the four women was not a passive victim, having taken the decision to leave an abusive and violent relationship. Sheltering was found to provide the protected space necessary to move beyond the abuse, and in addition provided the structure and social support necessary to start to transcend the abuse. Sheltering was found to fill gaps created by a society in transition, in which abuse and violence are often tolerated or condoned within existing social and family structures.

Psychology and the Art of Programme Evaluation

This article suggests that psychologists may find value in the literature on programme evaluation, both theoretically and methodologically. Programme evaluation is an eclectic and diverse field and its literature reflects the contributions of persons trained within a variety of disciplines. It draws on a number of fields, which include management and organisational theory, policy analysis, education, sociology, social anthropology and the literature on social change. As such, the literature on programme evaluation may have value for psychologists planning evaluations of social programmes, in providing access to evaluation approaches and models developed within these different traditions. In terms of the breadth of perspectives and research traditions on which the evaluation literature draws, different forms of evaluation research can contribute to a psychology in South Africa which deals with multiple values and issues. On a theoretical level, this article suggests that the issues and debates reflected in the evaluation literature (e.g., those on empowerment) mirror debates that have occurred within the mainstream of psychology over the past 20 years. For this reason, the issues raised in the evaluation literature are relevant to the development of psychology as a discipline. The approaches and models proposed for the evaluation of social programmes are also potentially useful on a methodological level, particularly to those psychologists who work in community settings.

Ethical issues in using interactive radio in South Africa

Equal access to quality education forms a central principle in the South African Constitution. After South Africa’s first democratic elections in 1994, the prevailing situation in many under‐resourced schools was a lack of access to quality education. We outline six ethical issues in the decision to use radio to advance access and educational development, including working at scale with large numbers of teachers, learners and schools and managing donor requirements for evaluation while using available funding for the greatest effect upon the greatest number of learners.

Teacher Development Through Distance Education: Contrasting Visions of Radio Learning in South African Primary Schools

The initial aims of the programme were based on an interactive radio model originally applied in Nicaragua in 1974 (Perraton, 2000) and then replicated in a number of other developing countries in Latin America, Africa and Asia. Its initial radio curriculum was based on a teaching approach developed in Kenya, which was designed to raise the quality of English teaching in the first three years of primary school (Imhoof & Christensen, 1986).