Bachelor Of Secondary Education (Bsed) Mathematics And English Projects: An Impact Study

Abstract

This qualitative study explored the impact of the two extension activities of the University: "Mobilizing Constituents' Capacity for Community Empowerment" under the bsed Mathematics and "Local Government Officials Seminar-Workshop on Basic Documentation" under the bsed English. A qualitative research design was adopted for the study, using Focus Group Discussions (FGD) with community beneficiaries and local government officials for data collection but prior to conducting the FGD, participants were informed of the study's objectives and provided with informed consent, and thematic analysis was used based on the framework by Braun and Clarke (2006). Results show that the mathematics project promoted problem-solving, transparency, and participatory governance via numeracy-based planning, while the English project increased documentation, maintenance of records, and professional communication among staff of lgus. Both interventions improved community empowerment, accountability, and students' learning in conformity with Outcome-Based Education (OBE).