according to the text "The topic of my research study is, the impact of two different under-resourced schools on teaching
learning, by only focusing on grade 7s. I have chosen five theoretical approaches that links or
refers to my study, namely: the humanistic approach, behaviourism, social learning theory, and
constructivism theory. The reason as to why I chose these specific approaches is because it ties or
links really well with my research study, discussed below:
The humanistic approach was developed by Abraham Maslow, Carl Rodgers and James F.T.
Bugental in the early 1900s. These theorists (WGU, 2020), explain that the humanistic approach is
the theory that places humans and their experiences at the centre. It focuses on deepening the
understanding of human behaviour, motivations and individual development – the humanistic
approach accentuates the significance of empathy, self- realization and personal growth. This
approach emphasizes qualitative methods such as case studies, interviews and observations to
provide a comprehensive picture of the human experience. The reason why I chose this approach
is that within a classroom setting the humanistic approach could be fostering a student-centred
learning environment. This refers to placing the interests, needs and abilities of the students at the
forefront of the teaching and learning process.
According to John B. Watson, the founder of the behaviourism approach, suggests that individual’s
behaviour is a result of their learning interactions and experiences with the environment. It
emphasizes the significance of external factors such as punishments and rewards in shaping
behaviour. When applied to under-resourced schools, behaviourism theory can help explain how
the lack of resources and support can impact the teaching and learning. By choosing this approach
the link made to the topic is that under-resourced schools often lacks or has limited access to
instructional materials. This lack of materials affects the educator’s ability to provide a variety of
learning experiences, which then makes it difficult for students to engage actively in their
education. In under-resourced schools they often struggle to attract and retain qualified teachers
due to lower salaries, challenging working conditions and limited professional development
opportunities. This may lead to high teacher turnover, impacting the continuity and the quality of
instruction. Learners may experience inconsistent instruction which can therefore hinder their
overall academic progress. (NLM, 2014).
Social learning theory, developed by Albert Bandura, emphasizes the role of modelling,
observational learning and social interaction in the learning process. It suggests that individuals
acquire new behaviour and knowledge by imitating and observing others, including teachers and
peers, within their social context. According to my research study, social learning theory can offer
insights into how the social environment within these under-resourced schools influences teaching
and learning outcomes. For example; teachers as role models, the social learning theory highlights
the significance of teachers as role models for students. In under-resourced schools, where
resources and support may be limited, teacher’s behaviours and actions become particularly
influential. My research study can examine how teacher’s behaviour, teaching styles and attitudes
are observed and imitated by grade 7 students, affecting their own learning outcomes.
Jean Piaget, the father of the constructivist theory, emphasizes the active construction of
knowledge by individuals through their own interactions and experiences with the environment.
Piaget suggests that learners actively make sense of new information and build on their existing
understanding and knowledge. When examining the impact of two different under-resourced
schools on teaching and learning, the constructivism theory can provide insights into how the lack
of resources may shape student’s learning outcomes and experiences. By applying constructivism
to my research study, researchers will be able to gain insight into how the lack of resources
influences authentic learning experiences, collaboration, student-centred learning and
personalized instruction in grade 7 classrooms. (MSNU, 2023).
Conceptualisation:
1. Under-resourced schools- This refers to educational institutions that lack sufficient
financial, human resources and material to provide a high quality education. This can
include limited funding, outdated facilities, inadequate instructional materials and as well
as a shortage of qualified teachers.
2. Learning outcomes- this focuses on evaluating the academic achievement and progress of
students in under-resourced schools. It includes assessing student performance on
standardized tests, classroom assessments and other indicators of learning growth. The
impact of limited resources on learning outcomes can be examined, such as the presence
of achievement gaps and lower performance overall.
3. Teaching quality- this examines the effectiveness of teaching practices within underresourced schools. It involves assessing classroom management techniques, instructional
strategies and the ability to adapt to diverse student needs. The impact of limited
resources on teaching quality can be explored, such as challenges in providing
individualized attention, engaging learning experiences and timely feedback.
4. Student factors- focuses on the characteristics and experiences of learners attending
under-resourced schools. Factors such as language proficiency, student engagement,
socioeconomic background, motivation and access to support services that can influence
the teaching and learning process. It is essential to identify how these factors interact with
the under-resourced environment and affect educational outcomes.
5. Teacher factors- this concept explores the role of educators within under-resourced
schools and their impact on teaching and learning. Factors such as teacher qualifications,
professional development, opportunities, experience and job satisfaction can be
considered. It is fundamental to comprehend how these factor may be influenced by the
under-resourced environment as well as how they, in turn, impact teaching practices and
student learning.
Literature Review:
The topic of my research study is: The impact of two different under-resourced schools on
teaching and learning, by only focusing on grade 7s. Despite the limitations posed by underresourced schools, teaching and learning outcomes can be significantly influenced by various
factors such as instructional practices, student engagement, teacher-student interactions,
available support services and the school context overall. By examining and comprehending these
complex dynamics, it is possible to identify strategies and interventions that can mitigate the
negative effects of limited resources and enhance teaching and learning experiences for students
in under-resourced schools. My research study aims to provide valuable insights into the specific
opportunities and challenges faced by under-resourced schools, while emphasizing the
significance of addressing these disparities in educational environments. It seeks to highlight the
impact of limited resources on student engagement, teaching practices and learning outcomes
specifically in the grade 7 classrooms. Through this examination, the study aims to contribute a
deeper understanding of how under-resourced schools can be supported to improve the quality of
education provided to grade 7 students. The focus of my research study is how it will affect the
learners once they progress to the next higher grade. It explores whether limited resources in
earlier grade affects student’s readiness for future academic challenges including identifying
potential gaps in foundational knowledge or skills. " provide questions for a qualitative research questionnaire