Using a design-based research approach for a supplementary instruction programme: A pedagogical intervention during the COVID-19 pandemic

The study focused on the implementation of supplementary instruction as a suitable and effective pedagogical intervention for assisting at-risk students enrolled in an Advanced Research Methodology core course in one of the South African higher education institutions (HEIs). Supplementary instruction (SI) has been purported to be an effective technique for assisting at-risk students undertaking high-risk core modules. The educational challenge of at-risk students in higher education has been worsened by the emergence of the COVID-19 pandemic where high-risk core modules implementing e-learning posed serious challenges for at-risk students thereby negatively affecting pass rates and throughput. The design-based research (DBR) approach was used to guide the design of the intervention and research its effectiveness. The article reports on the design principles that yielded these results. After one cycle of DBR, it was established that SI had a positive impact on the pass rates of this particular course. The article argues that the use of the proposed designed principles in SI interventions has the potential to increase higher mean grades, lower failure and withdrawal rates, and higher retention rates of students. However, this study recommends that further iterations must be undertaken to refine design principles for an SI programme of this nature. The pedagogical significance of the current study in the prevailing circumstances and post COVID-19 pandemic is implementing a robust SI intervention in all core modules at the University of Technology

Changes in relationships, HIV risk, and feelings towards PrEP: findings from a qualitative explanatory study among participants in the CHARISMA intervention trial

Abstract Background Intimate partner violence (IPV) and other relationship-based challenges have been demonstrated to reduce women’s ability to use pre-exposure prophylaxis (PrEP) effectively for HIV prevention. The Community Health Clinical Model for Agency in Relationships and Safer Microbicide Adherence (CHARISMA) intervention was designed to mitigate these challenges and increase South African women’s agency to use PrEP. The CHARISMA randomized controlled trial did not identify statistically significant differences in PrEP adherence or relationship dynamics between the intervention and control arms. As such, the aim of this explanatory qualitative sub-study was to understand women’s experiences with the CHARISMA trial and explore reasons for the null results. Methods Twelve CHARISMA trial participants were purposively selected to participate in serial in-depth interviews, which took place at the trial end and 3 months later. Participants represented individuals who had received each of the three counselling modules, 1) healthy communication counselling, 2) PrEP disclosure counselling, or 3) IPV counselling, as well as those in the control arm who received IPV standard-of-care counselling. Results A thematic case analysis revealed numerous positive relationship outcomes among intervention participants, including identifying and ending unhealthy relationships, gaining a sense of personal empowerment, and enacting more positive behaviors and HIV risk reduction strategies in subsequent relationships. These positive shifts were occasionally described as contributing to decisions to discontinue PrEP use, which may partly explain the limited impact of the intervention on PrEP adherence. Conclusions Future investigations of counselling interventions addressing relationship-based barriers to PrEP use should account for changing risk dynamics and need for PrEP