Using Debate to Teach: A Multi-skilling Pedagogy Often Neglected by University Academic Staff

Abstract

This paper describes both qualitative and quantitative studies
that addressed the use of debate as a pedagogical strategy in a graduate
level course at Makerere University (Uganda). The investigation was
triggered by persistent complaints from students who had participated
in international exchange programmes where they were taught using
different pedagogical methods including debate. They wondered why
they were hardly taught using debate; yet, its use would equip them
with extra skills. Using a descriptive cross-sectional survey design, the
study established that: a whole 20 percent of the student participants
had never been taught using debate; the academic staff respondents
acknowledged their limited use of debate due to hurdles; and all
respondents reportedly perceived the use of debate as an effective
pedagogical strategy for enhancing class participation, oral
communication, research, and critical thinking skills. It was concluded
that members of academic staff were aware of the benefits of using
debate as a pedagogical tool; though they were unable to use it,
regularly. The author recommends academic staff in universities to
consider using debate since it is perceived not only to encourage active
learning, but to equip learners with additional competences.