An exploration of how Grade 3 Foundation Phase teachers develop basic scientific process skills using an inquiry-based approach in their classrooms
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
An anthropological investigation on the effectiveness of participatory tools: the case of the valley trust organisation in Durban, Kwazulu – Natal
- Authors: Mabaso, Celuzuze Gugulethu
- Date: 2018
- Subjects: Educational anthropology , Adult learning -- South Africa -- Durban , Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/30865 , vital:31184
- Description: This is an anthropological study of the effectiveness of participatory tools and the Valley Trust Organization in Durban, KwaZulu-Natal. The research aim was to investigate the relationship between adult learning and the usage of participatory tools and to find out the influence/effectiveness of participatory tools on adult learning. The research objectives was to investigate how the adults at the Valley Trust Organization feel about the programme in relation to their intermediate needs, to contribute within the anthropology of education within the context of South Africa with specific reference to KwaZulu-Natal Province and to come up with the recommendations with the view of addressing the challenges facing adult education. The research techniques employed in this study include among others, individual interviews using an interview schedule. To supplement the interviews, secondary sources ranging from scholarly journals, books were used. In the final analysis the researcher has made some recommendations with the view to address some of the challenges.
- Full Text:
- Date Issued: 2018
- Authors: Mabaso, Celuzuze Gugulethu
- Date: 2018
- Subjects: Educational anthropology , Adult learning -- South Africa -- Durban , Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/30865 , vital:31184
- Description: This is an anthropological study of the effectiveness of participatory tools and the Valley Trust Organization in Durban, KwaZulu-Natal. The research aim was to investigate the relationship between adult learning and the usage of participatory tools and to find out the influence/effectiveness of participatory tools on adult learning. The research objectives was to investigate how the adults at the Valley Trust Organization feel about the programme in relation to their intermediate needs, to contribute within the anthropology of education within the context of South Africa with specific reference to KwaZulu-Natal Province and to come up with the recommendations with the view of addressing the challenges facing adult education. The research techniques employed in this study include among others, individual interviews using an interview schedule. To supplement the interviews, secondary sources ranging from scholarly journals, books were used. In the final analysis the researcher has made some recommendations with the view to address some of the challenges.
- Full Text:
- Date Issued: 2018
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Van Niekerk, Johannes Frederick, Webb, Paul
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
An investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs
- Authors: Stott, Deborah Ann
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , After-school programs -- South Africa , Numeracy -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Education -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2017 , http://hdl.handle.net/10962/d1017181
- Description: National and international assessment results, research studies and reports point to South Africa as having educational challenges, specifically with mathematics, science and language. Addressing some of these issues is a key aim for the SANC project at Rhodes University, the context in which this study takes place. Working from a broad Vygotskian perspective of learning and development, this study had a dual focus and investigated how Grade 3 learners’ mathematical proficiency progressed (or not) whilst participating in after school maths clubs over the course of a year, and explored how the mediation offered in the clubs enabled or constrained the emergence of zones of proximal development (ZPD) and thus learning for the club learners. Methodologically, this study works within a largely qualitative, interpretive research paradigm and is designed using a longitudinal case study research strategy. Two after school maths clubs formed the empirical field. The study drew on a range of data collection methods to investigate the dual nature of the research questions for Grade 3 learners. Examples include adapted one-to-one mathematical proficiency interviews and paired task based interviews. The study highlighted the relationship between the multiple roles I played both within the research study and within the SANC project context and emphasises the influence and future implications for these various roles within the SANC project and beyond in terms of my own role as club mentor, for the future design of the SANC project maths club programme and for broader teacher and club facilitator development within and beyond the project. This study has offered insight into how mathematical proficiency may develop in Grade 3 South African learners and as such is an important contribution to the newly developing field of both numeracy and primary educational research in Southern Africa. Additionally, the research findings point to the clubs, as an example of an out-of-school time (OST) programme, providing potentially enabling spaces for both recovery and extension of mathematical proficiency in learners as these spaces are free from several contextual constraints that teachers face in their classrooms. Furthermore, it was found that learners showed development of their conceptual understanding, procedural fluency and adaptive reasoning as proposed by Kilpatrick, Swafford and Findell (2001). The use of various elements of the Maths Recovery (MR) programme (Wright, 2003) in the research process has highlighted various important contributions for broader research. For example, the need to investigate less time consuming approaches to both diagnostic assessment and learner mathematical profiling. Findings from this study support Meira and Lerman’s (2001, 2009) recently developed notion that catching attention is key to the creation or emergence of a ZPD. The study found that a combination of ‘attention catching’ and ‘tuning in’ enabled the creation (emergence) and sustainment of ZPDs in club learners. The study proposed the notion of tuning in where participants in a mathematical interaction continually adjust to each other in order to communicate mathematically. Furthermore, the study found that when attention is not caught or the participants are not tuned in, the learning activity may still be useful in assisting learners to consolidate their existing learning and / or build confidence and as such is particularly relevant to the South African context where fluency in calculating is weak (Hoadley, 2012; Schollar, 2008). This emergent notion of ‘flow’ additionally can play a supporting role in the emergence of a ZPD. The study also found that the manner in which the mediation was offered is important. The results show that the mathematical contributions learners make during interactions captured the mentors’ attention and resulted in mediation that was intentional but spontaneous, flexible, responsive and in-the-moment. This study makes theoretical and methodological contributions to various aspects of mathematics education research particularly with regard to how ZPDs emerge and are sustained and how mediation is offered to facilitate the emergence of ZPDs. Additionally, some aspects of the Learning Framework in Number (LFIN) as part of the Maths Recovery programme have been extended to work in a South African after school club context and to provide useful information for both learner progression over time and for planning of club activities. As such this study thus also contributes to the newly developing field of primary mathematics research in South Africa and to the body of research on primary after school learning programmes both locally and internationally.
- Full Text:
- Date Issued: 2015
- Authors: Stott, Deborah Ann
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , After-school programs -- South Africa , Numeracy -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Education -- Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2017 , http://hdl.handle.net/10962/d1017181
- Description: National and international assessment results, research studies and reports point to South Africa as having educational challenges, specifically with mathematics, science and language. Addressing some of these issues is a key aim for the SANC project at Rhodes University, the context in which this study takes place. Working from a broad Vygotskian perspective of learning and development, this study had a dual focus and investigated how Grade 3 learners’ mathematical proficiency progressed (or not) whilst participating in after school maths clubs over the course of a year, and explored how the mediation offered in the clubs enabled or constrained the emergence of zones of proximal development (ZPD) and thus learning for the club learners. Methodologically, this study works within a largely qualitative, interpretive research paradigm and is designed using a longitudinal case study research strategy. Two after school maths clubs formed the empirical field. The study drew on a range of data collection methods to investigate the dual nature of the research questions for Grade 3 learners. Examples include adapted one-to-one mathematical proficiency interviews and paired task based interviews. The study highlighted the relationship between the multiple roles I played both within the research study and within the SANC project context and emphasises the influence and future implications for these various roles within the SANC project and beyond in terms of my own role as club mentor, for the future design of the SANC project maths club programme and for broader teacher and club facilitator development within and beyond the project. This study has offered insight into how mathematical proficiency may develop in Grade 3 South African learners and as such is an important contribution to the newly developing field of both numeracy and primary educational research in Southern Africa. Additionally, the research findings point to the clubs, as an example of an out-of-school time (OST) programme, providing potentially enabling spaces for both recovery and extension of mathematical proficiency in learners as these spaces are free from several contextual constraints that teachers face in their classrooms. Furthermore, it was found that learners showed development of their conceptual understanding, procedural fluency and adaptive reasoning as proposed by Kilpatrick, Swafford and Findell (2001). The use of various elements of the Maths Recovery (MR) programme (Wright, 2003) in the research process has highlighted various important contributions for broader research. For example, the need to investigate less time consuming approaches to both diagnostic assessment and learner mathematical profiling. Findings from this study support Meira and Lerman’s (2001, 2009) recently developed notion that catching attention is key to the creation or emergence of a ZPD. The study found that a combination of ‘attention catching’ and ‘tuning in’ enabled the creation (emergence) and sustainment of ZPDs in club learners. The study proposed the notion of tuning in where participants in a mathematical interaction continually adjust to each other in order to communicate mathematically. Furthermore, the study found that when attention is not caught or the participants are not tuned in, the learning activity may still be useful in assisting learners to consolidate their existing learning and / or build confidence and as such is particularly relevant to the South African context where fluency in calculating is weak (Hoadley, 2012; Schollar, 2008). This emergent notion of ‘flow’ additionally can play a supporting role in the emergence of a ZPD. The study also found that the manner in which the mediation was offered is important. The results show that the mathematical contributions learners make during interactions captured the mentors’ attention and resulted in mediation that was intentional but spontaneous, flexible, responsive and in-the-moment. This study makes theoretical and methodological contributions to various aspects of mathematics education research particularly with regard to how ZPDs emerge and are sustained and how mediation is offered to facilitate the emergence of ZPDs. Additionally, some aspects of the Learning Framework in Number (LFIN) as part of the Maths Recovery programme have been extended to work in a South African after school club context and to provide useful information for both learner progression over time and for planning of club activities. As such this study thus also contributes to the newly developing field of primary mathematics research in South Africa and to the body of research on primary after school learning programmes both locally and internationally.
- Full Text:
- Date Issued: 2015
Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners
- Authors: Lunga, Carolyne Mande
- Date: 2015
- Subjects: Journalism -- Study and teaching (Higher) -- South Africa , Students -- Attitudes , Students -- Self-rating of -- South Africa , Discourse analysis, Narrative , Active learning -- South Africa , Learning -- Evaluation , Learning, Psychology of , College freshmen -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1332 , http://hdl.handle.net/10962/d1020026
- Description: The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
- Full Text:
- Date Issued: 2015
- Authors: Lunga, Carolyne Mande
- Date: 2015
- Subjects: Journalism -- Study and teaching (Higher) -- South Africa , Students -- Attitudes , Students -- Self-rating of -- South Africa , Discourse analysis, Narrative , Active learning -- South Africa , Learning -- Evaluation , Learning, Psychology of , College freshmen -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1332 , http://hdl.handle.net/10962/d1020026
- Description: The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
- Full Text:
- Date Issued: 2015
An analysis of the structure of knowledge and students' construction of knowledge in an introductory accounting course
- Authors: Myers, Lyndrianne Peta
- Date: 2014
- Subjects: Knowledge, Theory of , Learning, Psychology of , Accounting -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1328 , http://hdl.handle.net/10962/d1013227
- Description: This research seeks to explain how students construct knowledge in introductory accounting. It was prompted by concerns over low pass rates for first-year Introductory Accounting students at Rhodes University and particularly low pass rates amongst novice (first-time) Accounting Students. In trying to get a better understanding of reasons behind these pass rates, this research focuses on the structure of knowledge in the discipline and what this means for how students should construct knowledge in the course. Bernstein’s Pedagogic Device and the dimensions of Semantics and Specialisation in Maton’s Legitimation Code Theory are used as theoretical and analytical frameworks to help understand the structure of knowledge in this course, how knowledge is recontextualised and finally how it is acquired by students. A group of students from the 2011 class were interviewed to gain a better understanding of how each of these students constructed knowledge during the semester. The analysis of these interviews reveals how students construct knowledge in the course and the implications this has for their success over the semester. Analysing this interview data, and comparing it with the levels of success for each student, permitted me to develop an improved understanding of how successful and unsuccessful students construct knowledge. As a teacher of Accounting, understanding and being explicit about the structure of knowledge in the discipline, and how this impacts on the construction of knowledge, will allow me to advise future students on how to most effectively construct knowledge in this course and to advise and guide colleagues on how best to present this course.
- Full Text:
- Date Issued: 2014
- Authors: Myers, Lyndrianne Peta
- Date: 2014
- Subjects: Knowledge, Theory of , Learning, Psychology of , Accounting -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1328 , http://hdl.handle.net/10962/d1013227
- Description: This research seeks to explain how students construct knowledge in introductory accounting. It was prompted by concerns over low pass rates for first-year Introductory Accounting students at Rhodes University and particularly low pass rates amongst novice (first-time) Accounting Students. In trying to get a better understanding of reasons behind these pass rates, this research focuses on the structure of knowledge in the discipline and what this means for how students should construct knowledge in the course. Bernstein’s Pedagogic Device and the dimensions of Semantics and Specialisation in Maton’s Legitimation Code Theory are used as theoretical and analytical frameworks to help understand the structure of knowledge in this course, how knowledge is recontextualised and finally how it is acquired by students. A group of students from the 2011 class were interviewed to gain a better understanding of how each of these students constructed knowledge during the semester. The analysis of these interviews reveals how students construct knowledge in the course and the implications this has for their success over the semester. Analysing this interview data, and comparing it with the levels of success for each student, permitted me to develop an improved understanding of how successful and unsuccessful students construct knowledge. As a teacher of Accounting, understanding and being explicit about the structure of knowledge in the discipline, and how this impacts on the construction of knowledge, will allow me to advise future students on how to most effectively construct knowledge in this course and to advise and guide colleagues on how best to present this course.
- Full Text:
- Date Issued: 2014
Knowledge and knowing in the public management and public administration programmes at a comprehensive university
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
The learning styles of first year university students
- Authors: Vawda, Aamena
- Date: 2005
- Subjects: Learning, Psychology of , College students -- South Africa -- Evaluation , Learning ability
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9849 , http://hdl.handle.net/10948/358 , http://hdl.handle.net/10948/d1005817 , Learning, Psychology of , College students -- South Africa -- Evaluation , Learning ability
- Description: There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.
- Full Text:
- Date Issued: 2005
- Authors: Vawda, Aamena
- Date: 2005
- Subjects: Learning, Psychology of , College students -- South Africa -- Evaluation , Learning ability
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9849 , http://hdl.handle.net/10948/358 , http://hdl.handle.net/10948/d1005817 , Learning, Psychology of , College students -- South Africa -- Evaluation , Learning ability
- Description: There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.
- Full Text:
- Date Issued: 2005
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