An investigation into the effects of co-operative learning strategies on the test results of science students at N3 level at the Port Elizabeth College for Further Education and Training
- Authors: Ferreira, Dennis Compton
- Date: 2004
- Subjects: Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9488 , http://hdl.handle.net/10948/245 , Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Description: The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.
- Full Text:
- Date Issued: 2004
- Authors: Ferreira, Dennis Compton
- Date: 2004
- Subjects: Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9488 , http://hdl.handle.net/10948/245 , Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Description: The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.
- Full Text:
- Date Issued: 2004
The effect of new teaching methods in chemistry on the foundation certificate learners' results
- Authors: Nagel, Lilian Estelle
- Date: 2005
- Subjects: Chemistry -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10787 , http://hdl.handle.net/10948/162 , Chemistry -- Study and teaching (Higher)
- Description: This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.
- Full Text:
- Date Issued: 2005
- Authors: Nagel, Lilian Estelle
- Date: 2005
- Subjects: Chemistry -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10787 , http://hdl.handle.net/10948/162 , Chemistry -- Study and teaching (Higher)
- Description: This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.
- Full Text:
- Date Issued: 2005
A study of the performance of school governing bodies of public schools in the disadvantaged communities of George
- Authors: Cerfonteyn, Moegamat G
- Date: 2005
- Subjects: School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9487 , http://hdl.handle.net/10948/182 , School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Description: After the first democratic elections in 1994, the Department of Education, through amendment of existing legislation and the adoption of new Acts, developed a new legal framework for the administration of education in the country. The effect of the change in education was not limited to the areas of the curriculum and staffing, but included a different approach to how schools will be governed and managed. In its efforts to democratise the country it was the intention of the government, through legislation, to devolve the powers of decisionmaking to the people. This study explored the phenomena that impact on the effective functioning of SGBs. The central phenomena identified were narrowed down to the role of the various stakeholders, their understanding of the functions of an SGB and the factors that hamper effective functioning. Furthermore, an exploration was made into the involvement of members of the SGB in the daily activities of the school. Research into the success of the second round of elections was conducted in 1999 by the Centre for Education Policy Development iv (CEPD). The Ministerial Review Committee on School Governance undertook research into the effectiveness of SGBs and issued a report of the study undertaken in 2004. Both these efforts were initiatives by the state. A phenomenological research approach was adopted for the purpose of the study. The rationale being that the researcher wanted to extract from the respondents their experiences as related during conversations. To lay the foundation for these interviews (conversations), a two-part questionnaire was developed. The first part of the questionnaire prompted the respondents to relate their experiences as members of the SGB. The second part elicited demographic and personal details from the respondents. The results of the study would be advantageous to various role players striving to improve the effectiveness of SGBs. The role players include all those involved at school level, the officials from the Education Management and Development Centre (EMDC), members of community-based and non-governmental organizations. The report would serve as a guideline for those individuals who are charged with the training and empowerment of SGBs.
- Full Text:
- Date Issued: 2005
- Authors: Cerfonteyn, Moegamat G
- Date: 2005
- Subjects: School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9487 , http://hdl.handle.net/10948/182 , School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Description: After the first democratic elections in 1994, the Department of Education, through amendment of existing legislation and the adoption of new Acts, developed a new legal framework for the administration of education in the country. The effect of the change in education was not limited to the areas of the curriculum and staffing, but included a different approach to how schools will be governed and managed. In its efforts to democratise the country it was the intention of the government, through legislation, to devolve the powers of decisionmaking to the people. This study explored the phenomena that impact on the effective functioning of SGBs. The central phenomena identified were narrowed down to the role of the various stakeholders, their understanding of the functions of an SGB and the factors that hamper effective functioning. Furthermore, an exploration was made into the involvement of members of the SGB in the daily activities of the school. Research into the success of the second round of elections was conducted in 1999 by the Centre for Education Policy Development iv (CEPD). The Ministerial Review Committee on School Governance undertook research into the effectiveness of SGBs and issued a report of the study undertaken in 2004. Both these efforts were initiatives by the state. A phenomenological research approach was adopted for the purpose of the study. The rationale being that the researcher wanted to extract from the respondents their experiences as related during conversations. To lay the foundation for these interviews (conversations), a two-part questionnaire was developed. The first part of the questionnaire prompted the respondents to relate their experiences as members of the SGB. The second part elicited demographic and personal details from the respondents. The results of the study would be advantageous to various role players striving to improve the effectiveness of SGBs. The role players include all those involved at school level, the officials from the Education Management and Development Centre (EMDC), members of community-based and non-governmental organizations. The report would serve as a guideline for those individuals who are charged with the training and empowerment of SGBs.
- Full Text:
- Date Issued: 2005
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