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Open Access
Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting
(University of the Free State, 2015-01) Masoabi, Charles Sechaba; Alexander, G.; van Wyk, M. M.
Cooperative learning is a teaching approach whereby learners work together so that the group members can gain a joint benefit from the group activity. One particular cooperative learning teaching technique, student teams achievement divisions (STAD) has been described as the simplest of a group of cooperative learning techniques referred to as Student Teams Learning Methods. In the STAD approach students are assigned to four or five member teams reflecting a heterogeneous grouping of high, average and low achieving students of diverse ethnic backgrounds and different genders. Moreover, STAD, as a cooperative learning technique is supported by a constructivist paradigm that suggests learners construct and apply knowledge as they interact with one another or the teacher and their environment. This doctoral study explored the effects of (STAD) on learners’ social skills, attitudes, academic performance and retention of taught content in Technology as a subject. The study expatiated on various theories, such as motivation theories, selfdetermination theory, self-efficacy theory and cooperative learning theory as theories that formed the basis for using STAD in Technology. The researcher employed STAD in Grade 8 Technology classes for the purpose of fulfilling the aim of the study. This research is guided by the interpretive and methodological bricolage designs during the fieldwork for collection of data and data analysis. Data was collected on learners working in STAD cooperative learning groups. The data was gathered at school as a social and cultural setting where learners are taught to adapt particular traditions and social interactions intended to impact positively on their social skills, attitudes, academics and motivation levels. The researcher observed groups’ interactions, processes and how learners communicate with each other amongst their groups. This study employed the Bricolage design, qualitative methods of collecting data and quantitative methods to achieve the requirements of this inquiry. Therefore the findings of this study have indicated that the environment played an influential role in cultivating learners’ social skills and positive attitude toward Technology as a school subject. Furthermore, STAD has shown to be instrumental in developing learners’ self-efficacy and self-determination that could eventually build up intrinsically motivated learners regarding high academic achievement.
Open Access
Enhancing English academic literacy programmes for first year university students
(University of the Free State, 2015-06) Mathobela, Moodiela Victor; Hlalele, D. J.; Tsotetsi, C. T.; Papashane, M.
This study aims at enhancing English academic literacy programmes for first year university students at the Qwaqwa Campus of the UFS. In order to achieve this, the following specific objectives were formulated to direct the study: 1. To identify challenges justifying the need to enhance EALPs for first year university students, 2. To identify and discuss the components and aspects necessary for such enhancement to occur, 3. To determine the conditions under which such enhancement can be successfully achieved, 4. To anticipate plausible threats that may hinder the enhancement operationalization and the strategies that could be put in place to circumvent them, 5. To identify monitoring strategies as well as indicators of successful enhancement, and 6. To propose strategies for enhancing EALPs for first year university students. Critical Emancipatory Research (CER) as the theoretical framework was chosen to couch this study towards the operationalisation of the above mentioned objectives. CER's agenda of equity, social justice, freedom, peace and hope made it suitable for the enhancement of EALPs for first year university students that would include facilitators and students. These stakeholders are included in this study on the basis that their direct participation would likely enhance and promote their sense of ownership, legitimacy and also democratise and legitimise the process of enhancing EALPs for first year university students. Guided by CER as the lens anchoring th is study, I reviewed the literature on EALPs for first year university students who learn through English as a second, third, fourth or foreign language in South Africa, Australia, Canada, UK and the USA because these countries represent the best practices with regard to academic literacy teaching at first year university level given their socio-economic contexts which are more or less similar to the kind of students we teach at this campus of the UFS. Literature revealed a number of challenges and mechanisms which were put in place to solve them. Informed by theory and guided by the objectives of the study, I also looked at the components and aspects necessary for enhancement of EALPs, the conditions that made these solutions to be operational, as well as the threats that scampered their effectiveness in some instances and strategies put in place to circumvent them. The intent was to finally identify monitoring strategies and indicators of successful enhancement so that strategies can be proposed and replicated in our context. To complement the conceptualisation above, we generated empirical data through Participatory Action Research (PAR) as a research methodology and design which enabled the study to operationalise CER in action and to problematize issues of unequal power relations between the facilitators and the students. These power disparities seemed to be the most important factors that caused problems in the implementation of EALPs on the said campus. Through this the PAR approach, the voices of the marginalised and excluded stakeholders who were directly affected by the implementation of EALPs were given the opportunity to be expressed and heard. The empirical data confirmed that there were challenges in the implementation of EALPs at the Qwaqwa Campus as revealed in the literature elsewhere. These challenges included the exclusion of facilitators as EAL practitioners, as well as other beneficiaries in the implementation of these EALPs like students. There were also problems in formulating a commonly acceptable vision, hence no coordinated plan in implementation as well as lack of proper monitoring procedures to name a few. In order to overcome these challenges, seven components and aspects necessary for enhancing EALPs for first year university students emerged to counteract the challenges. Thereafter, eight conditions conducive for EALPs enhancement to occur were identified. Threats to enhancement and strategies to circumvent them were also highlighted. Based on the above, monitoring strategies and indicators of successful enhancement of EALPs were also explored and examined. The study concludes by proposing strategies to effectively enhance EALPs for first year university students using data from the literature and from the empirical data emanating from this study.
Open Access
Enhancing learners' academic achievements in rural Lesotho schools: matching teaching and learning styles
(University of the Free State, 2009-05) Letele, Moeketsi Joseph; Alexander, G.; Swanepoel, Z. I.
English: The Lesotho Junior Certificate results between 2003 and 2006 indicate that in the rural secondary schools of Lesotho the pass rate ranged from 51% to 58%. These figures are low compared to those in the urban schools for the same years which ranged from 70% to 72%. The Teaching Service Department shows that there was 40% of unqualified teachers in these schools in 2003 and 35% in 2007. There seems to be a correlation between the high numbers of unqualified teachers and the low pass rate in these schools. This view is underscored by Wheeler and McLeod (2002: 696) who note that teachers are more likely to develop teaching styles which are congruent with their own learning styles rather than those of their learners if they are unaware of the learning and teaching styles literature. This study aims to establish teaching styles that match the learning styles of learners in the rural secondary schools of Lesotho with the view to improve academic achievement. The objectives are: to determine whether teachers in these schools have adequate knowledge pertaining to teaching and learning styles; to identify the predominant styles; to determine the extent to which matching teaching and learning styles improves academic achievement; and to provide a teacher's guide on teaching and learning styles. The research comprises of a literature study and empirical investigation. The Solomon Felder Index of Learning Styles (SFILS) and self-designed teaching style questionnaire were used. The learners' end-of-year examination marks were studied. The empirical findings indicate that most teachers in rural secondary schools of Lesotho do not have adequate knowledge on teaching and learning styles, while findings from the literature and empirical study indicate that academic achievement of learners can be enhanced by matching teaching and learning styles. Therefore, these findings can be used to improve the teaching and learning process and ultimately the level of success that learners in rural secondary schools can experience in their respective schools. Finally, the findings of this study were used to develop a teacher's guide on teaching and learning styles. This would hopefully guide teachers in the rural secondary schools of Lesotho on which styles could work best in their contexts.
Open Access
Enhancing the functionality of supplemental instruction for first-year mathematics students at a higher education institution
(University of the Free State, 2014-12) Moleko, Mirriam Matshidiso; Letsie, L. E.; Hlalele, D. J.
English: The study sought to formulate a framework to enhance the functionality of Supplemental Instruction (SI) for first-year Mathematics students at an institution of higher education. Generally, many students find mathematics challenging, not only at high school level but also when they are enrolled for modules at higher education institutions. Most first-year Mathematics students usually withdraw from taking it and opt to pursue other fields of studies, whilst others drop out. It was on this basis and in trying to retain these students in Mathematics as one high-risk course that a programme such as SI was conceptualized then developed to enhance students’ understanding of course content. Although SI proved to be a good intervention strategy which led to significant improvements in other high risk modules which were targeted it was not the case with Mathematics. The study therefore sought to establish the challenges pertaining to the implementation of SI for Mathematics students and to provide solutions to the identified challenges. The conditions conducive to the solutions to work, as well as the threats that could evade the successful implementation of the strategies, were reflected by the study. It further demonstrated the evidence of the successful SI framework’s implementation. Critical Emancipatory Research (CER) was the paradigm underpinning the study, and Participatory Action Research (PAR) was adopted as the methodology for generating data. The generated data was analysed and interpreted through the use of Critical Discourse Analysis (CDA), which subsequently made it possible for data to be interpreted at textual, social and discursive levels. The study recommended the following in terms of enhancing the functionality of SI for first-year Mathematics students at an institution of higher education: formation of the SI team; the establishment of a common vision; performing a SWOT analysis; determining priorities; and strategic planning.
Open Access
The impact of teacher mentoring on student achievement in disadvantaged schools
(University of the Free State, 2016-04-19) Van der Walt, Hendrik Stephanus; Jansen, J. D.
English: The impact of teacher mentoring on student achievement has been researched extensively, but there are still gaps and disparities in the literature with regards to the size of the impact on student achievement, the generalizability of existing research, the length of mentoring needed as well as the time that it takes to achieve meaningful increases in student achievement in disadvantaged poor-performing schools. The purpose of this research was to address these gaps in the research literature by doing a concurrent, matched but non-randomised control study to determine the impact of mentoring of teachers on student achievement in the school-university partnership between the UFS and disadvantaged poor-performing schools in its feeding area over a period of four years. The impact of mentoring teachers on the student achievement in accounting, mathematics and physical sciences were researched. Large positive impacts were achieved in all the subjects. There was no significant time delay in the impact that mentoring had on student achievement. The impacts were achieved from the first year after mentoring started and were still present four years after mentoring started. The practical significance of these findings is that student achievement in poor-performing disadvantaged schools can be meaningfully improved by mentoring teachers in these schools.
Open Access
Improving academic performance in a rural school through the use of an asset-based approach as a management strategy
(University of the Free State, 2014-07) Myende, Phumlani Erasmus; Nkoane, M. M.; Hlalele, D. J.
English: The aim of this study was to investigate how academic performance in a rural school can be improved using the asset-based approach as a school management strategy. In other words, the study anticipated developing an asset-based approach strategy through which the management in a rural school can improve academic performance. This was done through finding strategies of identifying and mobilising community assets. With this done, the study further sought to find out what the school management can do to set conditions conducive to the utilisation of the asset-based approach within the selected school. The last part of the study focussed on what could be the possible challenges for the approach and how the school management may address such challenges in order to use the approach to improve academic performance. Arguing that the asset-based approach has gained currency and has worked in educational psychology, community development studies, HIV and AIDS research, and economics, this study couched this approach within educational leadership and management and it treats improvement of academic performance as one of the issues school managers have to address in their daily work. The study acknowledges that indeed rural communities are not deficit, but the researcher in the study argues that research that conscietise rural people about the huge roles they can play in improving academic performance through their assets lags behind. The study further responds to the call from the Department of Education that responses to rural education challenges should be multifaceted and bring the rural people to the centre as solutions providers. The study was theoretically located within the critical emancipatory research (CER) and the asset-based approach as frameworks. The intentions were to conscietise and create a space for rural people to know their assets and further work with them in the process of establishing the strategies for using such assets towards improving academic performance in their secondary school. Through CER, there was hope that participants would be empowered by engaging in the research activities and so able to realise the capacities, skills and strengths that were found in the school and its immediate community, thereafter creating ways through which such assets are used meaningfully in the process of improving academic performance. In understanding that CER promoted equity, social justice, transformation, closeness between the participants and the researchers, spaces for dialogue and questioning of unequal power relations in the society and the conventional research approaches, this study adopted participatory research (PR), as deemed relevant to empowering participants and questioning distorted ideologies that have perpetuated deficit thinking amongst the rural people. I worked with a group of participants made up of learners, teachers, SGB members, and the school management team (SMT) members (Principal and three Heads of Department). These participants volunteered to participate but they were also purposively targeted in that they were part of the school and poor academic performance was one of the problems experienced in the school. They were amongst the people affected by the problem being investigated. Not everyone could participate in the study. The school was understaffed and it only had 11 members of the teaching staff, including four members of the SMT. All these four members participated and four post level 1 teachers (PL1) were part of the larger group that participated. As part of the group there were four members of the SGB but they were not always present during research activities. In summary, the study participants included internal members of the school. While other participants were absent during sessions, at least all sessions had 15 or more, including the components mentioned above. Different research activities were used. These included the introduction of the asset-based approach, conducting the school SWOT analysis, doing inventory capacities. After all these activities, DOI and FAI were used to facilitate discussions in order to generate data. The data was analysed using Critical Discourse Analysis. It was found in the study that assets identification and mobilisation is a difficult process in a context where the problems that would be addressed through the assets are not identified. Thus a need to identify problems is argued to be the first step of the asset-based approach, this has been called agenda-setting in this study. It was further found in this study that the SWOT analysis is not just a tool to understand the school in terms of its positive and negative features, but also a useful strategy in identifying the assets of the community. What makes it an acknowledged strategy is that it furthers the process of identifying the weaknesses and the threats towards the school and the assets identified. On understanding what each asset present in the context of the problems to be solved, the study found conducting a list of inventory capacities to be important in understanding what can be gained from all identified assets. The study therefore argues for the identification of assets through the SWOT analysis and to understand each asset’s contributions through conducting inventory capacities. Based on the assets identified, the study presents school-community assets map seen to be relevant towards improving the school in general and academic performance to be specific. While knowing the assets and their different contributions towards improving academic performance is important, the study found that a relevant setting is required to have the asset-based approach utilised as a strategy in general in improving academic performance in particular. In ensuring this setting, a balanced relationship argued for under the asset-map should be created. Adding to this, the study found that the following are relevant in making the school environment suitable for the asset-based approach: Making the school and the community a single entity; (2) empowerment for potential contributors; (3) challenging inferiority and superiority complexities; (4) avoiding “singing a solo” (leading alone) approach. To achieve the above, the study further found that leadership should be invitational and participative in the school. Power imbalances and the “brain drain” challenges are identified as amongst the challenges for the asset-based approach. Given the findings and informed by the data, the study proposes a strategy for using the asset-based approach. The strategy has four cyclical aspects that emerged in the research process and it is hoped that this can enhance the use of the asset-based approach. The study contributes into new knowledge in the form of the challenges to the asset-based approach and a simplified strategy for using this approach. Its limitation is that the strategy was not implemented and it is only based on what the participants identified as what can work in their context. Thus, I recommend action research that will try to put the strategy into practice in order to advance knowledge on its application.
Open Access
The influence of compulsory class attendance on module success rates: The University of the Free State case
(University of the Free State, 2014-07) Gadinger, Beate; Brüssow, S. M.
Abstract not available
Open Access
Investigating the effect of the extended programme on the LLB students’ success
(University of the Free State, 2015-10-14) Van Niekerk, Leani; Marais, Nalize; Horn, Marda
No abstract available.
Open Access
A learning facilitation framework to enhance academic skills development among underprepared learners in South African higher education
(University of the Free State, 2009-01-25) Brüssow, Saretha; Wilkinson, A. C.; Nel, M. M.
The research presented in this thesis is concerned with understanding underpreparedness, a phenomenon which is inextricably intertwined with the current South African higher education dilemma of poor throughput and high attrition rates. Considering the increased access to higher education institutions, a continuous need exists for ways to scaffold the underprepared student to succeed. For this reason a learning facilitation framework based on empirical research and current understanding about the potential benefits of engaged learning is presented. Based on descriptive-exploratory research, perspectives on underpreparedness experienced by higher education institutions in South Africa and in other countries are disclosed. The thesis focuses on what is meant by underpreparedness; factors contributing to underpreparedness; the domains of underpreparedness; and the typical circumstances underprepared students find themselves in. These four focus areas were in the first place investigated by means of a literature review to capture existing knowledge and research and, in the second place, by a questionnaire survey and structured interviews. These different interpretations and dimensions provided an opportunity for diverse perspectives on underpreparedness to be encompassed and enveloped, thereby becoming a basis not only for the framework recommended, but also for future research or initiatives to improve teaching and learning. In a search for educational approaches considered effective in dealing with underprepared students, research mainly focuses on three key concepts, namely general perspectives on the existing constraints of facilitating the learning of the underprepared; the perceived educational effectiveness of different educational approaches; and the significance that is coupled to interactive engagement. The overarching aim of this investigation was the identification of educational approaches that lessen the impact of underpreparedness on student learning. The thesis also discusses some of the findings identified by an action inquiry into reflective teaching. Reflective practices have the potential to improve teaching competence, a gain that will ultimately lead to improved student learning. In addition, the benefits of concept mapping were investigated through both quantitative and qualitative observation techniques. The quantitative and descriptive data presented indicate that concept mapping contributed not only to achieving efficiency, but also to conceptual development. The researcher sees these positive outcomes as effects of both the active generation of knowledge through the act of mapping and the social interaction during the collaborative concept map task. The findings of this investigation confirm works by others that indicate that the use of concept mapping as a teaching/learning tool can lead to achievement gain, meaningful learning and, ultimately, conceptual change. Moreover, there may also be an increase in self-regulation, selfefficacy, a deep learning orientation, and motivation traits that are highly sought after to assure academic success in the underprepared student. The framework presented centres around learning facilitation strategies deemed effective in scaffolding the underprepared students ability to learn in mainstream courses. These learning facilitation strategies seek to delineate teaching approaches that advance learners' ability to learn more effectively. These learning principles, theories or practices are divided into several elements clustered into six domains of learning facilitation strategies, namely cooperative, generative or constructive, reflective, experienced, interactive and conceptual learning. Although the domains are unique, they are also interrelated: Reflection (reflective learning) stimulated by a learning event (experience-based learning) in a social context (cooperative learning) which leads to the construction (constructive learning) of knowledge. The framework intends to act as a guide or source for higher education educators and practitioners who want to improve their teaching effectiveness in dealing with the underprepared.
Open Access
The learning styles of teacher colleges' students as determined by the Lassi questionnaire
(University of the Free State, 1998-11) Dunjwa, Nosipho Nombulelo; Paulsen, W. J.
This research was undertaken to study the learning styles of teacher colleges of education students and the effect that these learning styles had on their academic performance. This was done by means of literature and empirical studies. Data was collected by administering a questionnaire (LASSI), getting examination marks to calculate the percentage pass of students and by a review of related literature. The findings of the literature review showed that students use varied styles of learning. Kolb (1984:77-78) for example, refers to his learners as accommodators (learning by concrete experience and active experimentation), convergers (abstract conceptualisation) divergers (from concrete experience to reflective observation) and assimilators (learning by abstract conceptualisation and reflective observation). Dunn and Griggs (1988:64) indentified different learners as idealists, analysists, realists, pragmatists and synthesists. Results of the empirical study revealed that the college students used a "realist" learning style. The "realist" learns by seeking empirical facts, expert opinions on current needs, is solution seeking and likes concrete results. Their percentage pass was low. This is an indication that the type of style (realist) they use does not bring about success in their learning. The researcher, therefore recommendes that educators should guide students on the use of all study strategies as these determine academic success. They should also provide affective and social education and a motivating learning environment to learners as these have an effect on learning styles. To the students, the researcher recommends that they should assess their study strategies, accept and use even those they are not familiar with, to maximise their learning and achievement.
Open Access
Performance of first-year accounting students: does time perspective matter?
(University of the Free State, 2013) Joubert, Hanli; Viljoen, Marianne; Schall, Robert
English: Academic failure of first-year accounting students is a national and international problem. Existing research is inconclusive regarding the causes for the failure and does not make provision for the possible influence of dominant time perspectives on performance in accounting. This article investigates whether time perspective has an effect on the performance of first-year accounting students. A quantitative non-experimental predictive multivariate design is used and confounding variables are taken into consideration. The results of the study indicate significant relationships between performance in first-year accounting and gender, age and a past-negative time perspective. The most significant result of this study is that a past-negative time perspective, together with an unfavourable psychosocial background, might have led to failure in first-year accounting. It is suggested that students with a negative time perspective be identified and encouraged to participate in support programmes at the university.
Open Access
Profiles of successful B.Com. (Finance) students entering a South African university before and after the introduction of the National Senior Certificate
(University of the Free State, 2014-07) Oosthuizen, Annelie; Viljoen, M. C.; Eiselen, R. J.
English: Since 1994, the South African national school curriculum, from the foundation phase through to the further education and training phase, has been and still is in the process of being redesigned for the post-apartheid era. One of the major events in the national process of curriculum reform was the replacement of the Senior Certificate (NATED 550) with the National Senior Certificate, awarded for the first time in 2008. The Grade 12s of 2008 were variously described as ‘guinea pigs’ or ‘pioneers’. Questions have arisen as to whether the National Senior Certificate curriculum adequately equips learners to achieve academic success at university, and whether the higher education institutions have adapted to the ‘products’ of the National Senior Certificate, who entered their academic programmes for the first time in 2009. Some of the challenges related to the changes in the national school curriculum, that the South African higher education sector is faced with include poor academic performance and high drop-out rates. These occurrences are of concern to South African higher education in general, and also particularly to the institution where this investigation was conducted. From an institutional perspective, it is important to be aware of the biographical factors and academic achievement characteristics included in the profiles of successful students. Moreover, skills form part of a holistic approach to curriculum construction. The main purpose of this research study was to determine the profiles of successful B.Com. (Finance) students entering a South African university before and after the introduction of the National Senior Certificate. In order to do so, factors associated with the students’ transition from secondary school to higher education and factors contributing to undergraduate student success at university were identified through a literature study. An empirical study was conducted on two cohorts of students entering the B.Com. (Finance) programme at a South African university. The first group entered the university in the year immediately before the introduction of the National Senior Certificate and the second group entered the same university in the year immediately after the introduction of the National Senior Certificate. This research study xxvii investigated the differences and similarities between successful and unsuccessful students in both of the cohorts. Biographic variables (age, gender, ethnicity) and academic variables (secondary school leaving results and subject choices as well as undergraduate academic performance at university) were investigated. For the purposes of this study, the operational definition of a successful student is a student who has succeeded in meeting all of the graduation requirements for the B.Com. (Finance) degree within the minimum time, namely three consecutive years. Descriptive statistics revealed that the success rates of students included in this investigation have decreased from 29.0% in the 2008 cohort to 15.8% in the 2009 cohort. The study also investigated the opinions and perceptions of the first cohort of students who entered higher education with the National Senior Certificate as a school-leaving qualification, regarding the skills that they required for the successful completion of the B.Com. (Finance) programme and the skills that they acquired during their secondary school education. To this effect, participants completed the B.Com. (Finance) first-year opinion survey and participated in focus-group discussions. The results of this investigation indicate that these students felt that they lacked some of the critical skills required for academic success at university. The skills most frequently considered being required for university success in commerce- and finance-related studies, which were reportedly not acquired by the target population at secondary school, are economic reasoning ability, the ability to practically implement learning content, critical thinking skills, analytical thinking skills, the ability to interpret financial information and time management skills. These findings have implications on the way in which secondary school learners and university students are taught. The target population’s biographic and academic achievement data were obtained from the Integrated Tertiary System (ITS). The primary objective of the statistical analysis was to identify profiles of successful students in two cohorts of students. A further objective of the statistical analysis was to assess the association between student success as a binary dependent variable, and the following independent variables: age, gender, ethnicity, Grade 12 Mathematics mark, exposure in secondary school to Accounting, Business Economics and Economics, the average of the first semester university mark of five compulsory modules, the matriculation xxviii score (M-score) of the 2008 cohort and the admission point score (APS) of the 2009 cohort. The data for each cohort was analysed using descriptive, univariate and multivariate analyses. The logistic regression model for student success initially contained eight independent variables. The likelihood ratio chi-square statistics and associated p-values were calculated for each variable in the model. Stepwise model selection was applied by removing, one at a time, the variable among the independent variables which is found to be least significantly associated with student success. Logistic regression revealed that when success in B.Com. (Finance) is analysed by means of a multiple logistic regression, the most significant predictors of student success in the 2009 cohort were the Mathematics mark obtained in the National Senior Certificate and Business Economics taken at secondary school. The most significant predictors of student success in the 2008 cohort were the matriculation score (M-score), age and Accounting taken at secondary school. The findings of this study create a platform for continued debate on admission requirements and the importance of specific skills required for success in commerce and finance-related degrees at university. The findings culminated in recommendations for higher education institutions, educators and those embarking on future research relating to the theme in question.
Open Access
Psychological resources as predictors of academic performance of first-year students in higher education
(University of the Free State, 2013) Kotzé, Martina; Niemann, Rita
English: This article aims to determine whether psychological resources (hope, optimism and resilience) can be potential predictors of academic performance. A cross-sectional survey design was used and the sample consisted of 789 first-year students in Industrial Psychology. The measuring instruments included the State Hope Scale (SHS), the Life Orientation Test-Revised (LOT-R), and the Adult Resilience Indicator (ARI). The results of the simple multiple regression analysis showed that state hope, and specifically pathways, and three dimensions of resilience were statistically significantly related to academic performance, whereas optimism was not a statistically significant predictor of academic performance
Open Access
The relationship between learning motivation and academic achievement among second year physics students
(University of the Free State, 2017-07) Stofile, Caroline Letshego Keamogetswe; Teise, V. N.
English: The aim of the research study was to determine the relationship between learning motivation and academic achievement among 2nd year physics students at the University of the Free State. The population consisted of 2nd year students studying physics at the Bloemfontein Campus of the University of the Free State. The sample consisted of 55 2nd year students who were enrolled for various BSc degree programmes but had a physics module either as a major or as an elective. Probability sampling in the form of simple random sampling was used to select respondents. Relevant literature indicated that learning motivation is related to students’ academic achievement but very few has determined how learning motivation may influence the academic achievement of students in a particular subject such as physics. The data on student learning motivation was collected using a standardized questionnaire, namely the students' motivation towards physics learning (SMTPL) questionnaire. The students’ first year final examination marks in physics were used to determine the academic achievement of students. The empirical investigation established that learning motivation has no influence on the academic achievement of 2nd year physics students. The study however showed that self-efficacy may be the best construct of learning motivation to predict students’ academic achievement.
Open Access
Self-regulated learning and time perspective as predictors of academic performance in undergraduate economics studies
(University of the Free State, 2013-11) Keyser, J. N.; Viljoen, M. C.
English: The goal of this study was to research the hypotheses that self-regulated learning and a future time perspective separately and simultaneously predict academic performance in second year Economics studies. The study also investigated whether self-regulated learning and future time perspective are related. In the theoretical underpinning self-regulated learning as related to learning theories, future time perspective and the learning of Economics were explored. The effect of the confounding variables(age, gender, ethnicity and the psycho-social wellbeing of students), on the dependent variable (academic performance in second year Economics studies), were built into the design and analysed. Data was analysed using descriptive, correlation and regression analysis. The multiple regression analysis indicated that self-regulated learning and a future time perspective predict academic performance in second year Economics studies. A correlation matrix revealed that a relationship exists between self-regulated learning and a future time perspective. Regarding the confounding variables, the one with the most significant influence on the dependant variable was ethnicity. In conclusion the study recommended that teaching and assessment methods should be used to empower students to apply self-regulated learning strategies. This could greatly enhance their academic performance.
Open Access
A strategy to enhance business education learners' academic performance using the principle of critical accounting
(University of the Free State, 2017-02) Matoetoe, Mohau Motloang Vitalis; Mahlomaholo, M. G.; Moreeng, B. B.
The study aims to formulate a strategy to enhance business education learners‟ academic performance using the principles of critical accounting. Business education (BusEd) replaced bookkeeping and commerce in 2000 as a subject taught in secondary school in Lesotho. It deals with education for general knowledge of business practices that involves various aspects of managing, operating and investing in a business. BusEd learners in this country had a problem of not being able to apply what they had acquired in the BusEd classroom into reality. As a result, the principles of critical accounting (PCA) were adopted as a way to respond to this problem. Principles of critical accounting (PCA) were used because it is a human effort to initiate an actual transformation of the system that participates in a real life situation. Moreover, PCA offers many opportnuties for learners to explore their knowledge in different situations at a particular time. The study pursued the challenges that BusEd teachers face when teaching BusEd which areas follows: teachers are still using teachers-centred approach; there is lack of community involvement and therefore effective teaching. These challenges are based on identifying trends to be considered before establishing a business, record keeping skills and the evaluation of a business as some of the objecti ves of BusEd. The study adopted critical emancipatory research (CER) as a theoretical framework because it gives people chance to raise their voices through empowerment, which benefited the study, as other stakeholders were not given opportunity to be part of the teaching and learning process of BusEd. In response to the challenges, the co-researchersdecided to establish a team with the same vision. The vision focused on how best businesss education teachers can teach the subject effectively, which would result in learners reaching high levels of cognitive skills. Data was generated through participatory action research (PAR) as our methodology. PAR was used as a tool improving the lives of those participating in the process, its results were seen in the transformation of societal structures and relationships. Various data generation tools were employed, ranging from audio recordings and minutes. In order to deepen the meaning of spoken and written text, the study used Van Dijk‟s critical discourse analysis at three levels, namely, text, discursive practices and social structures. The conducive conditions for the implementation of the emerging strategy that were explored included effective working of the team, lesson preparation and facilitation and involvement of relevant stalkholders in teaching of BusEd. Moreover, threats to the strategy were as follows: not be able to work as a team, time factor for meetings and BusEd teachers fear to adjusting to new approaches like working with other stakeholders in BusEd. Lastly, the team had already practiced as a results, we had scope of knowledge, problem solving and accountability of learners in their learning of BusEd as evidence. All these were used so that there could be sustainability of the strategy that enhancesbusiness education learners‟ academic performance using principles of critical accounting during and beyond the duration of the study. The findings of the study show that if business teachers work together as a team, where they share the same vision, ideas, resources and involving other stakeholders, they are better able to enhnance learners‟ academic performance, assiting them to master problem-sloving skills, a deep understanding of business education and they will be able to be accountable.
Open Access
A support programme for first-year chemistry students: a campus case study
(University of the Free State, 2012-12) Moji, Rantooa Goodchild; Holtzhausen, S. M.; Meintjes, R.
Chemistry is often regarded as a difficult subject, which is reflected in the high failure rates of university first-year students. These students are faced by diverse challenges such as the difficult and abstract nature of the subject, lack of interest in and motivation for this subject, irrelevant prior knowledge or misconceptions, large classes, and the application in the world of work. The success rate of first-year Chemistry students at the UFS (Qwaqwa campus) has also been unsatisfactory for some years and that adversely affected the through-put rates of the Faculty of Natural and Agricultural Sciences. This made it necessary to embark on a study to establish what could be the root causes of this problem and propose a possible way to remedy the situation. In order to address this problem, this study was designed to address the following main research question: What are first-year students’ and lecturers’ experiences of the teaching, learning and assessment employed in the Chemistry subject (i.e. CEM104) and how can possible shortcomings be addressed? This study used an adapted explanatory mixed methods design to address the main research question, using qualitative findings (from focus groups and semi-structured interviews) to explain the quantitative findings from the self-constructed questionnaire. Hundred and thirteen first-year Chemistry students (UFS, QwaQwa campus) participated in the questionnaire survey, while two focus groups were conducted and two lecturers were interviewed. In essence, the data revealed that both first-year Chemistry students and lecturers at the UFS (QwaQwa campus) perceived learning, teaching and assessment deficiencies, but the determinant factors/reasons for these were diverse. The participants, however, recognised the need for a support programme as well as various additional facilities (e.g. computers, e-mail, internet, library services and textbooks, academic support and a departmental manual) to improve the academic performance of first-year Chemistry students.

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