Towards a facilitation framework for effective learning and teaching for first-year students in the building measurement module
| dc.contributor.advisor | Loots, S. | en_ZA |
| dc.contributor.advisor | Holtzhausen, S. M. | en_ZA |
| dc.contributor.author | Els, Mart-Mari | en_ZA |
| dc.date.accessioned | 2025-01-10T14:20:03Z | |
| dc.date.available | 2025-01-10T14:20:03Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Higher Education Studies))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | The purpose of this study is twofold. First, it aims to identify the pedagogical challenges faced by first-year students and lecturers in the building measurement module in South African universities. Second, it seeks to investigate the constructivist teaching approach, with a particular focus on the applicability of Vygotsky’s theory of sociocultural development, as a potential solution to these challenges. As such this study employed two separate but complementary research designs. Due to the limited contextual knowledge in the learning and teaching environment of first-year students in the building measurement module, it is essential to investigate and establish the challenges they face, as there is currently very little information available on this topic. The second methodology examines and proposes a potential solution to these challenges. The chosen research designs for this study are a convergent mixed-methods approach and a case-study design. Data collected through a baseline survey, focus-group discussions, and semi-structured interviews in the first methodology informed the case-study design. In this case study, data from pre- and post-tests, participant observations, and reflections yielded significant results. The first methodology identified various challenges faced by first-year students and lecturers in the building measurement module. These challenges were then addressed and tested in the second methodology. The findings of the research suggest that a constructivist teaching approach, more specifically Vygotsky’s theory of sociocultural development are successful and can be applied through a facilitation framework. The value of this research study is the enhancement of first-year learning and teaching experience in Quantity Surveying Education. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12973 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Building measurement module | en_ZA |
| dc.subject | Constructivism | en_ZA |
| dc.subject | First-Year students | en_ZA |
| dc.subject | Higher Education | en_ZA |
| dc.subject | Quantity surveying | en_ZA |
| dc.subject | Quantity surveying education | en_ZA |
| dc.subject | Underpreparedness | en_ZA |
| dc.subject | Vygotksy | en_ZA |
| dc.title | Towards a facilitation framework for effective learning and teaching for first-year students in the building measurement module | en_ZA |
| dc.type | Thesis |