Enhancing the functionality of supplemental instruction for first-year mathematics students at a higher education institution
| dc.contributor.advisor | Letsie, L. E. | |
| dc.contributor.advisor | Hlalele, D. J. | |
| dc.contributor.author | Moleko, Mirriam Matshidiso | |
| dc.date.accessioned | 2016-01-27T13:56:55Z | |
| dc.date.available | 2016-01-27T13:56:55Z | |
| dc.date.issued | 2014-12 | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | Afrikaans: Die studie het gepoog om 'n raamwerk te formuleer om die funksionaliteit van Supplemental Instruction (SI) vir eerste jaar wiskunde studente by 'n hoëronderwys instansie te verbeter. Oor die algemeen, vind baie studente wiskunde uitdagend- nie net op hoërskool nie, maar ook wanneer hulle vir wiskundige modules op universiteit geregistreer is. Meeste van die eerste jaar wiskunde studente onttrek gewoonlik uit wiskunde uit, en kies ander studievelde, terwyl ander studente uitsak. As gevolg van die bogenoemde, en in 'n poging om hierdie studente te behou om voort te gaan met wiskunde as ‘n hoë risiko vak, dat die SI-program gekonsepsualiseer is. Die program is ook ontwikkel om studente se begrip van die kursus inhoud te verbeter. Hoewel die SI-program kon bewys dat 'n goeie intervensiestrategie in ander, geteikende hoë risiko modules was, was nie die geval met wiskunde nie. Die studie het dus probeer om die uitdagings met betrekking tot die implementering van SI te bepaal en ook oplossings vir die geïdentifiseerde uitdagings te voorsien. Die voorwaardes wat bevorderlik is vir die oplossings op te werk, asook die bedreigings wat die suksesvolle implementering van die strategieë kan ontduik, is weerspieël deur die studie. Die studie het verder die bewys van die suksesvolle SI-raamwerk se implementering gedemonstreer. Kritieke Emansiperende Navorsing is gebruik as 'n paradigma onderliggend aan die studie. Deelnemende Aksienavorsing is gebruik vir data insameling. Die gegenereerde data is ontleed en geïnterpreteer met behulp van kritiese diskoersanalise wat op tekstuele, sosiale en diskursiewe vlakke geanaliseer is. Die studie beveel aan dat die volgende in terme van die verbetering van die funksie van SI vir eerstejaar wiskunde-studente by 'n hoëronderwys instansie: vorming van ’n SI-span, die vestiging van 'n gemeenskaplike visie, die uitvoering van 'n SWOT-analise, bepaling van prioriteite, en strategiese beplanning. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/2238 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Mathematics -- Study and teaching (Higher) | en_ZA |
| dc.subject | College teaching | en_ZA |
| dc.subject | Academic achievement | en_ZA |
| dc.subject | College students development programs | en_ZA |
| dc.subject | Dissertation (M.A. (Higher Education Studies))--University of the Free State, 2014 | en_ZA |
| dc.subject | Enhancing | en_ZA |
| dc.subject | Functionality | en_ZA |
| dc.subject | Supplemental instruction | en_ZA |
| dc.title | Enhancing the functionality of supplemental instruction for first-year mathematics students at a higher education institution | en_ZA |
| dc.type | Dissertation | en_ZA |