A support programme for first-year chemistry students: a campus case study
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Date
2012-12
Authors
Moji, Rantooa Goodchild
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
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.
Description
Keywords
Support programme, Academic performance, First-year chemistry teaching and learning, Assessment practices, Education, Higher, Academic achievement, Chemistry -- Study and teaching (Higher), Dissertation (M.A. (Higher Education Studies))--University of the Free State, 2012