Research has shown that academic under-performance in higher education can be attributed inter alia to psychosocial difficulties arising from students’ under-preparedness for the rigours of university life, the struggle to accommodate diverse cultural worldviews and poor proficiency in the language of learning and teaching (Chang 1999). As internationalisation of higher education institutions has became more common worldwide, the need for support systems to deal with problems of a multicultural student body has become essential if students are to have equitable opportunities for success. In this regard, Monash South Africa (MSA), an international multicultural higher education institution, introduced a tutor-mentor programme to improve academic outcomes among mathematics students in the Foundation Programme (FP). The impact of this programme was investigated by means of an empirical investigation and framed by a bricolage of learning theories which served as a conceptual framework for the study under the metaphors of acquisition and participation. The literature study showed that tutoring and mentoring programmes tend to be successful pedagogical supports. The empirical inquiry took the form of a mixed-method case study which explored the impact of participation in the tutor-mentor programme on mathematical performance among FP mathematics students at MSA. The participants in the study, which was carried out in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1 quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a quasi-experimental non-equivalent control group design. Two formal tests were used to gather data, which were analysed by an analysis of covariance and the Johnson-Neyman technique. Quantitative findings supported the initial assumption of the study: that participation in the tutor-mentor programme as an intervention strategy improved the mathematics scores of FP students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered through focus group and individual interviews, observation, spontaneous conversations and photographs. Interpretation of the quantitative and qualitative data was presented according to the phases and thereafter integrated. Qualitative findings provided information about the dynamics of the tutor-mentor programme in providing academic and psychosocial support to students. Finally, a situation-producing theory was developed from the integrated findings, and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)

Research has shown that academic under-performance in higher education can be attributed inter alia to psychosocial difficulties arising from students’ under-preparedness for the rigours of university life, the struggle to accommodate diverse cultural worldviews and poor proficiency in the language of learning and teaching (Chang 1999). As internationalisation of higher education institutions has became more common worldwide, the need for support systems to deal with problems of a multicultural student body has become essential if students are to have equitable opportunities for success. In this regard, Monash South Africa (MSA), an international multicultural higher education institution, introduced a tutor-mentor programme to improve academic outcomes among mathematics students in the Foundation Programme (FP). The impact of this programme was investigated by means of an empirical investigation and framed by a bricolage of learning theories which served as a conceptual framework for the study under the metaphors of acquisition and participation. The literature study showed that tutoring and mentoring programmes tend to be successful pedagogical supports. The empirical inquiry took the form of a mixed-method case study which explored the impact of participation in the tutor-mentor programme on mathematical performance among FP mathematics students at MSA. The participants in the study, which was carried out in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1 quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a quasi-experimental non-equivalent control group design. Two formal tests were used to gather data, which were analysed by an analysis of covariance and the Johnson-Neyman technique. Quantitative findings supported the initial assumption of the study: that participation in the tutor-mentor programme as an intervention strategy improved the mathematics scores of FP students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered through focus group and individual interviews, observation, spontaneous conversations and photographs. Interpretation of the quantitative and qualitative data was presented according to the phases and thereafter integrated. Qualitative findings provided information about the dynamics of the tutor-mentor programme in providing academic and psychosocial support to students. Finally, a situation-producing theory was developed from the integrated findings, and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)