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An investigation into problem solving skills in calculus : the case of Unisa first year studentsMugisha, Stella 02 1900 (has links)
Students’ performances in mathematics in an Open Distant Learning setting have not always been impressive. An exploratory study into the problem solving skills of the University of South Africa students in the Calculus module MAT112 is being conducted using past examinations scripts between 2006 and 2009. The study re-assesses the work done in the end-of-year Calculus examinations, by both looking at the distribution of marks awarded and assigning new scores based on an assessment rubric adapted for the problem at hand. Further assessment of qualitative dimensions that is important for problem solving in Calculus is developed from the data obtained from the assessment rubric. Using factor analysis, a hesitation factor, transfer-of-knowledge factor as well as ingenuity factor, are identified in successful Calculus problem solving. The study proposes two conceptual models; the first is to guide students in solving Calculus problems while the second one is meant to assist lecturers in the assessment of students of Calculus. / Science and Technology Education / M. Ed. (Technology Education)
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Students with learning disabilities : an exploration of university staff perceptionsHealey, Tanya 01 1900 (has links)
The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)
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Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, EthiopiaBekele Gashe Dega 11 1900 (has links)
The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
<g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is
suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive
simulations is more effective than cognitive conflict through interactive simulations in
facilitating conceptual change, and, thus, should guide classroom instruction in the area.
Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))
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Self-concept amongst high and low achievers in a Hong Kong secondary schoolSin, Kuen-fung., 冼權鋒. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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Students with learning disabilities : an exploration of university staff perceptionsHealey, Tanya 01 1900 (has links)
The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)
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46 |
Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, EthiopiaBekele Gashe Dega 11 1900 (has links)
The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
<g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is
suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive
simulations is more effective than cognitive conflict through interactive simulations in
facilitating conceptual change, and, thus, should guide classroom instruction in the area.
Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))
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47 |
An investigation into problem solving skills in calculus : the case of Unisa first year studentsMugisha, Stella 02 1900 (has links)
Students’ performances in mathematics in an Open Distant Learning setting have not always been impressive. An exploratory study into the problem solving skills of the University of South Africa students in the Calculus module MAT112 is being conducted using past examinations scripts between 2006 and 2009. The study re-assesses the work done in the end-of-year Calculus examinations, by both looking at the distribution of marks awarded and assigning new scores based on an assessment rubric adapted for the problem at hand. Further assessment of qualitative dimensions that is important for problem solving in Calculus is developed from the data obtained from the assessment rubric. Using factor analysis, a hesitation factor, transfer-of-knowledge factor as well as ingenuity factor, are identified in successful Calculus problem solving. The study proposes two conceptual models; the first is to guide students in solving Calculus problems while the second one is meant to assist lecturers in the assessment of students of Calculus. / Science and Technology Education / M. Ed. (Technology Education)
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Non-academic factors contributing towards performance of postgraduate open distance learning accounting studentsAboo, Fazana January 2017 (has links)
South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen. / Financial Accounting / M. Phil. (Accounting Sciences)
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