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Enhancing the study reading skills of distance education students : strategies for designing course materialHugo, Anna, 1947- 6 1900 (has links)
D. Ed. (Didactics)
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Enhancing the study reading skills of distance education students : strategies for designing course materialHugo, Anna, 1947- 6 1900 (has links)
D. Ed. (Didactics)
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Adolescent self-regulated learning development in school : a psycho-educational perspectiveMoseki, Monkie Muriel 11 1900 (has links)
High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based.
An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test.
The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. / Psychology of Education / D. Ed. (Psychology of Education)
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The effect of teaching second language students a combination of metacognitive and cognitive strategies for reading and listening comprehensionKaplan-Dolgoy, Gayle 01 1900 (has links)
Students who study through the medium of a second language often have reading/listening
comprehension and general study problems. This study focuses on particular aspects of these
problems only, namely, identification of main ideas, summarisation and note-taking. The aim
of this study was w determine the effect of teaching L2 students a combination of
metacognitive and cognitive strategies for reading and listening comprehension (the main
idea, summarising and note-taking by means of dictation). An intervention programme was
designed in order to teach students these skills. There were ten students in both the
experimental and the control groups. Both groups were assessed before and after the
intervention programme. The findings reveal that the intervention was successful, with the
experimental group showing greater improvement than the control group. The findings of this
study have implications for second language tertiary learning and teaching theory and
practice / Linguistics and Modern Languages / M.A. (Linguistics)
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The effect of teaching second language students a combination of metacognitive and cognitive strategies for reading and listening comprehensionKaplan-Dolgoy, Gayle 01 1900 (has links)
Students who study through the medium of a second language often have reading/listening
comprehension and general study problems. This study focuses on particular aspects of these
problems only, namely, identification of main ideas, summarisation and note-taking. The aim
of this study was w determine the effect of teaching L2 students a combination of
metacognitive and cognitive strategies for reading and listening comprehension (the main
idea, summarising and note-taking by means of dictation). An intervention programme was
designed in order to teach students these skills. There were ten students in both the
experimental and the control groups. Both groups were assessed before and after the
intervention programme. The findings reveal that the intervention was successful, with the
experimental group showing greater improvement than the control group. The findings of this
study have implications for second language tertiary learning and teaching theory and
practice / Linguistics and Modern Languages / M.A. (Linguistics)
|
6 |
Adolescent self-regulated learning development in school : a psycho-educational perspectiveMoseki, Monkie Muriel 11 1900 (has links)
High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based.
An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test.
The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. / Psychology of Education / D. Ed. (Psychology of Education)
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