Published Article / Past imbalances in the South African education system continue to perpetuate in poorly resourced schools and inadequately skilled teachers, resulting in under-prepared university students. At Tshwane University of Technology (TUT) a computer-based intervention was developed to address two of the conceptual difficulties identified in prospective first-year Chemistry students. After implementation of the intervention, average improvements of 13.6% and 6.4% were obtained for the concepts of conservation of matter and physical and chemical change respectively. The students' attitudes towards computer-aided study, assessed using a semi-structured questionnaire, were found to be extremely positive despite limited computer access.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/545 |
| Date | January 2009 |
| Creators | Marais, A.F., Gummow, R.J. |
| Contributors | Central University of Technology, Free State, Bloemfontein |
| Publisher | Journal for New Generation Sciences, Vol 7, Issue 3: Central University of Technology, Free State, Bloemfontein |
| Source Sets | South African National ETD Portal |
| Language | en_US |
| Detected Language | English |
| Type | Article |
| Format | 333 020 bytes, 1 file, Application/PDF |
| Rights | Central University of Technology, Free State, Bloemfontein |
| Relation | Journal for New Generation Sciences;Vol 7, Issue 3 |
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