The research presented in this thesis is concerned with understanding
underpreparedness, a phenomenon which is inextricably intertwined with
the current South African higher education dilemma of poor throughput
and high attrition rates. Considering the increased access to higher
education institutions, a continuous need exists for ways to scaffold the
underprepared student to succeed. For this reason a learning facilitation
framework based on empirical research and current understanding about
the potential benefits of engaged learning is presented. Based on
descriptive-exploratory research, perspectives on underpreparedness
experienced by higher education institutions in South Africa and in other
countries are disclosed.
The thesis focuses on what is meant by underpreparedness; factors
contributing to underpreparedness; the domains of underpreparedness;
and the typical circumstances underprepared students find themselves in.
These four focus areas were in the first place investigated by means of a
literature review to capture existing knowledge and research and, in the
second place, by a questionnaire survey and structured interviews. These
different interpretations and dimensions provided an opportunity for
diverse perspectives on underpreparedness to be encompassed and
enveloped, thereby becoming a basis not only for the framework
recommended, but also for future research or initiatives to improve
teaching and learning.
In a search for educational approaches considered effective in dealing
with underprepared students, research mainly focuses on three key
concepts, namely general perspectives on the existing constraints of
facilitating the learning of the underprepared; the perceived educational
effectiveness of different educational approaches; and the significance
that is coupled to interactive engagement. The overarching aim of this
investigation was the identification of educational approaches that lessen
the impact of underpreparedness on student learning. The thesis also discusses some of the findings identified by an action
inquiry into reflective teaching. Reflective practices have the potential to
improve teaching competence, a gain that will ultimately lead to improved
student learning. In addition, the benefits of concept mapping were
investigated through both quantitative and qualitative observation
techniques. The quantitative and descriptive data presented indicate that
concept mapping contributed not only to achieving efficiency, but also to
conceptual development. The researcher sees these positive outcomes as
effects of both the active generation of knowledge through the act of
mapping and the social interaction during the collaborative concept map
task. The findings of this investigation confirm works by others that
indicate that the use of concept mapping as a teaching/learning tool can
lead to achievement gain, meaningful learning and, ultimately, conceptual
change. Moreover, there may also be an increase in self-regulation, selfefficacy,
a deep learning orientation, and motivation  traits that are highly
sought after to assure academic success in the underprepared student.
The framework presented centres around learning facilitation strategies
deemed effective in scaffolding the underprepared students ability to learn
in mainstream courses. These learning facilitation strategies seek to
delineate teaching approaches that advance learners' ability to learn more
effectively. These learning principles, theories or practices are divided into
several elements clustered into six domains of learning facilitation
strategies, namely cooperative, generative or constructive, reflective,
experienced, interactive and conceptual learning. Although the domains
are unique, they are also interrelated: Reflection (reflective learning)
stimulated by a learning event (experience-based learning) in a social
context (cooperative learning) which leads to the construction (constructive
learning) of knowledge. The framework intends to act as a guide or source
for higher education educators and practitioners who want to improve their
teaching effectiveness in dealing with the underprepared.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-01252008-084327 |
| Date | 25 January 2008 |
| Creators | Brüssow, Saretha |
| Contributors | Prof MM Nel, Prof AC Wilkinson |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-01252008-084327/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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