scholarly journals An investigation of the perceptions of South African students with regards to accelerated learning courses

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
L. M. Van Rooyen ◽  
J. M. Ontong ◽  
Z. L. Mitchell
Keyword(s):  
South African ◽  
Accelerated Learning ◽  
Social Implications ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
The Social ◽  
Winter School ◽  
The Cost ◽  
Academic Year

The cost of repeating a module has both financial and social implications. The social implications include increased workloads when repeating a module and students often not being able to graduate within the prescribed minimum course period. A possible solution for this is the use of accelerated learning courses, in the form of summer or winter schools. These schools provide students with another opportunity to pass a module, during the summer or winter recess, using an accelerated learning mode, and consequently complete modules with prerequisites of failed modules in the following year. Using an accelerated learning approach, a summer or winter school covers a large portion of the content in semester or year modules in a shortened timeframe outside the normal academic period. Using a questionnaire approach, the various perceptions of first year students at the end of the academic year regarding the use of these schools were obtained and analysed. The timing of the end of the academic year allows students to familiarise themselves with the various accelerated learning courses offered to them throughout the academic year. The findings suggest that students have a positive perception of these schools despite most of them not having had previous experience of completing an accelerated learning course. Although previous literature has indicated that students are hesitant to complete finance-related modules in an accelerated learning format versus traditional semester and year modules, the perceptions indicate that students are willing to engage in financial modules, with the students identifying that the benefits of these accelerated learning courses exceed the cost. The findings suggest that students who are presented with various non-academic obstacles throughout the traditional module are able to use summer or winter schools as a way to reduce exposure to these obstacles and complete an accelerated learning course. The use of these schools therefore presents an area for module developers to consider when implementing these schools as a way to improve throughput rates, thereby contributing in a positive way to students’ financial and social health.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

scholarly journals Enlivening pedagogical methods in the classroom through visual arts

2018 ◽  
Vol 2 (1) ◽  
pp. 4 ◽  
Author(s):  
Kim Berman ◽  
Shonisani Netshia
Keyword(s):  
South African ◽  
Visual Arts ◽  
Teaching And Learning ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Race And Class ◽  
Creative Commons ◽  
The Arts ◽  
Pedagogical Methods

The call for ‘decolonising’ the curricula by the #FeesMustFall student-led protest movement, in response to an increase of fees at South African universities from 2015, presents educators with the challenge of engaging more relevant methodologies for teaching and learning local content that are appropriate for revised approaches in higher education. Our question in response to this challenge is: how do we enliven curricula and develop pedagogical approaches that can engender a sense of belonging for incoming first-year students and prevent polarising tendencies in the classroom? The visual arts are well positioned to disrupt divisions and stereotypes and offer creative ways to explore patriarchal and colonial power relations. Arts provide safe and empathetic ways for incoming students to gain perspective on their situations from both insider and outsider positions, and to develop a compassionate and enlarged view of the world. In this paper, we introduce some definitions and theoretical positions of decolonising frameworks in the classroom and present a series of first-year classroom interventions as examples of praxis. It is our contention that the arts create the conditions for equalising a classroom space through directing visual processes to engage issues such as the polarisation of race and class. Students are able to engage with ways of responding to their own understandings of how they see themselves as African students. How to cite this article: BERMAN, Kim; NETSHIA, Shonisani. Enlivening pedagogical methods in the classroom through visual arts. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 4-20, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Social Environment in Supporting Gifted Students’ Academic Achievement

2018 ◽  
Vol 16 (1) ◽  
pp. 56-75
Author(s):  
Dianti Endang Kusumawardhani
Keyword(s):  
Social Environment ◽  
Self Efficacy ◽  
Gifted Students ◽  
Accelerated Learning ◽  
First Year ◽  
Analysis Model ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Learning Path ◽  
The Social

The implementation of acceleration program for the gifted students was problematic and has been dismissed by Indonesian Government in 2014. 240 first year students from three high schools in Jakarta participated in this study. The study focused on the social environment that is projected in accelerated and regular classrooms. Type of Classrooms is associated with Accelerated learning. Path analysis model was used to develop the relationships between latent and manifest variables. This study employed PLSPATH program to analyse the data. The results showed accelerated learning is positively related to Self-Regulated Learning in Biology but there is only a very weak relation in Mathematics. Accelerated learning positively and marginally related to Self-Efficacy in Biology, but negatively and marginally related to Mathematics Self-Efficacy. There is a significant relationship between Accelerated learning and Achievement in both Mathematics and Biology.

Computer Ownership and Usage as Predictors of Computer Literacy of South African Students

2016 ◽  
Vol 15 (6) ◽  
pp. 638-664
Author(s):  
Pieter Blignaut ◽  
Engela Dednam ◽  
Tlholohelo Nkalai
Keyword(s):  
South African ◽  
Computer Literacy ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Software Applications ◽  
Significant Difference ◽  
Diverse Backgrounds ◽  
The University ◽  
Better Than

Most of our first-year students were born after 1995 and belong to the generation of “digital natives”. They are perceived as being comfortable with technology and active on social media for a large part of every day. However, students at the University of the Free State (ufs) come from diverse backgrounds and the typical characteristicsof their contemporaries do not necessarily apply to them.Students completed questionnaires about their experience with and exposure to various software applications before commencement of the first computer literacy module at the mentioned institution. Students’ performance in three formal assessments during the semester were used as dependent variable to determine whether prior ownership and exposure to computers gave them an advantage over their peers who did not have access to computers.Students owning a computer or who had access to someone else’s computer performed significantly better than those without access to a computer. The Internet andmsWord were found to be among the most used applications prior to entering a university, and they also proved to be predictive of the performance of students in a computer literacy module throughout the semester. The amount of usage did, however,not make any significant difference with regard to the students’ performance.

Use of the “Famous Sayings” Test in South Africa

1971 ◽  
Vol 32 (1) ◽  
pp. 135-141 ◽  
Author(s):  
Harald-Edwin Schmidt
Keyword(s):  
South African ◽  
Sex Education ◽  
College Of Education ◽  
First Year ◽  
Education Students ◽  
African Students ◽  
First Year Students ◽  
Education Group ◽  
Two Samples ◽  
The Mean

The Famous Sayings test consists of four measures: (CM) Conventional Mores, (HO) Hostility, (FF) Fear of Failure, and (SA) Social Acquiescence. The test was applied to two samples of South African students, 338 College of Education students whose data were analyzed according to sex, education and age; and a nearly all male group of 110 first-year students of the Department of Architecture, whose data were combined for analysis. The mean scores for each total group on two of the four scales, CM and SA, were considerably higher for the college group. The correlations among four scales for the two groups were similar and significant ( p ≤ .01). The item-analyses (internal consistency) performed for both groups show similar reliability coefficients for CM and SA but lower reliability for College of Education group on FF and HO. On the whole, the measures are sufficiently reliable and independent for screening purposes.

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING COMPREHENSION OF THE FIRST YEAR STUDENTS OF SMPN 1 CISARUA BANDUNG BARAT

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Pilli Parliyah ◽  
Tanty Khotimah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Method ◽  
Reading Motivation ◽  
First Year ◽  
First Year Students ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Academic Year

The objective of this study is to know the correlation between students’ motivation and their achievement in reading comprehension. The research used quantitative method and correlational research as design. The population of the study was the seventh grade students of Junior High School 1 cisarua, Kabupaten Bandung Barat in academic year 2017/2018 with total number 395 students and the sample in this study is 32 students. Instruments for data collection were the questionnaire to find out students’ motivation and the reading comprehension test. Pearson Product Moment was used to analyze the data and the hypothesis testing was computed by applying SPSS version 22. It was found that there is a significant correlation between students’ motivation and their achievement in reading because the correlation coefficient was 0.658. It was classified into high correlation . Thus, there is a significant correlation between reading motivation and reading motivation. The result can be interpreted that students’ motivation had strong effect to reading comprehension skill.  It is suggested the English teachers have to create teaching strategies that will motivate the students to read in class.Keywords: Correlation, students’ motivation, reading, achievement. 

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