Abstract
D.Ed.
The University of Venda is situated in an educationally disadvantaged environment. The study skills training programme was introduced in the Faculty of Humanities, Management Sciences and Law Foundation Programme to enhance students’ academic performance through structured interventions incorporating learning strategies, effective time management, and self-concept enhancement, among other skills.
The purpose of the study was to evaluate the effectiveness of the study skills training programme for disadvantaged students in the Foundation Programme at the University of Venda, and to modify the current study skills training programme based on the findings of the research. Comparison was done between students exposed to the study skills training programme (experimental group) and those students that were not exposed to the programme (control group). The comparison focused on study habits, attitudes, study methods as well as academic performance of both groups.
The study was completed in two phases. In the first phase, quantitative and qualitative data were collected through the mixed methods sequential explanatory research design. The researcher first collected and analysed the quantitative data. The qualitative data were collected and analysed second in the sequence and helped to explain the quantitative results obtained earlier. The Survey of Study Habits and Attitudes (SSHA) and the Learning and Study Strategies Inventory (LASSI) were used to collect quantitative data. Qualitative data collection was done by means of focus group as well as individual interviews.
The results indicated that the academic performance of the experimental group was lower as compared to that of the control group. The current study skills training programme did not do enough in raising the motivational levels of students in the Foundation Programme (experimental group). One would
therefore conclude that there were some deficiencies in the programme. The control group appeared to be a better group academically compared to the experimental group. The main determinant therefore appears to be potential rather than training. The literature review has yielded important information regarding the enhancement of academic performance of students. For example, it was noted from the literature that the use of a particular learning approach (strategy) should be linked to the learning context as well as the type of learning task.