The learning strategies of first year university students in South Africa and the Republic of China : a comparative study
- Authors: Huang, Jau-Hsien
- Date: 2014-03-13
- Subjects: Study skills - Research - South Africa , Study skills - Research - China , College freshmen - Research - South Africa , College freshmen - Research - China
- Type: Thesis
- Identifier: uj:4313 , http://hdl.handle.net/10210/9665
- Description: D.Phil. (Education) , The purpose of this study was to apply the "Learning and study strategies Inventory" (LASSI) on first year students in South Africa and Taiwan, Republic of China, in order to identify possible differences in their respective learning strategies. It was attempted to identify effective learning strategies for both groups. The sample consisted of 1489 first year students at the Rand Afrikaans University and 2053 first year students at the chengchi University in Taiwan, the Republic of China. The following statistical package programmes were used in the study: ** The BMDP3D and BMDP4M programmes for factor analysis to determine cross culture comparability. The Kuder-Richardson 20 formula in the NPSO programme for item analysis and the concomitant determination of involvement. T-square and Student's t-tests for independent groups of programmes with the view of identifying possible differences between the two experimental groups. The statistical results showed that: The two experimental culturally; v) groups are comparable cross significant differences exist in respect of the learning strategies of the two student groups. Distinction was made between the merits and problems regarding the learning strategies in the respective countries. The most common problems in the two groups are: 1. The learning content dealt with in class is regarded as worthless. 2. Students spend too much time with friends. 3. Students experience problems with identifying the central idea when reading. 4. When writing a test they often realize that in their studies they have placed the emphasis on the less important study content
- Full Text:
- Authors: Huang, Jau-Hsien
- Date: 2014-03-13
- Subjects: Study skills - Research - South Africa , Study skills - Research - China , College freshmen - Research - South Africa , College freshmen - Research - China
- Type: Thesis
- Identifier: uj:4313 , http://hdl.handle.net/10210/9665
- Description: D.Phil. (Education) , The purpose of this study was to apply the "Learning and study strategies Inventory" (LASSI) on first year students in South Africa and Taiwan, Republic of China, in order to identify possible differences in their respective learning strategies. It was attempted to identify effective learning strategies for both groups. The sample consisted of 1489 first year students at the Rand Afrikaans University and 2053 first year students at the chengchi University in Taiwan, the Republic of China. The following statistical package programmes were used in the study: ** The BMDP3D and BMDP4M programmes for factor analysis to determine cross culture comparability. The Kuder-Richardson 20 formula in the NPSO programme for item analysis and the concomitant determination of involvement. T-square and Student's t-tests for independent groups of programmes with the view of identifying possible differences between the two experimental groups. The statistical results showed that: The two experimental culturally; v) groups are comparable cross significant differences exist in respect of the learning strategies of the two student groups. Distinction was made between the merits and problems regarding the learning strategies in the respective countries. The most common problems in the two groups are: 1. The learning content dealt with in class is regarded as worthless. 2. Students spend too much time with friends. 3. Students experience problems with identifying the central idea when reading. 4. When writing a test they often realize that in their studies they have placed the emphasis on the less important study content
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Study skills of first year students : a case study
- Authors: Masondo, Nombuso Ntombehle
- Date: 2012-08-22
- Subjects: Study skills - Research - South Africa , College freshmen - Research - South Africa , College students - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2976 , http://hdl.handle.net/10210/6401
- Description: M.Ed. , Different colleges of education experience problems with first year students who seem to be battling hard to meet the academic demands of courses offered. For example, about 45% of these students fail education (pedagogics) every year. This situation is brought about by many factors, some of which are linguistic incompetence and poor study skills. Linguistic incompetence influences reading and comprehension skills. What these students think they hear from lecturers' presentation is not always what the lecturer intended to convey. When such students are given a task, they fail to interpret the task since successful interpretation relies heavily on one's understanding and knowledge of the language. Furthermore first year students are characterized by a lack of good study skills. The phenomenon "study skills" embraces reading skills. Reading is not only a fundamental tool for school learning but it is a survival skill in this modern era. A student studies a text with the aim of learning or extracting meaning from it. Learning only becomes successful if the learner has good reading skills, high order conceptual skills, thinking and evaluation skills. This study was undertaken with the aim of identifying and discussing study skills required for effective learning at higher education level. One class was selected as a microcosm of the college representing all first year students. Participants were observed in their natural setting with an aim of constructing and describing the total phenomenon focusing on study skills.
- Full Text:
- Authors: Masondo, Nombuso Ntombehle
- Date: 2012-08-22
- Subjects: Study skills - Research - South Africa , College freshmen - Research - South Africa , College students - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2976 , http://hdl.handle.net/10210/6401
- Description: M.Ed. , Different colleges of education experience problems with first year students who seem to be battling hard to meet the academic demands of courses offered. For example, about 45% of these students fail education (pedagogics) every year. This situation is brought about by many factors, some of which are linguistic incompetence and poor study skills. Linguistic incompetence influences reading and comprehension skills. What these students think they hear from lecturers' presentation is not always what the lecturer intended to convey. When such students are given a task, they fail to interpret the task since successful interpretation relies heavily on one's understanding and knowledge of the language. Furthermore first year students are characterized by a lack of good study skills. The phenomenon "study skills" embraces reading skills. Reading is not only a fundamental tool for school learning but it is a survival skill in this modern era. A student studies a text with the aim of learning or extracting meaning from it. Learning only becomes successful if the learner has good reading skills, high order conceptual skills, thinking and evaluation skills. This study was undertaken with the aim of identifying and discussing study skills required for effective learning at higher education level. One class was selected as a microcosm of the college representing all first year students. Participants were observed in their natural setting with an aim of constructing and describing the total phenomenon focusing on study skills.
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Identifisering van potensiële druipelingstudente in eerstejaar fisikakursusse aan technikons
- Naudé-De Jager, Susanna Johanna
- Authors: Naudé-De Jager, Susanna Johanna
- Date: 2015-10-07
- Subjects: College freshmen - Research - South Africa , Academic achievement - Evaluation , Physics - Study and teaching (Higher) - South Africa , Technikons - South Africa - Curricula , Dropouts - South Africa
- Type: Thesis
- Identifier: uj:14230 , http://hdl.handle.net/10210/14683
- Description: D.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Naudé-De Jager, Susanna Johanna
- Date: 2015-10-07
- Subjects: College freshmen - Research - South Africa , Academic achievement - Evaluation , Physics - Study and teaching (Higher) - South Africa , Technikons - South Africa - Curricula , Dropouts - South Africa
- Type: Thesis
- Identifier: uj:14230 , http://hdl.handle.net/10210/14683
- Description: D.Ed. , Please refer to full text to view abstract
- Full Text:
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