Theses and Dissertations (Unit for Academic Literacy)
http://hdl.handle.net/2263/40125
2024-03-28T13:14:18ZThe effect of different interventions on the inferencing abilities of academically vulnerable first-year students
http://hdl.handle.net/2263/89324
The effect of different interventions on the inferencing abilities of academically vulnerable first-year students
The reading crisis in South Africa is well-documented by now, and the implications of poor reading proficiencies can be observed in the limited outcomes and high attrition rates at primary, secondary and tertiary educational level. Reading comprehension is a fundamental aspect of academic literacy at tertiary level, but shortcomings in this relatively ‘invisible’ skill easily remain undiagnosed. Many South African universities provide foundational support to academically vulnerable students in the form of Extended Curriculum Programmes (ECPs) and academic literacy modules, but these tend to be writing-centred, with limited time dedicated to targeted instruction of advanced reading competencies, like inferencing, that often remain underdeveloped. Thus, more evidence-based research into reading instruction best practices for academically vulnerable students is urgently required. This study evaluated the effect of three different academic literacy interventions on the inferencing proficiencies of ECP students, in addition to the relationship between academic literacy and inferencing for this population. A quasi-experimental design with pre- and post-tests using the Test for Academic Literacy Levels and a self-designed instrument was augmented by data on participants’ reading habits and language profiles. Results indicate that many students who exit foundational interventions like ECPs and academic literacy modules need additional support in order to meet the reading demands of tertiary education, that inferencing and academic literacy are strongly correlated, and that targeted instruction on reading comprehension has a larger effect on improving inferencing skills than more writing-centred interventions. These results imply that more resources are needed to address the reading crisis at tertiary level by optimising existing remedial frameworks in order to provide the necessary support for vulnerable students.
Thesis (PhD (Linguistics))--University of Pretoria, 2022.
2022-01-01T00:00:00ZEvaluating the effectiveness of a task-based language teaching (TBLT) approach to improve the language skills of mature students in a Ghanaian university
http://hdl.handle.net/2263/89044
Evaluating the effectiveness of a task-based language teaching (TBLT) approach to improve the language skills of mature students in a Ghanaian university
Mature students’ admission into universities in Ghana is increasing rapidly. Both private and public universities admit students who are 25 years and above through the mature entrance admission process. The language proficiency of these mature students is often low, which affects their comprehension abilities, communication, and academic work. Yet they have to compete with their counterparts who have had secondary education and continuous learning without a break. Unfortunately for these mature students, their break from formal education, coupled with demands of family and work, makes it difficult for them to cope in the same class as their non-mature counterparts. Although access tutorials and examinations are held for mature students, oftentimes, these tutorial sessions are for just a short period and geared towards entrance examinations. The purpose of this study was to evaluate the effectiveness of a task-based language teaching approach to improve the language proficiency of these mature students. The research was guided by the following questions:
1. What is the level of language (reading, writing and speaking) skills of mature and non-mature students at Valley View University in Ghana? (quantitative)
2. How can a TBLT programme be designed and an intervention conducted in relation to the specific context and needs of mature university students in Ghana?
3a. What will be the effect on the language (reading, writing and speaking) skills of mature students after the application of TBLT? (quantitative)
3b. Will mature students, after an intervention with a TBLT programme, be at par in language proficiency with their non-mature peers who have gone through secondary education? (quantitative)
3c. What are the cohort of mature students’ opinions on the TBLT intervention programme? (qualitative)
3d. How do students respond to the application of TBLT in the classroom and what insights may be gained from the intervention? (qualitative)
A convergent parallel mixed design based on Creswell (2013) was used for the study. The tools utilised were pre- and post-tests, pre- and post-intervention questionnaires, an outsider’s observation, a researcher’s log, and interviews. The intervention was conducted with an instructional model designed in relation to the specific needs of mature students to improve their language skills. The principles of constructivism and the principles of cooperative learning formed the basis of the instructional model on which teaching and learning activities were built for the four phases of the TBLT approach. The intervention was conducted on a group of mature students (experimental group) while another group (control) of mature students and a group of non-mature students were instructed using the traditional approach. In all, 65 participants were sampled for the study. The quantitative data were analysed with frequencies, percentages, T-test, ANOVA, pairwise comparison, multiple comparisons, independent samples median testing and Wilcoxon signed-rank tests. The qualitative data were analysed through content analysis. The effectiveness of the intervention was determined by the post-test results, which showed that when all the tests were put together, the mature experimental group scored better than the mature control group and was at par with the non-mature group. Results from the qualitative data supported the findings of the quantitative data. Frequent feedback, enthusiasm and willingness among students, an enabling classroom environment, motivation, collaborative learning and having a mature-only class contributed highly to the positive results of the intervention group. Recommendations are made based on the findings at the institutional level, on classroom environment, and on pedagogy and curriculum.
Thesis (PhD (Linguistics))--University of Pretoria, 2022.
2022-01-01T00:00:00ZA realist approach towards student application of agency, culture and social structures in demonstration of competency in argumentative writing
http://hdl.handle.net/2263/80970
A realist approach towards student application of agency, culture and social structures in demonstration of competency in argumentative writing
In his thesis, “A realist approach towards students’ application of agency, culture and social structures in demonstration of competency in argumentative writing”, the study explored intersectionality between first-year science students’ cultural identities and the ways these aspects of students’ epistemologies weave with their attempts to demonstrate competency in written, dialectical and rhetorical argumentation. The researcher employed Margaret Archer’s (1995) morphogenetic model to divide students’ experiences into three chronological phases. These time periods, which spanned the pre-university domain as well as the first and second semesters, were termed the conditioning, interactive and elaboration phases of students’ Discourses (Archer, 1995). By analytically employing the morphogenetic cycle, this study simultaneously applied Gee’s (2012) theory of Discourse to emphasise epistemic shifts, development and constraints in students’ argumentation. The findings highlighted the interplay between and efficacy of on- and off-campus social structures, culture and agency as causal mechanisms in students’ methods of participating in dialectical, rhetorical and written argumentation. Examples of active entities in students’ argumentative Discourse emergence include their families, cultural communities, schools, degree programmes and professional communities. Findings from the study revealed that the majority of the participants experienced significant modifications to their scientific Discourses after reaching the end of the academic year. To argue effectively, first-year students had to modify their methods of participation in academic dialect and rhetoric that feed into their argumentative writing. The study concluded that due to the distinct cultural environment that universities represent when contrasted with the pre-tertiary experiences of all first-years, pedagogic mechanisms should be activated that facilitate their induction into argumentative, dialectical and rhetorical interactions, including writing, across the entire academic year.
Thesis (PhD (Linguistics))--University of Pretoria, 2021.
2021-04-01T00:00:00ZConcept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme
http://hdl.handle.net/2263/68033
Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme
While great strides have been made to improve accessibility to higher education in South Africa, the educational excellence that is required to build a strong economy remains elusive, as evidenced by low throughput numbers. Research suggests that students’ lack of conceptual understanding might be at the heart of the problem. This study investigates the value of concept mapping as a scaffolding technique to improve conceptual understanding. Postpositivism served as the epistemological framework for the research. The quantitative dimension involved a quasi-experiment with a test and a control group, whereas the qualitative dimensions included questionnaire responses and observation. It was hypothesised that Accounting students in an extended programme who were introduced to the concept mapping technique would have an improved grasp of Accounting concepts, as would be indicated by an improvement in their marks when completing an explantory paragraph of Accounting concepts after the intervention. Qualitative data on students’ experience of using visual aids, and concept mapping in particular, were also analysed. Students’ post-intervention marks of the test group showed no improvement, and therefore no proof can be offered to support the claim that concept mapping improves conceptual understanding. An analysis of students’ attitudes towards concept mapping did, however, show enthusiam for the technique. Limitations of the study included the absence of a pilot study and the time required to become familiar with concept mapping. An unforeseen constraint on the study was the low student participation.
Dissertation (MA)--University of Pretoria, 2018.
2018-01-01T00:00:00Z