Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes

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dc.contributor.author Immelman, Susan
dc.contributor.author Carstens, Adelia
dc.contributor.author Smith, S.
dc.contributor.author Masenge, Andries
dc.date.accessioned 2021-03-24T14:38:25Z
dc.date.available 2021-03-24T14:38:25Z
dc.date.issued 2020-03
dc.description.abstract While great strides have been made to improve accessibility to higher education in South Africa, successful completion of bachelor's degrees within the prescribed time remains a challenge. Research suggests that a lack of conceptual understanding by students might be at the heart of the problem. This study, which is grounded in Ausubel's Assimilation Theory as applied by Joseph Novak and his colleagues, investigates the value of concept mapping as a scaffolding technique to improve conceptual understanding. The research involved a quasi-experiment with a test and a control group. It was hypothesised that accounting students in an extended programme who had been introduced to the concept mapping technique would demonstrate an improved grasp of accounting concepts, indicated by an improvement in their marks when composing an explanatory paragraph of accounting concepts after a teaching intervention. However, the 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. Pre-and post-intervention questionnaires were used to collect data on confounding variables and also to assess student experiences of concept mapping. An analysis of student experiences indicated enthusiasm for the technique. Limitations of the study included the absence of a pilot study and insufficient time to become familiar with concept mapping. An unforeseen constraint on the study was low student participation. en_ZA
dc.description.department Accounting en_ZA
dc.description.department Statistics en_ZA
dc.description.department Unit for Academic Literacy en_ZA
dc.description.librarian am2021 en_ZA
dc.description.uri https://journals.co.za/content/journal/high en_ZA
dc.description.uri http://www.journals.ac.za/index.php/sajhe en_ZA
dc.identifier.citation Immelman, S., Carstens, A., Smith, S. et al. 2020, 'Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes', South African Journal of Higher Education, vol. 34, no. 1, pp. 116-136. en_ZA
dc.identifier.issn 1011-3487 (print)
dc.identifier.issn 1753-5913 (online)
dc.identifier.other 10.20853/34-1-3075
dc.identifier.uri http://hdl.handle.net/2263/79083
dc.language.iso en en_ZA
dc.publisher Higher Education South Africa en_ZA
dc.rights © 2020 South African Journal of Higher Education. This work is licensed under a Creative Commons Attribution 4.0 International License. en_ZA
dc.subject Concept mapping en_ZA
dc.subject Concept literacy en_ZA
dc.subject Throughput en_ZA
dc.subject Scaffolding en_ZA
dc.subject Rote learning en_ZA
dc.subject Meaningful learning en_ZA
dc.subject Visual aids en_ZA
dc.subject Extended programme en_ZA
dc.title Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes en_ZA
dc.type Article en_ZA


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