The transition from high school to university is often a challenge for many students, as they fac... more The transition from high school to university is often a challenge for many students, as they face numerous academic and social adjustments during this time. For the 2020 cohort, these challenges were compounded by the COVID-19 pandemic, which further exacerbated the existing concerns and uncertainties. This study reports on the perceptions of a cohort of first-year students enrolled in 2020 at the onset of the COVID-19 pandemic regarding their transition experiences. The analysis was carried out against the backdrop of a pilot first-year experience programme at one South African university. Data was collected using a survey method from a sample of 299 students who had participated in the pilot programme. A multi-construct approach was used to assess student perceptions on the success of the First Year Experience programme in providing i) a supportive learning environment, ii) assisting students to understand academic demands, and iii) creating stimulating learning experiences ...
Many under-prepared university students do not know how to study (Martin and Arendale 1993) becau... more Many under-prepared university students do not know how to study (Martin and Arendale 1993) because they have not yet developed the abstract reasoning skills that allow them to learn new ideas simply by reading a text or listening to a lecture. This article draws from selected findings from a PhD study currently being undertaken at a university in KwaZulu-Natal. This article explores the use of Supplemental Instruction (SI) in supporting deep understanding and higher-order thinking skills (HOTS) in stoichiometry in first year chemistry for engineers. The special focus of this article is to investigate whether the quality of teaching and learning in chemistry education is improved through SI and SI leader intervention. The central question guiding this article is: How does an interactive teaching and learning intervention programme (SI) facilitated by SI leaders potentially engage first year engineering students in deep understanding and HOTS in Chemistry? Since this article focuses ...
PurposeThe emerging field of educational data mining provides an opportunity to process large-sca... more PurposeThe emerging field of educational data mining provides an opportunity to process large-scale data emerging from higher education institutions (HEIs) into reliable knowledge. The purpose of this paper is to examine factors influencing persistence amongst students enrolled in a Chemistry major at a South African university using enrolment data.Design/methodology/approachThe sample consisted of 511 students registered for a Chemistry major beginning in 2012, 2013 and 2014. Descriptive statistics in counts and percentages and classification (decision) tree methods were used in the analysis.FindingsGraduation from the Chemistry major is likely to occur after 4 years, which is regulation time plus 1 year, whilst departure mainly occurs in the first year of study. Classification tree modelling demonstrated that first year accumulated credits (FYAC), gender, financial aid status and school quintile were the factors associated with persistence. FYAC was the most critical factor.Resear...
This paper explores the profile of students who attend chemistry academic support in the form of ... more This paper explores the profile of students who attend chemistry academic support in the form of Supplemental Instruction (SI). The SI programme was introduced at an institution of higher education in 2008 to improve retention and through-put rates. Data was collected from the first year students in 2013 using questionnaires (n =117) and three focus group interviews to determine the profiles of the students attending the chemistry SI sessions. The data was analysed using an interpretive methodology. Several categories emerged from the data with respect to the effects of gender, prior academic achievement, place of residence, year of study and home language on regular SI attendance. The findings may be used to identify and proactively target students at risk of poor academic performance and of dropping out of university.
This study aims to investigate the effect of a learning management system, Moodle, which is being... more This study aims to investigate the effect of a learning management system, Moodle, which is being used to support / supplement many courses at the University of KwaZulu Natal. In determining how knowledge and skills are exchanged in an educational context, this technological learning management system was considered and evaluated in terms of the interactions that take place during learning. Pedagogies vary greatly, as they reflect the different social, political, cultural contexts from which they emerge. To identify the properties and structure of the key support areas in Moodle, a case study was conducted. This study takes on a mixed methodology. Data was gathered through a questionnaire to n=188 first year Engineering chemistry and Main stream chemistry students. Two focus group interviews were conducted with those students who volunteered to form part of the focus group interviews. The transcribed interview data, and questionnaire data which were thematically analysed and constru...
The Engineering faculty at the University of KwaZulu Natal has a rich diversity of students rangi... more The Engineering faculty at the University of KwaZulu Natal has a rich diversity of students ranging from differing academic abilities and secondary school experiences. Research has revealed that many first year students are often under-prepared for tertiary study because they have not yet developed the abstract reasoning skills that allow them to learn new ideas simply by reading a text or listening to a lecture. These skills are important to engineering education because engineering schools are supposedly preparing students who as professional engineers, will be required to work in self- directed ways through problem solving and collaborative team work. This paper therefore reflects selected findings of a study undertaken at a University in KwaZulu Natal which explored student engagement in Supplemental Instruction (SI) sessions in first year chemistry for engineers. SI is a student academic assistance programme providing regularly scheduled sessions for high risk courses. The spec...
The transition from high school to university is often a challenge for many students, as they fac... more The transition from high school to university is often a challenge for many students, as they face numerous academic and social adjustments during this time. For the 2020 cohort, these challenges were compounded by the COVID-19 pandemic, which further exacerbated the existing concerns and uncertainties. This study reports on the perceptions of a cohort of first-year students enrolled in 2020 at the onset of the COVID-19 pandemic regarding their transition experiences. The analysis was carried out against the backdrop of a pilot first-year experience programme at one South African university. Data was collected using a survey method from a sample of 299 students who had participated in the pilot programme. A multi-construct approach was used to assess student perceptions on the success of the First Year Experience programme in providing i) a supportive learning environment, ii) assisting students to understand academic demands, and iii) creating stimulating learning experiences ...
Many under-prepared university students do not know how to study (Martin and Arendale 1993) becau... more Many under-prepared university students do not know how to study (Martin and Arendale 1993) because they have not yet developed the abstract reasoning skills that allow them to learn new ideas simply by reading a text or listening to a lecture. This article draws from selected findings from a PhD study currently being undertaken at a university in KwaZulu-Natal. This article explores the use of Supplemental Instruction (SI) in supporting deep understanding and higher-order thinking skills (HOTS) in stoichiometry in first year chemistry for engineers. The special focus of this article is to investigate whether the quality of teaching and learning in chemistry education is improved through SI and SI leader intervention. The central question guiding this article is: How does an interactive teaching and learning intervention programme (SI) facilitated by SI leaders potentially engage first year engineering students in deep understanding and HOTS in Chemistry? Since this article focuses ...
PurposeThe emerging field of educational data mining provides an opportunity to process large-sca... more PurposeThe emerging field of educational data mining provides an opportunity to process large-scale data emerging from higher education institutions (HEIs) into reliable knowledge. The purpose of this paper is to examine factors influencing persistence amongst students enrolled in a Chemistry major at a South African university using enrolment data.Design/methodology/approachThe sample consisted of 511 students registered for a Chemistry major beginning in 2012, 2013 and 2014. Descriptive statistics in counts and percentages and classification (decision) tree methods were used in the analysis.FindingsGraduation from the Chemistry major is likely to occur after 4 years, which is regulation time plus 1 year, whilst departure mainly occurs in the first year of study. Classification tree modelling demonstrated that first year accumulated credits (FYAC), gender, financial aid status and school quintile were the factors associated with persistence. FYAC was the most critical factor.Resear...
This paper explores the profile of students who attend chemistry academic support in the form of ... more This paper explores the profile of students who attend chemistry academic support in the form of Supplemental Instruction (SI). The SI programme was introduced at an institution of higher education in 2008 to improve retention and through-put rates. Data was collected from the first year students in 2013 using questionnaires (n =117) and three focus group interviews to determine the profiles of the students attending the chemistry SI sessions. The data was analysed using an interpretive methodology. Several categories emerged from the data with respect to the effects of gender, prior academic achievement, place of residence, year of study and home language on regular SI attendance. The findings may be used to identify and proactively target students at risk of poor academic performance and of dropping out of university.
This study aims to investigate the effect of a learning management system, Moodle, which is being... more This study aims to investigate the effect of a learning management system, Moodle, which is being used to support / supplement many courses at the University of KwaZulu Natal. In determining how knowledge and skills are exchanged in an educational context, this technological learning management system was considered and evaluated in terms of the interactions that take place during learning. Pedagogies vary greatly, as they reflect the different social, political, cultural contexts from which they emerge. To identify the properties and structure of the key support areas in Moodle, a case study was conducted. This study takes on a mixed methodology. Data was gathered through a questionnaire to n=188 first year Engineering chemistry and Main stream chemistry students. Two focus group interviews were conducted with those students who volunteered to form part of the focus group interviews. The transcribed interview data, and questionnaire data which were thematically analysed and constru...
The Engineering faculty at the University of KwaZulu Natal has a rich diversity of students rangi... more The Engineering faculty at the University of KwaZulu Natal has a rich diversity of students ranging from differing academic abilities and secondary school experiences. Research has revealed that many first year students are often under-prepared for tertiary study because they have not yet developed the abstract reasoning skills that allow them to learn new ideas simply by reading a text or listening to a lecture. These skills are important to engineering education because engineering schools are supposedly preparing students who as professional engineers, will be required to work in self- directed ways through problem solving and collaborative team work. This paper therefore reflects selected findings of a study undertaken at a University in KwaZulu Natal which explored student engagement in Supplemental Instruction (SI) sessions in first year chemistry for engineers. SI is a student academic assistance programme providing regularly scheduled sessions for high risk courses. The spec...
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