Browsing by Author "Boshoff, Hendrika Johanna"

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    The relative influence of two different teaching strategies on the academic performance of a group of undergraduate radiography students in anatomy studies
    (Stellenbosch : Stellenbosch University, 2016-12) Boshoff, Hendrika Johanna; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
    ENGLISH ABSTRACT : A three-year National Diploma in Radiography course is offered at the Cape Peninsula University of Technology (CPUT). Anatomy is a one-year subject in the first year of the course. A radiographer must know theoretical anatomy in order to place a patient in certain positions to best illustrate the anatomy on x-ray images and to evaluate the images anatomically and technically to ensure a correct diagnosis. The main purpose of teaching and learning of anatomy to radiography students is for them to understand and know the theoretical anatomy, to be able to apply it clinically and to evaluate it radiographically. However, a question arose why students at CPUT do not perform academically well in anatomy studies. Although many factors can influence students’ academic performance, the aim of this study was to investigate which teaching strategy, namely, team-based learning (TBL) or lecturing will have a greater influence on students’ academic performance in anatomy studies. A quasi-experimental research design was employed to generate quantitative data on 40 first-year radiography students’ academic performance in anatomy while comparing TBL and lecturing. The generated data were analyzed and the findings indicated that TBL had no significant influence on students’ academic performance. The implications from the study as well as possibilities for future research are pointed out. The study does however prove that TBL provides a more engaging learning environment for students when compared to lecturing and, therefore, has the potential to enhance radiography education with active student-centered teaching and learning.