Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by Subject "Academic achievement -- Evaluation"

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    Die invloed van assessering op studente se leerbenadering en akademiese prestasie
    (Stellenbosch : Stellenbosch University, 2000-12) Otto, Magdalena; Troskie-de Bruin, C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The problem that led to this research is the varying achievements of students in tests and examinations. Many factors may be responsible for this. The aim of this research was to determine to what extent the assessment requirements influenced student learning and resulting achievement. From literature study it was clear that the type of approach to learning applied by students during their studies is an important factor in the levels of understanding achieved during studies. Approaches to learning are influenced by three main groups of factors, namely the student, the learning context and the lecturer. It is particularly the course and the assessment requirements that play a role in the approach to learning applied by students during their studies. The literature study further shed light on the research methods used to study students' approaches to learning. A survey was done during the first semester of 1997 at the Huguenot College. The Assist questionnaire was used to determine the approaches to learning of first and second year students of that year. The June examination papers of two departments, A and B, were used to determine the levels on which the assessment requirements were set. The empirical investigation revealed that the examination requirements mainly required memorising of knowledge, which is in itself not conducive to the development of thinking skills of a higher order. No significant correlations were found between students' academic achievements and a deep approach. It was also found that the approaches to learning followed by students do not indicate the desired development of thinking skills of higher order. The results of the investigation have implications for the College, the academic staff and the students. These implications are discussed and finally recommendations are made in respect of steps that can be taken for promoting student learning at the Huguenot College