Student academic underpreparedness at some technikons in South Africa

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dc.contributor.advisorRidge, E.en_ZA
dc.contributor.advisorBotha, H. L.en_ZA
dc.contributor.authorNakasa, Dennis Siphoen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2012-08-27T11:35:33Z
dc.date.available2012-08-27T11:35:33Z
dc.date.issued2003-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2003.en_ZA
dc.description.abstractENGLISH ABSTRACT: The study investigates the problem of student academic underpreparedness (SAU), which constitutes one of the hindrances to academic success at technikons, at five technikons in SA. The research design and methodology outlined in Chapter 1 identify three subproblems as underpinning SAU. Subproblem one lists six SAU subtypes. The sixth subtype, in particular, was identified as a critical one in that it can perpetuate a regressionary etiology of a cycle of failure at school and technikon. Subproblem two postulates that technikon pre-entry selection criteria make implicit assumptions about student underpreparedness. Chapter 2 reviews salient literature on second language (English) acquisition (SLA) and the acquisition of scientific concepts or higher order thinking skills. Chapter 3 reviews contemporary literature on SAU reversal of academic and vocational skill impairment. The argument is presented that recognition of prior learning (RPL) experience should be extended to an acknowledgement of students' indigenous knowledge systems (lKS). Empirical data were gathered from five technikons, two from the Western Cape, two from the Eastern Cape and one from KwaZulu Natal. Quantitative and qualitative research survey methodologies were employed to gather and analyse data. Methods used were a questionnaire on student learning administered to students and interviews with technikon staff. Chapter 5 discusses the data presented in Chapter 4 in relation to the problems and hypotheses postulated in Chapter 1, as well as to second language acquisition (SLA) and scientific or higher order thinking skills acquisition. Chapter 6 reports on the findings and makes recommendations for future research. Since it seems that proximal (intrinsic) underpreparedness has a substantial effect on SAU, a longitudinal study should be undertaken so that an academic underpreparedness indicator (AUI) can be designed. Concerted expert mediation of academic tasks and \ strategies should be provided since these play a critical role in developing students' capacity for successful performance at technikon level.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie studie ondersoek die probleem van akademiese ondervoorbereidheid van studente (afgekort AOS) vir studie aan 'n technikon soos dit in vyf technikons in Suid- Afrika aangetref word. Hierdie ondervoorbereidheid is een van die struikelblokke tot akademiese sukses. In Hoofstuk 1 word die navorsingsontwerp en metodologie uiteengesit. Drie subprobleme wat onderliggend is aan AOS word geïdentifiseer. Subprobleem een bestaan op sy beurt uit ses AOS-subtipes. Die sesde subtipe word as van kritieke belang beskou omdat dit 'n regressiewe, sikliese patroon van mislukking op skool en aan die technikon verstewig. Die tweede subprobleem gaan van die veronderstelling uit dat die toelatingskriteria van 'n technikon implisiete aannames oor AOS maak. Hoofstuk 2 verskaf 'n oorsig oor relevante literatuur oor tweedetaalverwerwing (Engels) en die verwerwing van wetenskaplike konsepte of hoërorde-denkvaardighede. In Hoofstuk 3 word 'n oorsig gegee van kontemporêre literatuur oor AOS en wyses waarop gebrekkige akademiese en beroepsgerigte vaardighede reggestel kan word. Daar word aangevoer dat die erkenning van vorige leerervarings uitgebrei behoort te word om ook die erkenning van studente se kultuureie kennissisteme in te sluit. Empiriese data is by vyf technikons in Suid-Afrika ingesamel: twee in die Wes-Kaap, twee in die Oos-Kaap en een in KwaZulu Natal. Kwantitatiewe sowel as kwalitatiewe navorsingsmetodes is gebruik om die data in te samel en te analiseer. Studente aan die technikons het vraelyste ingevul oor studenteleer en onderhoude is met personeellede gevoer. Hierdie data word in Hoofstuk 4 aangebied. In Hoofstuk 5 word die data bespreek teen die agtergrond van die probleme en hipoteses soos in Hoofstuk 1 beskryf, asook teen die agtergrond van tweedetaalverwerwing en wetenskaplike of hoërorde-denkvaardighede soos uiteengesit in Hoofstuk 2. Bevindinge en aanbevelings vir verdere navorsing word in Hoofstuk 6 aangebied. Aangesien dit lyk asof intrinsieke ondervoorbereidheid 'n substansiële uitwerking op AOS het, behoort 'n longitudinale studie onderneem te word met die doel om 'n indikator vir akademiese ondervoorbereidheid (lAO) te ontwerp. Goed georkestreerde en kundige mediasie van akademiese take en strategieë behoort voorsien te word aangesien hierdie faktore 'n deurslaggewende rol speel in die ontwikkeling van studente se vermoë om suksesvol op technikonvlak te presteer.af_ZA
dc.format.extent347 pagesen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/53605
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation, Higher -- South Africa -- Evaluationen_ZA
dc.subjectTechnical education -- South Africaen_ZA
dc.subjectCollege students with disabilities -- South Africaen_ZA
dc.subjectCollege students with disabilities -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleStudent academic underpreparedness at some technikons in South Africaen_ZA
dc.typeThesisen_ZA
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