Die invloed van assessering op studente se leerbenadering en akademiese prestasie

Otto, Magdalena (2000-12)

Thesis (MPhil)--Stellenbosch University, 2000.

Thesis

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

AFRIKAANSE OPSOMMING: Die probleem wat aanleiding gegee het tot hierdie ondersoek is die wisselende prestasie van studente in toetse en eksamens. Talle faktore kan hiervoor verantwoordelik wees. Die doel van hierdie ondersoek was om vas te stel tot watter mate die assesseringsvereistes studente-leer en gevolglike prestasie beïnvloed. Uit die litertuurstudie het dit geblyk dat die tipe leerbenadering wat studente tydens hulle studie aanwend 'n belangrike faktor is by die vlakke van begrip wat met studies bereik word. Leerbenaderings word beïnvloed deur drie hoofgroepe faktore naamlik die student, die leerkonteks en die dosent. Dit is veral die kursus- en assesseringsvereistes wat 'n rol speel by die leerbenadering wat die studente tydens hulle studies aanwend. Die literatuurstudie het verder lig gewerp op die navorsingsmetodes wat gebruik word om studente se leerbenaderings te bestudeer. 'n Opname is gedurende die eerste semester van 1997 by die Hugenote Kollege gedoen. Die Assist-vraelys is gebruik om die eerste- en tweedejaarstudente van daardie jaar se leerbenaderings te bepaal. Die Junie-eksamenvraestelle van twee departemente A en B is gebruik om die vlakke waarop die assesseringsvereistes gestel is, te bepaal. Die empiriese ondersoek het aan die lig gebring dat die eksamenvereistes hoofsaaklik memorisering van kennis vereis wat opsigself nie bevordelik is vir die ontwikkeling van hoër-orde denkvaardighede nie. Geen beduidende korrelasies is tussen studente se akademiese prestasie en 'n dieptebenadering gevind nie. Daar is ook bevind dat die leerbenaderings wat studente volg nie die gewenste ontwikkeling van hoër-orde denkvaardighede toon nie. Die resultate van die ondersoek hou implikasies in vir die Kollege, die akademiese personeel en die studente. Hierdie implikasies word bespreek en ten slotte word aanbevelings gemaak ten opsigte van die maatreëls wat getref kan word ten einde studente-leer aan die Hugenote Kollege te bevorder.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/51708
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