Studente se belewenis van 'n hulpgroep in 'n eerstejaarsmodule in Finansiële Rekeningkunde.
Date
2010-03
Authors
De Jager, Eloise
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
AFRIKAANSE OPSOMMING: Agtergrond tot die studie: As gevolg van die druk wat op die sukses van
eerstejaarstudente by hoëronderwysinstellings geplaas word, word ‘n hulpgroep in ‘n
eerstejaarsmodule, Finansiële Rekeningkunde, in die B.Rekeningkunde graadprogram by
die Universiteit van Stellenbosch aangebied. Die hulpgroep is daarop gemik om studente,
in besonder die voorheen-benadeelde eerstejaarstudente, te help om sukses te behaal in
Finansiële Rekeningkunde. Die hulpgroep het verskeie kenmerke. Daar is byvoorbeeld 6
lesings per week in plaas van die normale 4 lesings en bywoning van die lesings is
verpligtend. Die hulpgroep grootte word beperk tot ‘n maksimum van 70 studente om
aktiewe leer aan te moedig. Op Vrydae is daar ‘n tutoriaalklas waar studente ‘n vraag
uitwerk in die klas met die hulp van studente-assistente.
‘n Verskeidenheid bystandsprogramme en hulp word jaarliks aangebied om die
deurvloeikoerse van eerstejaarstudente te verhoog en ook om vir studente ‘n positiewe
eerstejaarservaring te verseker. Die probleem is dat al hierdie bystand en hulp baie tyd en
spesiale insette van dosente en die departement verg, sodat die vraag ontstaan of dit
werklik waarde toevoeg. ‘n Verdere kwessie behels die studente se belewenis van so ‘n
hulpgroep. Dit was dus noodsaaklik om hierdie en soortgelyke vrae te ondersoek en vas te
stel of ‘n hulpgroep beantwoord aan die doel waarvoor dit geskep is.
Opsomming van die werk: Daar is gebruik gemaak van ‘n gevallestudie-ontwerp. Die
doel van die studie was om vas te stel wat studente se belewenisse van ‘n hulpgroep by
die eerstejaarsmodule in Finansiële Rekeningkunde is. ‘n Kombinasie van die kwalitatiewe
en kwantitatiewe navorsingsbenadering is in die ondersoek gebruik deur middel van
vraelyste, onderhoude en die analise van prestasiepunte.
Gevolgtrekking: Die algehele gevolgtrekking wat uit die ondersoek voortgevloei het, is
dat die hulpgroep positief deur die studente beleef word. Verskeie implikasies en
voorstelle om die hulpgroep van Finansiële Rekeningkunde aan die Universiteit van
Stellenbosch meer doeltreffend te maak, het uit die studie voortgevloei. Voorstelle vir
verdere navorsing is ook gemaak.
ENGLISH ABSTRACT: Background to the study: Due to the pressures that are being placed on the success of first year students at higher education institutions, a support group was established in a first year module, Financial Accounting, in the B.Accounting degree programme at the University of Stellenbosch. The support group is aimed at helping students, in particular previously disadvantaged first-year students, to achieve success in Financial Accounting. The support group has various features. There are, for example, 6 lectures per week instead of the normal 4 lectures and attendance of the lectures is compulsory. The size of the support group is limited to a maximum of 70 students in order to promote active learning. On Fridays there are tutorial classes where students work on a question in class with the help of student assistants. A variety of support programmes and help are offered annually to increase the pass rates of first year students and also to ensure a positive first year experience. The problem is that all this support and help is very time consuming and requires special inputs from lecturers and the department. This raises the question if it actually adds value. Another issue that was considered is how students experience being part of such a support group. It was thus necessary to investigate this as well as related questions to establish whether a support group meets the purpose for which it was created. Summary of the work: A case study design was used. The purpose of the study was to establish the experiences of the students of a support group at the first year module in Financial Accounting. A combination of qualitative and quantitative data was used in the study, generated by means of questionnaires, interviews and the analysis of performance marks. Conclusion: The overall conclusion that resulted from this study is that the support group is experienced positively by the students. Various implications and suggestions on how to improve the efficiency of the support group in Financial Accounting at the University of Stellenbosch were a direct result of this study. Suggestions for further research were also made.
ENGLISH ABSTRACT: Background to the study: Due to the pressures that are being placed on the success of first year students at higher education institutions, a support group was established in a first year module, Financial Accounting, in the B.Accounting degree programme at the University of Stellenbosch. The support group is aimed at helping students, in particular previously disadvantaged first-year students, to achieve success in Financial Accounting. The support group has various features. There are, for example, 6 lectures per week instead of the normal 4 lectures and attendance of the lectures is compulsory. The size of the support group is limited to a maximum of 70 students in order to promote active learning. On Fridays there are tutorial classes where students work on a question in class with the help of student assistants. A variety of support programmes and help are offered annually to increase the pass rates of first year students and also to ensure a positive first year experience. The problem is that all this support and help is very time consuming and requires special inputs from lecturers and the department. This raises the question if it actually adds value. Another issue that was considered is how students experience being part of such a support group. It was thus necessary to investigate this as well as related questions to establish whether a support group meets the purpose for which it was created. Summary of the work: A case study design was used. The purpose of the study was to establish the experiences of the students of a support group at the first year module in Financial Accounting. A combination of qualitative and quantitative data was used in the study, generated by means of questionnaires, interviews and the analysis of performance marks. Conclusion: The overall conclusion that resulted from this study is that the support group is experienced positively by the students. Various implications and suggestions on how to improve the efficiency of the support group in Financial Accounting at the University of Stellenbosch were a direct result of this study. Suggestions for further research were also made.
Description
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
Keywords
Belewenis, Finansiële Rekeningkunde, Hulpgroep, Undergraduates, Theses -- Curriculum studies, Dissertations -- Curriculum studies