The relative influence of two different teaching strategies on the academic performance of a group of undergraduate radiography students in anatomy studies
| dc.contributor.advisor | Bitzer, E. M. | en_ZA |
| dc.contributor.author | Boshoff, Hendrika Johanna | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies | en_ZA |
| dc.date.accessioned | 2016-12-22T13:26:45Z | |
| dc.date.available | 2021-02-01T03:00:10Z | |
| dc.date.issued | 2016-12 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2016 | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : ‘n Drie-jaar Nasionale Diploma in Radiografie word by die Kaapse Skiereiland Universiteit van Tegnologie (KSUT) aangebied. Anatomie is ‘n een-jaar-vak wat in die eerstejaar van die kursus aangebied word. ‘n Radiograaf moet teoretiese anatomie ken om ‘n pasient in bepaalde posisies te plaas om die anatomie op die x-straalbeelde te illustreer en dan die beelde anatomies en radiografies te evalueer om te verseker dat die pasient korrek gediagnoseer word. Die hoof doel van die onderrig en leer van anatomie vir radiografie studente is dus vir hulle om teoretiese anatomie te verstaan en te ken, om dit klinies toe te pas en radiografies te evalueer. ‘nVraag het egter ontstaan hoekom studente by die KSUT nie akademies goed vaar in anatomie nie. Alhoewel baie faktore studente se akademiese vordering kan beinvloed, was die doel van hierdie studie om te ondersoek watter onderrig-strategie, ‘team-based learning’ (‘TBL’) of formele lesings ‘n groter invloed op die student se akademiese vordering in anatomie sal he. ‘n Kwasi-eksperimentele navorsings-ontwerp is met 40 eerstejaar radiografie studente gebruik om kwantitatiewe data te genereer vir studente se akademiese vordering in anatomie wanneer ‘TBL’ en klas-onderrig vergelyk word. Die data is ontleed en die bevindings dui daaropdat ‘TBL’ geen beduidende invloed op studente se akademiese vordering gehad het nie. Die implikasies van die studie asook moontlike toekomstige navorsing is uitgewys. AFRIKAANSE OPSOMMING : Die studie het egter bewys dat ‘TBL’ ‘n meer betrokke studie-omgewing vir studente bied wanneer ‘TBL’ met klasonderrig vergelyk word en dus die potensiaal het om radiografie onderrig te verbeter met aktiewe student- gesentreerde leer en onderrig. | af_ZA |
| dc.embargo.terms | 2020-12-31 | |
| dc.format.extent | 140 pages : illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/100204 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Lecture method in teaching | en_ZA |
| dc.subject | Team-Based Learning (TBL) | en_ZA |
| dc.subject | Peninsula University of Technology (CPUT) -- Radiography diploma | en_ZA |
| dc.subject | Human anatomy -- Study and teaching | en_ZA |
| dc.subject | Peninsula University of Technology (CPUT) -- Teaching strategies | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | The relative influence of two different teaching strategies on the academic performance of a group of undergraduate radiography students in anatomy studies | en_ZA |
| dc.type | Thesis | en_ZA |
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