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Die oordrag van leesbegripstrategieë in ‘n ondersteuningsprogram na geografie binne ‘n hoër onderwysinstansie
Author(s)
Anker, Amanda
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
According to the White Paper for Post-School Education and Training Act (2013), only 15 percent of students in higher education complete their studies successfully. This is well below the international standard of 25 percent for students within a three-year degree course in contact education (residential education). The challenge facing universities is to ensure a higher throughput rate. This study aims to investigate a potential solution to one of the facets of this challenge. One such an initiative is Leesnet, an academic reading comprehension programme, which was implemented within the CPUT, Wellington campus since 2010. It is a reading comprehension strategy programme which aims to promote general academic performance in all content areas. The purpose of this research study is to explore and describe the nature and extent of transfer of reading comprehension strategies from Leesnet to a content area, Geography.
A mixed method methodology was used. The qualitative research approach was used to explore and describe participants' descriptions of the nature of transfer of reading comprehension strategies and the quantitative data to explore and describe the extent of transfer of reading comprehension strategies.
The study indicated that a degree of positive transfer occurred. It comments on the nature and purpose of the Leesnet programme, but also provides valuable information on participating students' metacognitive processes, highlights the conscious use of reading comprehension strategies and the context under which reading comprehension strategies were transferred. Conclusions and recommendations were made to identify focus areas for further research, to potentially improve transfer of reading comprehension strategies in the existing programme and to offer possible guidelines for the development of similar programmes.
A mixed method methodology was used. The qualitative research approach was used to explore and describe participants' descriptions of the nature of transfer of reading comprehension strategies and the quantitative data to explore and describe the extent of transfer of reading comprehension strategies.
The study indicated that a degree of positive transfer occurred. It comments on the nature and purpose of the Leesnet programme, but also provides valuable information on participating students' metacognitive processes, highlights the conscious use of reading comprehension strategies and the context under which reading comprehension strategies were transferred. Conclusions and recommendations were made to identify focus areas for further research, to potentially improve transfer of reading comprehension strategies in the existing programme and to offer possible guidelines for the development of similar programmes.
Additional information
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
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211265195-Anker-Amanda-M.Ed-Education-Edu-2017.pdf
Description
Thesis
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1.97 MB
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Adobe PDF
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