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Estudo da eficácia adaptativa de alunos de primeiro ano de curso de enfermagem; Study of the adaptive effectiveness of first-year students of a nursing program

Nunes, Renne dos Santos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/10/2014 PT
Relevância na Pesquisa
65.96%
Esse trabalho teve como objetivo verificar se haveria ocorrência de ineficácia adaptativa de alunos de primeiro ano de curso de Enfermagem e em quais setores adaptativos apresentariam inadequações e se haveria estudantes em crise adaptativa. O estudo abrangeu os alunos do primeiro ano do curso de Enfermagem de uma determinada faculdade de Minas Gerais. Os instrumentos utilizados para essa pesquisa foram: o Questionário da Escola Paulista de Medicina, como instrumento de triagem; a entrevista clínica preventiva; e a Escala Diagnóstica Adaptativa Operacionalizada EDAO. O estudo mostrou que para uma pesquisa de prevenção é essencial que o estudo ocorra na fase mais precoce, no caso, no início do primeiro ano. Como o mesmo foi realizado ao final do primeiro ano de uma turma de Enfermagem, verificou-se que já havia ocorrido uma pré-seleção, causada pela evasão de 18% de alunos da turma iniciada em 2013, gerando, com isso, a hipótese de que esses alunos poderiam ter continuado no curso se identificados precocemente e, a partir disso, ajudados no que necessitavam; This study aimed to verify if there would be occurrences of ineffective adaptation of first-year students of a Nursing program, and in which adaptive sections there would be inadequateness and if there would be students in adaptive crisis. The participants included all first-year students of a Nursing program in Minas Gerais. The instruments used for this research were: the Questionnaire from Escola Paulista de Medicina...

Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies

Soares, Ana Paula; Guisande, M. Adelina; Almeida, Leandro S.; Páramo, M. Fernanda
Fonte: Psychology Press Publicador: Psychology Press
Tipo: Artigo de Revista Científica
Publicado em //2009 ENG
Relevância na Pesquisa
65.9%
This paper analyses the impact of learning strategies, gender, academic field attended and students’ entrance classification to the university on academic achievement at the end of the first academic year. The study, developed with 445 first-year college students (68.5% female), ages between 17 and 57 years old (M = 18.3; SD = 2.17), from the University of Minho (Portugal), implicated answering a questionnaire on learning strategies, which concerned five dimensions (comprehensive approach, surface approach, personal competency perceptions, intrinsc motivation and organization of study activities). Regression analyses showed that academic achievement was more related to students’ entrance classifications to the university than to their learning strategies, independently of the academic field attended. Despite the significance of the other variables, these results seem to highlight the relationship between students’ academic preparation and their achievement at the end of the first-year.; Cet article analyse le rôle de la préparation académique et des stratégies d’apprentissage dans la prediction des resultats académiques des étudiants collegiens portugais de premiere année, considerant le sexe des étudiants et le champ d’etudes poursuivies. Un échantillon de 445 etudiants collegiens de première annee (68...

Preliminary study of the integration of first year students at engineering courses

Hattum-Janssen, Natascha van; Vasconcelos, Rosa; Pacheco, José Augusto
Fonte: Intertech Publicador: Intertech
Tipo: Conferência ou Objeto de Conferência
Publicado em /03/2003 ENG
Relevância na Pesquisa
75.89%
The Council of Engineering Courses of the University of Minho, started with systematic course evaluation in the mid-nineties. Comprehensive course evaluations were made concerning students, staff, facilities, the curriculum and integration in the labour market. Parts of the evaluation are repeated every year, like the questionnaire about the integration of students at the university. With the results of this study, the university aims at anticipating on possible problems of students and to support students where necessary. Although the University cannot change the selection of students, it is possible to be well prepared for the students that arrive and support them where possible.

Preparação académica, estatuto sociocultural, abordagens à aprendizagem e envolvimento académico : fatores de um modelo explicativo do rendimento académico no primeiro ano da universidade

Trigo, Maria Luísa
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 20/12/2012 POR
Relevância na Pesquisa
65.99%
Tese de doutoramento em Ciências da Educação (ramo de conhecimento em Psicologia da Educação); Os estudos que almejam identificar os fatores explicativos do (in)sucesso no ensino superior têm vindo a despertar um interesse crescente por parte de investigadores, docentes, estudantes, instituições de ensino superior, entidades governamentais e público em geral. Num contexto em mudança, com a criação de um Espaço Europeu do Ensino Superior e a implementação do Processo de Bolonha e com a crescente diversificação da população estudantil, torna-se importante compreender os fatores que influenciam os resultados académicos dos estudantes, no sentido de identificar caminhos que permitam promover a melhoria da qualidade das aprendizagens e maximizar o sucesso dos estudantes. Este estudo teve como principal objetivo analisar a viabilidade e estabilidade de um modelo explicativo do rendimento académico no primeiro ano do ensino superior, em dois momentos diferentes: no início e no final do primeiro semestre. Participaram nesta investigação duas amostras de estudantes do primeiro ano do ensino superior de uma universidade do grande Porto: 549 estudantes na Amostra 1 – início do semestre e 472 estudantes na Amostra 2 – final do semestre. Os dados foram analisados com recurso a modelos de equações estruturais...

Questionário de Percepções Académicas-Expectativas : contributos para a sua validação interna e externa; Contributions for the study of the internal and external validity of The Academic Perceptions Questionnaire - Expectations

Araújo, Alexandra Maria Dantas de Castro; Costa, Alexandra Ribeiro; Casanova, Joana R.; Almeida, Leandro S.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em /06/2014 POR
Relevância na Pesquisa
65.89%
Volume temático da Revista e-psi "Adaptação e sucesso académico no ensino superior"; O estudo das expectativas académicas de estudantes do primeiro ano tem mostrado a sua importância na qualidade da adaptação, persistência e sucesso académico no Ensino Superior. O Questionário de Percepções Académicas - Expectativas (QPA-E; Almeida, Deaño, et al.,2012) constitui um instrumento de avaliação destas expectativas, avaliando as mesmas em sete dimensões distintas: Formação para o Emprego e Carreira, Desenvolvimento Pessoal e Social, Mobilidade Estudantil, Envolvimento Político e Cidadania, Pressão Social, Qualidade da Formação, e Interação Social. Este estudo procura evidências de validade interna (através do estudo da dimensionalidade) e externa (através do estudo das relações com a preparação académica prévia, opção do curso, e certeza na escolha do questionário. A amostra é constituída por 316 estudantes do primeiro ano (50.3% homens; M idade=18.32; DP=0.92), que ingressam pela primeira vez no Ensino Superior. Os resultados sugerem que os estudantes reportam as suas expectativas em seis das sete dimensões propostas originalmente no questionário, observando-se correlações entre dimensões específicas das expectativas e duas variáveis critério usadas no estudo (preparação académica prévia e certeza na escolha). Estes resultados...

Consumption of benzodiazepines without prescription among first-year nursing students at the University of Guayaquil, school of nursing, Ecuador

Paredes,Nivia Pinos; Miasso,Adriana Inocenti; Tirapelli,Carlos Renato
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2008 EN
Relevância na Pesquisa
65.88%
This study aimed to determine the consumption of benzodiazepines without prescription among first-year students from a nursing school of a public University in Ecuador. This is a descriptive, transversal and explanatory study with a quantitative approach. A questionnaire was used for data collection. The population studied was of 181 students. The results showed that 10.5% of the students had consumed benzodiazepine without prescription once in their lives. Of these, 6.1% consumed benzodiazepine in the last year, and 3.9% are currently consuming it. The diazepam was the most consumed BZD without prescription and pharmacies, were the place of higher access. The main reasons for the benzodiazepine consumption were: insomnia, anxiety, stress, depression, family and economical problems. The use of benzodiazepines with non-medicinal purposes is related to problems such as memory loss, retirement syndrome and sedation. When benzodiazepines are consumed jointly with alcohol or other drugs they can lead to coma or death. This study shows the serious consequences benzodiazepines cause when used by nursing students in Ecuador.

Foundations of college success : a qualitative study of students’ perceived values of a first-year seminar

Demirian, Steven (1971 - ); Guiffrida, Douglas A.
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:viii, 132 leaves
ENG
Relevância na Pesquisa
65.9%
Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2010.; The first-year seminar is designed to help new students maximize their potential to achieve academic success and to adjust responsibly to the individual and interpersonal challenges presented by college life. Past research suggests that there is a positive correlation between seminar participation and various student outcomes. While a myriad of studies have reported on these positive correlations, most have only begun to scratch the surface. Most studies are overwhelmingly quantitative, evaluate the effects of the course in the short-term, and provide speculative reasons for the positive results. To date, little research exists on first-year seminars that go beyond the numbers; that delve deeper and take a qualitative methodological approach toward understanding the long-term value of the course particularly from the students’ point of view. Guided by grounded theory method, this study fills this apparent gap in first-year seminar research. It explores in one localized setting how students retrospectively define, interpret, and perceive the long-term value of the course vis-à-vis their overall college experiences. Focus group and follow-up individual interviews were conducted with 12 traditional-aged college seniors who participated in and completed a seminar in fall 2005 at one comprehensive public research university in the northeast. Results indicate that participants value the comfortability the seminar provided while helping them negotiate the academic and social complexities of campus life. Results also challenge notions of involvement by outlining conditions under which aspects of social integration become counter-productive.

Workshops for Transition to First-Year Commerce Program

Daniel, Amanda
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
Relevância na Pesquisa
65.93%
The aim of this workshop series was to create a First-Year Transition Program designed to attain help Commerce students achieve first-year success. The workshops were designed based on current student success literature surrounding academic, social, and motivational issues, and the needs of the students in the Commerce program at Queen’s University. The series includes four workshops: 1. Academic success boot camp, 2. Do I have time for a life?, 3. OMG my grades have dropped? Now what?, and 4. Reboot. Each workshop is designed to be offered at a different time during the first year of the program. The topics were chosen to advise students of important information that pertains to them at the particular point in time at which the workshop is being offered. The goal is that the students will attend to and process the information in the workshops because it applies to them at that moment and will help ease their transition.

Supporting first year students in their academic and social adjustment to higher education. A case study of the First Seven Weeks Programme at the University of Limerick.

Risquez, Angelica; Diggins, Yvonne; Murphy, Maura
Fonte: EDIN: Educational Developers in Ireland Network Publicador: EDIN: Educational Developers in Ireland Network
Tipo: info:eu-repo/semantics/bookPart; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
65.9%
peer-reviewed; Transition to university takes place during the first few months of a student entering higher education and is characterised by the new academic, social and personal challenges that the student experiences. At university, students are required to develop competences related to accessing information, participation in university life, facing academic challenges, study, and work abroad (IUQB, 2006; Diggins, Risquez and Murphy et al., 2011; DES, 2011). In Ireland, the National Strategy for Higher Education to 2030 (DES, 2011) advises higher education institutions to address identified shortfalls in students’ skills during their first year in higher education, by providing induction and preparation courses such as self-directed learning, time management and information literacy. This chapter showcases an example of the practical application of this policy through the First Seven Weeks programme at the University of Limerick (UL), a proactive transition programme underpinned by research, which integrates existing on-campus student support services. Using Facebook, a free social networking website, as the main method of communication, the initiative aims to help students find their way around, clarify expectations...

Facebook: supporting first year students

Diggins, Yvonne; Risquez, Angelica; Murphy, Maura
Fonte: P A U Education Publicador: P A U Education
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
85.87%
peer-reviewed; The First Seven Weeks programme aims to support first year students during their first seven weeks at the University of Limerick, Ireland. Through Facebook, students are provided with support on topics such as finding their way around campus; developing study skills; time management; health and well-being.

Stress and dietary behaviour among first-year university students in Australia: sex differences

Papier, Keren; Ahmed, Faruk; Lee, Patricia; Wiseman, Juliet
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica Formato: 7 pages
Relevância na Pesquisa
65.94%
OBJECTIVE The aim of this study was to examine the relationship between stress and food selection patterns by sex among first-year undergraduate students studying in an Australian university. METHODS Participating in this cross-sectional study were 728 (331 men and 397 female students) first-year students, ages >18 y, attending the Gold Coast Campus of Griffith University. Data were collected using a self-administered questionnaire consisting of three sections: sociodemographic information, stress measures, and a 7-d food frequency questionnaire. RESULTS More than half (52.9%) of the participants were found to suffer from some level of stress, with relatively more female students (57.4%) suffering than men (47.4%). Men who experienced mild to moderate levels of stress were two to three times more likely to eat cereal foods (P < 0.01), fish/seafood (P < 0.001), and protein powder (P < 0.05). They also tended to eat more meat alternatives (P < 0.05), highly processed foods (P < 0.05), and to drink more alcohol (P < 0.05) than unstressed male students. However, they were less likely to consume vegetables and fruit (P < 0.05) compared with their unstressed counterparts. The trend analysis results indicated significant dose-response patterns in the relationship between stress level and consumption of cereal food...

1949 First Year Students

Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Imagem
Publicado em //1949
Relevância na Pesquisa
75.78%
Caption reads: "First Year students 1949 with Dr McCulloch and Mr Wesley-Smith". 2005/662.; Black and white photo; unmounted.

Utilising online social networking tools for first and final year design education.

McCarthy, Josh
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2012
Relevância na Pesquisa
66.1%
This thesis investigates the evolving learning needs and expectations of modern day higher education students in Australia, and explores the efficacy of online social networking tools within design and digital media education. This research is concerned with tertiary students at both first and final year levels, and also focuses on the international student experience within Australia. The principle aims of the research are a) to determine the effectiveness of social networking sites for improving the first year learning experience by establishing connections, both academic and social, between students, specifically connections between local and international students; and b) to establish networking opportunities for final year design students with relevant professionals, including recent graduates and industry leaders. The core research is conducted through two case studies, focussing on the use of Facebook as an online learning environment for both first and final year education. The first year case study uses the course Imaging Our World as an academic platform, and is analysed from 2008 to 2011. The final year case study uses the Master of Design with Digital Media program as an academic platform, and is analysed from 2009 to 2011. From 2008 to 2011 first year students engaged with their peers through an online forum in Facebook...

Prior learning in biology at high school does not predict performance in the first year at university

Bone, E.; Reid, R.
Fonte: Carfax Publishing Ltd Publicador: Carfax Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
66%
Students in their first year of university face a number of transition issues that can make realising their academic potential difficult. In the sciences, first-year courses cover a large amount of material across broad subject areas, which can make them troublesome for students without background knowledge, and students need to adapt to typically large class sizes and develop active, independent learning skills. We expected a student's prior learning to be important to their academic performance in a large, first-year introductory biology subject and analysed the relationships between students' results in this course with their senior high school results in related subjects over three years from 2007 to 2009. We predicted that students with prior learning in biology would have higher results than those without it, but that chemistry might also be important, given the biochemical nature of much of the course content. Students who completed biology at the senior high school-level did perform better than those who had not, but only if they also completed chemistry. Prior learning in biology was of no benefit to students in first-year biology, except when combined with chemistry, suggesting that potential differences in biology curricula between high school and the first year at university may need to be addressed.; Elisa K. Bone and Robert J. Reid

International Male Students’ First-Year Experience

Al-Haque, (MOHD). RASHED
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
65.95%
The purpose of this study was to explore the experiences of four racialized, male, first-year, international students attending a university in southern Ontario and living in university residence. Through four one-on-one interviews, my qualitative study sought to uncover the challenges, needs, and opportunities of these students. In addition to cultural and academic adjustment, my study focused on how the participants preserved their masculine and cultural/religious identities in a Western university. A secondary purpose of my study was to examine how these four international students experienced living in university residences, what challenges they faced, and how their specific needs were met. Four themes emerged from the interviews. First, the participants outlined their difficulties adjusting to Canadian university culture. While some enjoyed the transition to Canada, others found adjusting their cultural identities challenging. Second, these participants struggled to adjust to the academic rigour and workload during their first year at university. Despite the demands of university academics, the participants generally welcomed the freedom and flexibility of university life, which allowed them to create their own work schedules and engage in their social lives. Third...

IMPLEMENTATION OF AN ONLINE QUIZ PROGRAM TO SUPPORT LEARNING FOR ALL STUDENTS IN A FIRST-YEAR COURSE

Luu, King
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
65.89%
Information and communications technology (ICT) is increasingly being incorporated into undergraduate courses to use resources efficiently without compromising teaching and learning quality. While instructors have started to revisit the use of assessment as a means to support students’ learning by encouraging greater levels of self-directed learning, traditional forms of assessment are often resource-intensive. The use of online assessment can better support students’ learning by enabling students to take more assessments, resulting in more frequent feedback. Moreover, the features found within online assessments can make administration more accessible and efficient by decreasing the necessary level of external learning supports, which can benefit both students and faculty. These features are pertinent to the application of universal design to assessment, a set of principles that focuses on minimizing differences in access between students with and without disabilities. This research reports on a case study of an undergraduate psychology course that transitioned to online quizzes, replacing one of the course’s paper-based assessments. The quizzes set out to bring forth improvements in efficiency, feedback, self-directed learning...

Personal and Sociocultural Variables and the Differentiation of Academic Expectations: A Study With Higher Education Students From North Portugal and Galicia; VARIABLES PERSONALES Y SOCIOCULTURALES DE DIFERENCIACIÓN DE LAS EXPECTATIVAS ACADÉMICAS: ESTUDIO CON ALUMNOS DE ENSEÑANZA SUPERIOR DEL NORTE DE PORTUGAL Y GALICIA; Variáveis pessoais e socioculturais de diferenciação das expectativas académicas: Estudo com alunos do Ensino Superior do Norte de Portugal e Galiza

Araújo, Alexandra M.; Universidade do Minho; Almeida, Leandro S.; Universidade do Minho; Costa, Alexandra R.; Instituto Politécnico do Porto; Alfonso, Sonia; Universidade de Vigo-Ourense; Conde, Ángeles; Universidade de Vigo-Ourense; Deaño, Manuel; Un
Fonte: Instituto de Educação da Universidade do Minho Publicador: Instituto de Educação da Universidade do Minho
Tipo: info:eu-repo/semantics/article; article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 30/06/2015 POR
Relevância na Pesquisa
75.92%
Massification of Higher Education in the past decades has resulted in a greater heterogeneity of students. Expectations are a central variable when analysing students’ profiles, as they are related to engagement, persistence and academic success. In this study, a questionnaire assessing students’expectations was administered to a sample of 717 first year Portuguese andSpanish students, measuring seven dimensions: i) Training for employment and career development; ii) Personal and social development; iii) Student international mobility; iv) Political engagement and citizenship; v) Social pressure; vi) Quality of education; and vii) Social interaction. Analysis considered the impact of students’ country, sex, and parents’ education (if parents had a college degree or not). Results evidence that, in general,Spanish students present lower levels of academic expectations compared toPortuguese students. There is also an inverse impact of parents’ education on expectations, as Portuguese students whose parents have a college degree present higher expectations, but Spanish students present an inverse pattern of association. Some explanations are presented in the interpretation of these results. Keywords: Higher Education; Academic expectations; First-year students; Sociocultural variables; Con la expansión del acceso a la Enseñanza Superior (ES)...

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences

Baars, Maria A. E.; Nije Bijvank, Marije; Tonnaer, Geertje H.; Jolles, Jelle
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 05/08/2015 EN
Relevância na Pesquisa
65.95%
Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control...

Consumo de benzodiazepinos sem prescrição médica entre estudantes do primeiro ano da escola de enfermagem da Universidade de Guayaquil, Equador; Consumo de benzodiacepinas sin prescripción médica en los/as estudiantes de primer año de la escuela de enfermería de la Universidad de Guayaquil, Ecuador; Consumption of benzodiazepines without prescription among first-year nursing students at the University of Guayaquil, school of nursing, Ecuador

Paredes, Nivia Pinos; Miasso, Adriana Inocenti; Tirapelli, Carlos Renato
Fonte: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto Publicador: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf; application/pdf; application/pdf
Publicado em 01/08/2008 ENG; POR; SPA
Relevância na Pesquisa
65.88%
O objetivo deste estudo foi determinar o consumo de benzodiazepinos sem prescrição em estudantes do primeiro ano de enfermagem de uma universidade pública do Equador. Trata-se de um estudo transversal, descritivo e exploratório, com abordagem quantitativa. Um questionário foi usado para coleta dos dados. A população estudada foi composta por 181 estudantes. Os resultados mostram que 10,5% dos estudantes consumiram benzodiazepinos sem prescrição médica alguma vez na vida. Do total, 6,1% consumiram no último ano e 3,9% usam atualmente. O Diazepan foi a BZD mais usada sem prescrição médica, sendo a farmácia, o local de maior acesso. Entre os principais motivos para o consumo de benzodiazepinos encontram-se: insônia, ansiedade, estresse, depressão e problemas familiares ou econômicos. O uso de benzodiazepinos com propósitos não-medicinais está relacionado a problemas de perda da memória, síndrome de abstinência e sedação. Quando são combinados com álcool ou outras drogas, podem levar ao coma e à morte. Este estudo mostra as graves conseqüências que os benzodiazepinos podem ocasionar quando utilizados por estudantes de enfermagem no Equador.; La finalidad de este estudio fue determinar el consumo de benzodiacepinas sin prescripción en estudiantes del primer año de enfermería de una universidad pública de Ecuador. Se trata de un estudio transversal...

Empowering first year (post-matric) students in basic research skills: a strategy for education for social justice

Zulu,Constance
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
65.95%
Post-matric students from under-resourced (historically disadvantaged) black high schools generally encounter difficulties in their academic work at university. The study reported here was intended to empower first year (post-matric) students from these schools with basic research skills in a bid to counteract the effects of their high school under-preparedness. The context of an English and Academic skills module was used to offer a hands-on collaborative research skills experience based on John Dewey's concept of "learning-by-doing". The students were an intact class of Human and Social Sciences first year students involved in a research endeavour based on student-generated topics. The research project was carried out in small groups during the second semester of the year. Qualitative data were collected by means of an open-ended questionnaire and a written report at the end of the year. Students reported that the collaborative research experience had a positive effect on their basic research, reading, writing, and critical thinking skills, and it empowered them to work in groups on a project. They had not been exposed to this experience at high school.