Using an academic literacy course in a first year educational programme to investigate àt risk' Technikon Natal students perceptions of learning, learning styles and use of learning strategies in relation to their achievement levels.
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Date
2004
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Abstract
This research report is about a study into formerly Technikon Natal (now DIT)
'at risk' students' perceptions of learning (deep or surface), learning styles
and use of self-regulating learning strategies (level of metacognitive
knowledge). The aim of the study is to get a deeper understanding of how
this category of student approaches learning.
The literature study explored issues on the interdependent relationship
between language and learning, how socialisation shapes language and
learning, perceptions of learning, learning styles and metacognition. However
these issues and interrelationships are shown to be much more complex
when learners are 'at risk', that is, come from disadvantaged backgrounds
and learn using English as an additional language.
The research paradigm chosen is interpretive because the researcher has a
practical interest and seeks contextualised understanding of 'at risk' students'
subjective experiences of learning. The researcher's central disposition is to
make a judgment on 'at risk' students' perceptions of learning, their learning
styles and self-regulating learning strategies (metacognitive behaviour)
elicited from their responses in questionnaires.
Although there are limitations with collecting and analyzing data mainly using
questionnaires, key findings in the study show that high achieving (HA) first
year of study 'at risk' students seem more likely to be associated with a)
emerging deep perceptions of learning b) emerging less active and more
reflective learning styles and c) a greater ability to communicate knowledge
and express their understanding using English as an additional language. A
key recommendation is to abandon a separate and special Academic Literacy
course for 'at risk' students in the DIT and rather to integrate academic
literacy development into the mainstream.
Description
Thesis(M.Ed.) - University of KwaZulu Natal, Pietermaritzburg,2004.
Keywords
Perception., Learning, Psychology Of., Cognition., Theses--Higher education.