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Learners’ Perceptions of the Teaching Effectiveness of Science Tutors during Winter School Sessions

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dc.contributor.author Setlalentoa, Wendy N.
dc.date.accessioned 2018-08-29T07:58:13Z
dc.date.available 2018-08-29T07:58:13Z
dc.date.issued 2016
dc.identifier.issn 0975-1122
dc.identifier.uri http://hdl.handle.net/11462/1605
dc.description Published Article en_US
dc.description.abstract This study investigated the perceived teaching effectiveness of science tutors by grade 12 learners who attended the Winter School programme. It aimed at equipping them with critical concepts and skills in science and related subjects, organised by a University of Technology in South Africa. The participants were 198 grade 12 learners enrolled for Physical Sciences at the Winter School, comprising 93 (47%) females and 104 (53%) males with age range 17-25 years old. Data were collected by means of a questionnaire on teacher efficacy administered during the final week of the Winter School session and analysed using Descriptive statistics. The study found that, participants (learners) were satisfied with delivery modes utilized by the tutors during teaching sessions. The learners were also content on how tutors managed classroom activities and how they, the learners, were able to reflect upon personal experiences and hands-on discovery learning that can overtly be connected to the tenets of constructivism. en_US
dc.format.extent 153 451 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume 15;Number 3
dc.subject Winter School en_US
dc.subject Teaching Efficacy en_US
dc.subject Critical Thinking en_US
dc.subject South Africa en_US
dc.title Learners’ Perceptions of the Teaching Effectiveness of Science Tutors during Winter School Sessions en_US
dc.type Article en_US

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