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Evaluating the Effectiveness of Student Instructors (SI) at a South African University

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dc.contributor.author Manduna, Watson Moffat Shorai
dc.date.accessioned 2018-12-06T06:56:13Z
dc.date.available 2018-12-06T06:56:13Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11462/1827
dc.description Published Article en_US
dc.description.abstract Qualitative and quantitative approaches were used in this study to evaluate the role played by Student Instructors (SIs) in enhancing learning at a South African university. Four quarterly in-depth interviews were conducted with SI supervisors and 4 quarterly reports on the students’ academic performance made. Two different samples were selected and used thoughout the year. These groups were made up of 58 randomly selected first year Information Technology teacher (IT) education students and 30 purposefully selected SIs. Each group was given a set of questionnaires made up of closed and open ended questions to respond to during every quarter of the year. Results of the study indicated that students attending SI sessions performed better than those who did not attend. This was supported by the quality and quantity of course grades, low re-enrolment and lower withdrawal rates. en_US
dc.format.extent 38 717 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 13;Issue 3
dc.subject Participative Learning en_US
dc.subject Peer Mentorship en_US
dc.subject Collaborative Learning en_US
dc.subject Course Study Integration en_US
dc.subject University Learning en_US
dc.title Evaluating the Effectiveness of Student Instructors (SI) at a South African University en_US
dc.type Article en_US

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