Reading behaviour of first-year physics students at the University of the North

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dc.contributor.advisor Prof. H. Kroes; Prof. P.J. Ankiewicz en_US
dc.contributor.author Ralenala, Molefe Francis
dc.date.accessioned 2012-09-11T09:15:45Z
dc.date.available 2012-09-11T09:15:45Z
dc.date.issued 2012-09-11
dc.date.submitted 2003
dc.identifier.uri http://hdl.handle.net/10210/7430
dc.description D.Phil. en_US
dc.description.abstract Reading constitutes a major part of academic activities especially at tertiary level where acquisition of knowledge depends on written texts. For university students in particular, key sources of new knowledge in domains of science, for example, are often textbooks, reference books, journal articles and laboratory manuals. In reading the texts, students are expected either to develop or to review information on their own. Unfortunately many first-year university students have difficulties understanding and acquiring knowledge from texts effectively and efficiently. This problem is often more pronounced among students who have to read through English second language (ESL). This study was prompted by complaints from the University of the North first-year physics lecturers that their first-year students were experiencing serious problems with accessing information from their prescribed texts. A provisional assumption made is that lack of reading strategies combined with lack of cognitive skills made worse by poor English language proficiency are to a great extent responsible for this failure. The aim of this study, therefore, is to explore the reading behaviour of the University of the North first-year students in as far as the learning of physics is concerned. Results show that these students do indeed lack cognitive and metacognitive strategies and that their English proficiency level is below what is expected of them at first year. They are therefore ill-prepared to deal with their prescribed text (physics) through this medium. This study recommends that students should be given explicit instruction in strategy selection and use but that these should be sufficiently flexible to be utilized in a variety of contexts and must eventually be owned by the students themselves for later use. The ultimate goal is for students to use the strategy without guidance from their lecturer en_US
dc.language.iso en en_US
dc.subject Physics - Study and teaching (Higher) - South Africa en_US
dc.subject Reading - Education (Higher) - South Africa en_US
dc.subject Reading comprehension - South Africa en_US
dc.subject English language - Ability testing - South Africa en_US
dc.title Reading behaviour of first-year physics students at the University of the North en_US
dc.type Thesis en_US

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