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Tutoring scientific subject matter in students’ mother tongue

Tutoring scientific subject matter in students’ mother tongue. Faculty of Health Sciences Stellenbosch University AJN Louw; M de Villiers; M van Heusden. Structure of talk. Background Tutor groups Work done Discussion - Students - Tutors - Fringe benefits Recommendations.

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Tutoring scientific subject matter in students’ mother tongue

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  1. Tutoring scientific subject matter in students’ mother tongue Faculty of Health Sciences Stellenbosch University AJN Louw; M de Villiers; M van Heusden

  2. Structure of talk • Background • Tutor groups • Work done • Discussion - Students - Tutors - Fringe benefits • Recommendations

  3. Background • Health Sciences Curriculum – Phase I • Chemistry for Health Sciences module offer to first year students • MB,ChB; BSc Physiotherapy; BSc Dietetics • Semester module – in the first semester of the first year

  4. Medium of instruction • T-option to all undergraduate modules • Exception in 2010 Chemistry E-option • Accommodate Afrikaans speaking students • Chemistry-Tutor project

  5. Chemistry-Tutor Mother tongue project (Kasiway) • Originally aimed at Afrikaans mother tongue students • Broaden aim – also included African mother tongue students • Invited students • Identified tutors

  6. Tutor groups • 79 students participated on regular basis • 10 tutor groups were formed • 7 Afrikaans and 3 African Language groups (isiXhosa and Sotho) • Discussions at least once a week

  7. Work done • Semi-structured focus group interviews with students as well as tutors • Individual interviews with tutors and students • Individual interview with lecturer • Individual questionnaire to all participating students • Performance analysis of participating students

  8. Discussion (students) • Initial fear and anxiety caused initial influx of interest in mother tongue tutor groups • Eased off within weeks • Students from Afrikaans medium schools or classes

  9. Discussion (students) • Very enthusiastic and positive • Not always about the language – about the extra opportunity • Appreciation for faculty creating a platform

  10. Discussion (tutors) • The role of the tutor was more important as initially thought • Initial pressure on tutors were high • Very good interaction between lecturer and tutors • Positive and cooperative attitude of lecturer

  11. Discussion • Very good results from participating students • Pass rate = 92.4% • Distinctions = 29%

  12. Discussion (Benefits)

  13. Recommendations • Continued project in 2011 • Specific tutor selection and training • In depth investigation e.g. into: • Role of faculty • Possible change of perceptions at students - Difference (or not) between students from Afrikaans medium schools and students from A/E schools

  14. Final • Providing space where students can communicate in their mother tongue about scientific subject matter, • contributed towards mastering the subject matter • enhancing the development of critical generic skills that students need to function optimally at university

  15. Acknowledgements • Mr John Ruiters (CTL) • Me Jean Farmer (CTL) • Mr Vusi April (Dept Anatomy FHS)

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