An investigation of academic reading skills of science foundation students at a rural university

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dc.contributor.advisor Kaburise, P. K.
dc.contributor.advisor Neeta, N.
dc.contributor.author Molotja, Tsebe Wilfred
dc.date.accessioned 2016-09-20T05:44:43Z
dc.date.available 2016-09-20T05:44:43Z
dc.date.issued 2016-09-23
dc.identifier.uri http://hdl.handle.net/11602/651
dc.description PhD (English)
dc.description Department of English
dc.description.abstract It has been established, through research, that some first-entering science students display levels of under-preparedness for tertiary studies. One area in which this is seen is in students’ lack of academic reading ability. Although, some of these students read fluently they do not display competencies in other reading areas, such as to understand, interpret, infer or critique ideas expressed in science academic texts. This low academic reading proficiency has a negative effect on their studies. The aim of this study was to identify, through the National Benchmarking Tests (NBT), the reading competencies of all (100) students registered in the Science Foundation Programme (SFP) in the University of Venda. SFP caters for students who did not attain the required scores in Mathematics and Physical Science. These students’ overall scoring, including English competency, is less than the required (26) points, even though they obtained university entrance scores in their Matric Examination. A NBT was used to identify students’ reading competencies and based on these results, a reading profile of the students was drawn up and was used to design an intervention strategy to enhance existing competencies and to remedy any shortcomings. To achieve the study’s aim, a mixedmethod approach was used. The method was predominantly quantitative, because of the statistical aspects of the data from NBT, however, it had some elements of qualitative approach through the use of a case study and the designing of an intervention strategy in response to the profile. The results of the study indicated that the majority of students performed at the basic and lower-intermediate levels. This kind of reading profile means that students on SFP do not possess the academic reading skills needed for them to succeed with their required academic reading activities, without some kind of structured intervention. The design of such a tool (appendix 5) forms the second part of this study en_US
dc.format.extent 1 online resource (x, 256 leaves : some color illustrations)
dc.language.iso en en_US
dc.rights University of Venda
dc.subject Reading abilities en_US
dc.subject National benchmarking test en_US
dc.subject Competencies en_US
dc.subject Under-prepared en_US
dc.subject Academic reading en_US
dc.subject Intervention strategy en_US
dc.subject.ddc 378.1702810968257
dc.subject.lcsh Reading (Higher Education) --South Africa -- Limpopo
dc.subject.lcsh Reading --South Africa -- Limpopo
dc.subject.lcsh Students -- South Africa -- Limpopo
dc.title An investigation of academic reading skills of science foundation students at a rural university en_US
dc.type Thesis en_US

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