The study examines the impact of the emerging program for extended curriculum tutorials (ECTs) in the Humanities at the University of KwaZulu-Natal, Pietermaritzburg on students' academic performance and social integration in the academy. They are available as an extensive extension of the existing access program at the University.
Introduction and Background
Students were asked to reflect on the impact of the exercises on their academic lives. Students were asked how they felt about the impact of extended exercises on their academic development. The answer extracts give a clear idea of how the students felt about the exercises:.
Tutors were asked to share their thoughts on the perceived impact of extended lessons. Thus, the focus was on holistic development of students rather limited to academic development. Comments made by tutors indicate that they were happy to be part of the extended curriculum tutoring program.
This research study aims to examine the impact of curriculum-enhanced tutorials offered within the program as a student academic development initiative.
A Selected History of University Education in South Africa
University Education in Natal
Natal University College in Durban
In 1920 a Council of the University College compiled a detailed report (relating to the issues of accommodation, teaching equipment and staff) revealing the status of the Technical College. According to the report, the Technical College was not equipped to offer any courses in technology; to highlight the need for the establishment of the university college in Durban (Rees, 1957).
Medical School
The building was named after the donor's late son Howard (Howard College as it is known today), while the donor remained anonymous and was later revealed to be Mr T.B. Part-time courses in the Faculty of Commerce continued to be offered at the Technical College until 1936...” The pronouncement of another University College in the colony was a great achievement which led to an even greater victory, with the establishment of a Medical School under his administration fifteen years later.
The University of Natal
The University of KwaZulu-Natal (UKZN)
More than half a century after the founding of the University of Natal, “the National Commission for Higher Education was established by presidential proclamation with the ultimate aim of proposing a new system for South African higher education” (Buchanan, 2008: p60 ). Therefore, in February 2001, the University of Natal established the Edgewood College of Education - a teacher training college in Pinetown, and merged it with the University of Durban-Westville in January 2004.
Apartheid and Education
Post Apartheid Transition of University Education
During the implementation phase of the new NHCE policies, it was not anticipated that the policies would lead to what Bunting describes as "the development of a higher education market...which stimulated unprecedented competition...to increase the acceptance of their student..." (2007: p95). Following the full open access of higher education to all races of society, there was a massive increase in the enrollment of black and female students at all previously white universities (Cloete et al., 2002).
Academic Development/Support Programme
ADP within the UKZN Humanities Faculty
During the second semester, three of the first semester's courses become credit-bearing courses (Academic Literacy; English Language Development and Africa in the World). At the end of the first year of the ECP, students who pass all their courses will have 64 credit points.
Conclusion
The newly added program allows students to take a reduced course load during their first and second year of regular studies. The extended course "consists of six contact periods per week and two others (in the form of lessons) which provide additional essential material linked to the regular curricula...which are developed to make the specific discursive practices of the disciplines clear" (Clarence -Fincham, n.d.).
LITERATURE REVIEW
Pertinent Literature
Social Capital and Educational Attainment
The statistical analyzes show that students' levels of social capital are “most prominently mediated by socio-economic status and the higher a student's family income, the greater the social capital resources available to them” (Barret, 2006: p6) . Unfortunately, a majority of students from lower socio-economic backgrounds often lack sufficient social capital compared to their peers from higher socio-economic backgrounds (Nunez and Curraro-Alamin, 1998; Thomas and Quinn, 2007).
Conclusion
There is a large body of literature that demonstrates the importance and role of social capital in academic success (as described above). This shows the need for this study to identify if and how such social capital contributes to success in the extended curriculum.
THEORETICAL FRAMEWORK
- Education and Pedagogy
- Hermeneutics Approach to Pedagogy
- Humanistic Approach to Pedagogy
- Cognitive Approach to Pedagogy
- Conclusion
- Social Capital
- Conclusion
By paying careful attention to students' written work, the teacher is expected to actively listen (through reading) to the student's conversation and interpretation. This means “…the affective and motivational side of learning, [and] a consideration of the whole person rather than just the rational” (Graaf, 2004: p290). By letting the students decide for themselves about the content of the lessons, they become more personally involved in the curriculum.
RESEARCH METHODOLOGY
Methodology
The former involves using more than one method to collect data (Deacon, Bryman and Fenton, 1998), to reduce "deficiencies and biases that stem from any single method" (Mitchell, 1986: p19).
Methods
- Quantitative Method
- Statistical Analysis
- Students Evaluation
- Qualitative Method
- Participatory Approach
- Face-to-Face In-depth Interviews
The researcher conducted a student evaluation to determine the strengths and weaknesses of the exercises directly from the students' perspective. Participatory classroom observation was conducted by the researcher to create a complete picture of the research context (see Section 5.10). The survey schedule (see Appendix C) consisted of only open-ended questions and was administered to the students by the researcher.
Sampling
With the consent of the participants, the interview schedule and a recording device were used during the interview sessions. Tutors were asked to share their experiences of the extended curriculum tutorials, such as the work environment, relationships with the students and with the other tutors. Consequently, the students were selected based on the researcher's knowledge of which one would be most useful (Babbie, 2007).
Data Analysis
Ethical Considerations
Understanding Validity and Reliability
- Validity
- Reliability
Construct validity was addressed through careful operationalization of concepts that best describe the experiences of the extended tutorials program students (Cook and Campbell, 1979). For example, question number five (Appendix C) asked: "Was the content of the exercises useful to you. How?" In this way, the reliability of the answer to question number five was checked against the answer to question number six (Mwani, 2005).
Limitations of the Study
Conclusion
Introduction
Quantitative Findings
In political science, results reveal that expanded curriculum students outperformed their regular peers on all assessments. Data from Geography 110 show that Extended Curriculum students outperformed their regular peers on all assessments. The data for the Introduction to Law course show that the students of the extended curriculum outperformed their colleagues in the regular course in all assessments.
Conclusion…
Students were asked to share their general thoughts about the content of the material covered in the extended lessons. The results show that the tutors are very happy and enjoy being part of the extended curriculum. I feel like I can make a difference in students' lives and I'm very proud to be associated with the program.”
The extracts below reflect what the tutors perceived as the effect of the exercises. Mentors were asked to comment on the projected future of the expanded exercise program.
Students Evaluation
Conclusion
Student evaluation showed that students felt that participation in the comprehensive tutorial program contributed positively to their academic development. The majority indicated that the extensive tutorials helped them better understand the regular lectures, prescribed readings, writing assignments and test preparation. Students rated their teachers positively on their tutoring skills and keeping students interested.
Qualitative Findings
- Students‟ Interviews
- Tutorials
- Tutors
- Being an Access Student
- Social Capital
The extended curriculum tutorials were more integrated with the first year of mainstream study, unlike the conventional students' academic development initiatives which were completely separated from the mainstream. The new extended program enables students to be part of the mainstream from the first day of registration at the university (see section 1.6.1). Yes, especially with writing essays and references I mean I help the mainstream students with references."
Conclusion
Tutors‟ Interviews
- Working Environment
- Tutor/Students Relationship
- Academic Interventions/Perceived Impact
- Prevalent Pedagogical Approach
- Student Personal and Interpersonal Relationships
- Future of the Extended Curriculum Programme
It means giving yourself, energy, time, knowledge to help students' academic development.” The mentors were asked if they communicate with their students outside of the exercises, or. The future of the program seems uncertain given the possible unavailability of funds."
Conclusion…
The project was designed to investigate the impact of the extended curriculum learning program and students' experiences of the program at the University of KwaZulu-Natal Pietermaritzburg. In Wood and Lithauer's study findings, they reported that “the experience of spending a year in the foundation program also enabled them to build lasting support networks. I am conducting a research study entitled: "Impact of the Extended Curriculum Program (ECP) and student experiences of the program at the University of KwaZulu-Natal Pietermaritzburg." My supervisor is Mark Rieker who is also involved as one of the tutors within the program.
Participatory Approach
- Pedagogical Approaches
- Tutor-to-Student Relationships (Power Sharing)
- Students Interactions, Participation and the Environment
Conclusion
The findings of all the different research methods used by the researcher in the study show that the extended curriculum tutorials are indeed instrumental in student development and academic success. The data revealed that students not only perform better, but are also happy to be part of the program. Students are satisfied with their tutors' abilities, shared goals of academic success and the teaching methods used by the tutors in these tutorials.
CONCLUSION AND DISCUSSION
The researcher was able to gain an understanding of the impact of extended curriculum tutorials, as an academic development program, from the experiences of the students and their tutors. Most of the tutorials began with the students identifying the problem areas and selecting the issues they felt needed to be addressed. The application of the theory of empowerment to the academic development of first-year psychology students.
Final report of the SAAAD project funded by the Kellog Foundation with support from the British Council and the University of Edinburgh. Please take some time to complete this short assessment of the extended exercises you have taken this semester.
