Leesverryking en leerontwikkeling as metodes van leerderondersteuning vir die verbetering van akademiese prestasie van eerstejaar risikostudente

Abstract

The aim of the research was to determine what the reading efficiency levels of at-risk first year students are. Secondly to determine in which way, if any, the reading efficiency levels of at-risk first year students will improve after completing a reading enrichment and learning development course. Thirdly to determine in which way the academic achievement of at-risk first year students will be affected, if at all, by this learner support programme. As basis of the empirical research a pre-post- test experimental design was used. The at-risk students' reading efficiency levels were determined by means of a infra red Visagraph II apparatus. Academic achievement for the purpose of this study was determined by means of the first (pre-test) and third (post-test) Psychology class test. The results of the Learning and Study Strategy Inventory questionaire were used to determine if the learner support programme made a difference to at-risk first years' study strategies. The quantitive results were qualitively analysed and discussed. The results showed that the reading efficiency levels of the identified students were at least four levels below the required reading efficiency levels for their age group. Statistical and practical meaningful improvement in reading efficiency levels as well as improvement in their academic achievement levels were found in the experimental groups' results. The results indicated that this Inclusive form of learner support made a meaningful difference. Resulting from these findings recommendations for future studies were made.