The first-year augmented programme in Physics: A trend towards improved student performance

Abstract

Amidst a critical national shortage of qualified Black graduates in the pure and applied sciences, the University of KwaZulu-Natal has responded to a call from government for redress by launching the BSc4 Augmented Physics programme. In this paper, the methods employed to foster learning and to encourage student success in the Mechanics module of the Augmented Physics programme are described and discussed. The use of problem-based learning and a holistic learning policy that focuses on the emotional, physical and knowledge development of the student seems to have yielded higher throughput in the first semester of an undergraduate programme in Physics. Furthermore, the results point to an increase in the conceptual understanding of the student with respect to Mechanics. When appraising this success, the results of the 2007-2009 cohorts, with and without teaching interventions in place, were analysed. These initial analyses pave the way for a course designed to benefit the student and improve throughput. These methods are not unique to Physics and can be adapted for any module in any country.

Exploring students' experience and perceptions of the Somatology extended curriculum programme at the Durban University of Technology

“…ECPs are believed to have been successful in enhancing academic access particularly for the group of students who would otherwise not have managed to cope with the rigours of traditional curricula (CHE, 2013). Chetty (2014), in assessing the impact of ECP in the Physics programme, argued that this has been a success, not only in achieving equity of access but in enhancing student performance. Bas ( 2007) reported on the similar success of the ECP in Dental Technology at DUT.…”

Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students

“…With regard to strategies that are effective in advancing generic PSS, available evidence supports use of several different active learning approaches, as well as collaborative teamwork, to foster this skill set (Chetty 2014;He et al 2018;Klegeris et al 2013;Lian and He 2013;Montrezor 2016;Newton et al 2015). It has also been argued that course content delivery based on a mainly didactic lecturecentred approach does not improve students' PSS (He et al 2018;Klegeris et al 2013Klegeris et al , 2017Lian and He 2013).…”