The impact of tutorials on achievement in mathematics of first year students

  • J. G. Maree Departement Kurrikulumstudies, Fakulteit Opvoedkunde, Universiteit van Pretoria
  • C. J. Louw Tshwane Universiteit van Tegnologie, Departement Fisiese Wetenskappe
  • S. Millard S. Millard Departement Statistiek, Fakulteit Natuur- en Landbouwetenskappe
DOI: https://doi.org/10.4102/satnt.v23i1/2.190

Abstract

Historically disadvantaged students in South Africa often underachieve in mathematics due to a number of factors. Action research that was conducted at the (former) Technikon Northern Gauteng to investigate ways in which these students’ achievements in mathematics could be improved comprised the implementation of tutorial sessions. Quantitative and qualitative data were gathered by means of a variety of instruments. The results revealed certain trends in tertiary mathematics education where learning takes place in a second or third language.
Published
2004-09-23
How to Cite
Maree, J., Louw, C., & Millard, S. (2004). The impact of tutorials on achievement in mathematics of first year students. Suid-Afrikaans Tydskrif Vir Natuurwetenskap En Tegnologie / <i>South African Journal of Science and Technology</I&gt;, 23(1/2), 25-34. https://doi.org/10.4102/satnt.v23i1/2.190
Issue
Vol 23 No 1/2 (2004)
Section
Oorspronklike Navorsing
Copyright (c) 2004 J. G. Maree, C. J. Louw, S. Millard