Student success in an introductory engineering course : an investigation of approach to learning and cultural capital

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dc.contributor.advisorCase, Jennien_ZA
dc.contributor.advisorMarshall, Deliaen_ZA
dc.contributor.authorSetlogelo, Disaapele Gleopadraen_ZA
dc.date.accessioned2015-11-08T05:03:08Z
dc.date.available2015-11-08T05:03:08Z
dc.date.issued2008en_ZA
dc.descriptionIncludes bibliographical references (leaves 108-110).en_ZA
dc.description.abstractThe construct of approach to learning has proved to be powerful in explaining differences in students' experiences of learning in higher education. However this construct does not explain the impact that students' socio-economic background has on their experiences of higher education. For this reason, the construct of cultural capital that is widely used in the sociology of education literature was used in an attempt to explain the differences experienced by students from various social classes. Data of this study were collected through individual in-depth interviews with each of ten purposefully selected students. Students' approaches to learning were identified for both early and later in the course. A majority of students' approaches shifted from the use of a deep approach to a strategic approach. However, in terms of success in the course, the construct of approach to learning was limited in explaining why some students failed while others were successful in the course. Cultural capital better explained why these differences in performance occurred, and it further emphasized the importance of taking into account the different forms of cultural capital that students bring into higher education. This study has two main implications: firstly, it supports the promotion of deep approach to learning, however, a caution about the students workload should be taken as this might unintentionally promote the use of surface approach. Secondly, the results regarding cultural capital showed that students come from varying backgrounds. This implies that assessment should take this into account and should aim to be explicit in all demands.en_ZA
dc.identifier.apacitationSetlogelo, D. G. (2008). <i>Student success in an introductory engineering course : an investigation of approach to learning and cultural capital</i>. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering. Retrieved from http://hdl.handle.net/11427/14732en_ZA
dc.identifier.chicagocitationSetlogelo, Disaapele Gleopadra. <i>"Student success in an introductory engineering course : an investigation of approach to learning and cultural capital."</i> Thesis., University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2008. http://hdl.handle.net/11427/14732en_ZA
dc.identifier.citationSetlogelo, D. 2008. Student success in an introductory engineering course : an investigation of approach to learning and cultural capital. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Setlogelo, Disaapele Gleopadra AB - The construct of approach to learning has proved to be powerful in explaining differences in students' experiences of learning in higher education. However this construct does not explain the impact that students' socio-economic background has on their experiences of higher education. For this reason, the construct of cultural capital that is widely used in the sociology of education literature was used in an attempt to explain the differences experienced by students from various social classes. Data of this study were collected through individual in-depth interviews with each of ten purposefully selected students. Students' approaches to learning were identified for both early and later in the course. A majority of students' approaches shifted from the use of a deep approach to a strategic approach. However, in terms of success in the course, the construct of approach to learning was limited in explaining why some students failed while others were successful in the course. Cultural capital better explained why these differences in performance occurred, and it further emphasized the importance of taking into account the different forms of cultural capital that students bring into higher education. This study has two main implications: firstly, it supports the promotion of deep approach to learning, however, a caution about the students workload should be taken as this might unintentionally promote the use of surface approach. Secondly, the results regarding cultural capital showed that students come from varying backgrounds. This implies that assessment should take this into account and should aim to be explicit in all demands. DA - 2008 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - Student success in an introductory engineering course : an investigation of approach to learning and cultural capital TI - Student success in an introductory engineering course : an investigation of approach to learning and cultural capital UR - http://hdl.handle.net/11427/14732 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14732
dc.identifier.vancouvercitationSetlogelo DG. Student success in an introductory engineering course : an investigation of approach to learning and cultural capital. [Thesis]. University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2008 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14732en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Mechanical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Researchen_ZA
dc.titleStudent success in an introductory engineering course : an investigation of approach to learning and cultural capitalen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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