Advertisement

INVESTIGATING A POSSIBLE GAP BETWEEN STUDENTS’ EXPECTATIONS AND PERCEPTIONS: THE CASE OF A PRE-ENTRY SCIENCE PROGRAM

  • Eunice Kolitsoe Moru
  • Jan Persens
  • Trygve Breiteig
Article

Abstract

This study investigated a gap that may have existed between students’ expectations and perceptions of the 2007 Pre-Entry Science Program (PESP) cohort at the National University of Lesotho and factors that might have influenced these expectations and perceptions. Questionnaires and semi-structured interviews were used for data collection and administered to students participating in PESP. The gaps between expectations and perceptions that existed were measured using Cohen′s effect size. A large effect size was found for the ability of presenters to give students a good grasp of concepts within the subject area. Factors that seem to have influenced the students′ expectations and perceptions were identified as students′ background knowledge, previous experience, informal communication, and individual needs. Suggestions made to narrow the gap include knowing students′ expectations at the beginning of the program and then making a conscious effort to meet them.

Key words

bridging pre-entry science program teaching and learning 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barataud, D., Martin, E., & Puyalet, J. (n.d.). Teaching and learning in bridging classes. Retrieved May 10, 2009, from http://www.cnefei.fr/descol/anglais/enseignerapprendreEN.pdf
  2. Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousands Oak: Sage.Google Scholar
  3. du Plessis, G., Pauw, C. K., & van Harmelen, T. (1996). Progress report on an engineering bridging programme. IEEE AFRICON 4th, 1, pp 28–31Google Scholar
  4. Government of the Kingdom of Lesotho. (2005). Lesotho science and technology policy. Maseru, Lesotho. Available from http://www.lesotho.gov.ls/documents/policy/S_T_policy_LESOTHO.pdf
  5. Koenig, R. (2007). I wish … I could give (them all) computers. Science, 317(5834), 22.Google Scholar
  6. Lewin, K. M. (1992). Science education in developing countries: Issues and perspectives for planners. Paris: International Institute for Educational Planning (UNESCO).Google Scholar
  7. Maqutu, T. Z. (2003). Explaining success in O-level physical science in Lesotho: A survey of physical science teachers. African Journal of Research in Mathematics, Science and Technology Education, 7, 97–107.Google Scholar
  8. Matoetoe, M. (2008). Pre-entry science program report. Roma: Faculty of Science and Technology, National University of Lesotho.Google Scholar
  9. McDowell, L. (1995). Effective teaching and learning on foundation and access courses in engineering, science and technology. European Journal of Engineering Education, 20(4), 417–425.CrossRefGoogle Scholar
  10. ’Moleli, E. M. (1995). Progress report of the pre-entry science program. Roma: Faculty of Science and Technology, National University of Lesotho.Google Scholar
  11. ’Moleli, E. M., & Kuik, G. J. (1994). Progress report of the pre-entry science program. Roma: Faculty of Science and Technology, National University of Lesotho.Google Scholar
  12. Mori, R. (2002). Entrance examinations and remedial education in Japanese higher education. Higher Education, 43, 27–42.CrossRefGoogle Scholar
  13. Newman-Ford, L., Lloyd, S., & Thomas, S. (2007). Evaluating the performance of engineering undergraduates who entered without A-level mathematics via a specialist six-week “bridging technology” programme. Engineering Education: Journal of the Higher Education Academy, 2(2), 33–43. Retrieved from http://www.engsc.ac.uk/journal/index.php/ee/article/view/62/98.Google Scholar
  14. Peko, P. (2008). Annual statistical bulletin. Roma: National University of Lesotho.Google Scholar
  15. Qhobela, M. (2008). Construction of meaning by second language students in access physics classes in Lesotho. Johannesburg, South Africa: Unpublished doctoral dissertation. University of Witwatersrand.Google Scholar
  16. Quale, M., & Essack, Z. (2007). Students′ perception of a university access (bridging) programme for social science, commerce, and humanities. Perspectives in Education, 25(1), 71–84.Google Scholar
  17. Rollnick, M., Dlamini, B., & Lotz, S. (2001). Views of South African chemistry students in university bridging programmes on the reliability of experimental data. Research in Science Education, 31(4), 553–573.CrossRefGoogle Scholar

Copyright information

© National Science Council, Taiwan 2009

Authors and Affiliations

  • Eunice Kolitsoe Moru
    • 1
  • Jan Persens
    • 2
  • Trygve Breiteig
    • 3
  1. 1.The National University of LesothoRomaLesotho
  2. 2.The Director International RelationsUniversity of the Western CapeBellvilleSouth Africa
  3. 3.Faculty of Engineering and ScienceUniversity of AgderKristiansandNorway

Personalised recommendations