Original Research

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

J. G. Maree, C. J. Louw, S. Millard
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 23, No 1/2 | a190 | DOI: https://doi.org/10.4102/satnt.v23i1/2.190 | © 2004 J. G. Maree, C. J. Louw, S. Millard | This work is licensed under CC Attribution 4.0
Submitted: 23 September 2004 | Published: 23 September 2004

About the author(s)

J. G. Maree, Departement Kurrikulumstudies, Fakulteit Opvoedkunde, Universiteit van Pretoria, South Africa
C. J. Louw, Tshwane Universiteit van Tegnologie, Departement Fisiese Wetenskappe, South Africa
S. Millard, S. Millard Departement Statistiek, Fakulteit Natuur- en Landbouwetenskappe, South Africa

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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.

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