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Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By means of participatory action research (PAR), this study aimed to foster SRL of Grade 10 learners in a selected secondary school in an underprivileged urban environment. An intervention programme consisting of 10 action research cycles was implemented with 35 learners over the course of 10 weeks. The study implemented quantitative and qualitative data collection methods using a study skills inventory, learner diaries, weekly class discussions and interviews. A statistically significant improvement in learners' SRL skills, time management, attitudes, motivation and certain cognitive strategies was observed and reported by learners. However, a key finding was that additional support was needed to improve learners' meta-cognitive skills.

The majority of the students who enroll at the Walter Sisulu University (WSU) in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17), further states that "students' support is crucial to ensure that students adapt to the demands of college life and that they can meet the demands of college programmes". Particularly in South Africa, the school environment might also contribute to poor student performance as a result of insufficient student support, and a lack of facilities and resources. In order to address this gap, a Peer-Assisted Learning (PAL) programme was implemented to provide support targeting high-risk subjects for at-risk students in Mechanical Engineering at WSU. The programme therefore is pro-active and student-driven in that senior students assist junior students with their academic work and learning processes. The programme is designed to encourage collaborative and cooperative learning approaches during group sessions and active student engagement to support student learning (Laal & Laal, 2012). The programme requires substantial resources and time commitments. It is important from an operational, learning, and student perspective to understand in what ways the PAL programme assists students (if at all). Eliciting the experiences of students also helps the department to design interventions from a student-centred perspective using the lens of learning theories. This qualitative case study explores the student experience of the Peer-Assisted Learning (PAL) programme. Open-ended questionnaires/survey from 20 first-year students elicited their perceptions and experiences of the PAL programme. Responses were analysed thematically. Findings indicated that the students had useful insights that may contribute to revising the programme. Aspects mentioned were improved study skills, improved time management, and improved communication, problem-solving and presentation skills. The study suggests that the PAL programme also creates a safe (where students of the same age come together to discuss concepts of the subject under the guidance of the senior student as an experienced student), comfortable and conducive environment for first-year students' learning. However, the gender dynamics within the programme point to revisions needed in the programme to address the gap on the gender balance as only six out of the twenty participants in this study were female. The study contributes to our understanding of aspects of PAL for first-year Mechanical Engineering students at WSU, as it affords students the opportunity to interpret, integrate and apply information/knowledge acquired during lectures and to interact effectively in small-group sessions.

This article reports on a study investigating the relationship between university students' self-reported use and application of learning and study strategies and student success indicators (timeframe and student type, namely low-performing, average-performing, or high-performing). Participants were 1,439 engineering students enrolled for academic studies at a South African University of Technology (UoT). Data were collected using the Learning and Study Strategies Inventory (LASSI) and academic performance data, obtained via the university's student management information system. The LASSI provides diagnostic information about students' self-perception regarding their study skills and learning orientations, assists educators in designing interventions for students to improve their skills, and aids in predicting academic achievement. Researchers have questioned the long-term correlation between LASSI scores and academic performance. Our results confirm that time spent in the tertiary environment and student type (low-, average- or high-performing) should be considered when using LASSI as a diagnostic tool. The usefulness of using the Credit Accumulation Rate (CAR), a measure that combines time spent in the tertiary environment and academic performance, is introduced and explored. Some novel trends emerged by investigating the relationships between CAR and LASSI scores. Based on our results, we make recommendations for identifying students at risk for academic failure and propose avenues for further research.

An association between attachment and academic performance appears to be consistently found in children; however, reports on such an association in adolescents are contradictory. This study aimed to determine whether the attachment dimensions of anxiety or avoidance significantly correlate with a student's academic performance at university. Moreover, since individual differences in attachment index distinct self-regulatory capacities, this study aimed to determine whether any correlation exists between a student's attachment dimensions and measures of self-regulated learning. Attachment dimensions were determined by the Experiences in Close Relationships-Revised questionnaire, while self-regulated learning was determined by the Learning and Study Strategies Inventory, in a sample of university students (n = 185). Neither attachment dimensions correlated significantly with measures of academic performance. However, attachment dimensions did significantly correlate with measures of self-regulated learning in this study.

This article reports on a mixed methods study that evaluated the efficacy of a study counselling intervention programme at a South African university. Quantitative data, collected by means of the Learning and Study Strategy Inventory, indicated that the study skills intervention programme brought about statistically significant improvements in participants' study skills profiles. The qualitative findings that were collected from 10 participants served as a contextual lens to develop a more holistic understanding of the quantitative results. It is argued that multidisciplinary collaboration is required to address the heteregenous needs of students within the higher education context.

South African higher education is plagued by low academic success rates. Academic development and support units can play an important role in addressing low academic success rates by assisting students in developing appropriate learning and study strategies. Limited information is available on students' learning and study strategy profiles and their needs regarding intervention programmes. This article reports on a mixed methods study that investigated learning and study strategies among a sample of first-year students enrolled at a South African university. Quantitative data, collected using the Learning and Study Strategies Inventory (LASSI) from a sample of first-year students, pointed to an urgent need for learning and study strategy intervention programmes to be provided. The qualitative data offered a more in-depth understanding of participants' needs regarding learning and study strategy intervention programmes. Implications for practice and avenues for further research are discussed.

Introduction: The Approaches and Study Skills Inventory for Students (ASSIST Short Version) was used to better understand the students' approaches to learning in a mathematics classes. Method: Quantitave method was used in this study. Participants were 345 first and second year mathematics students from a university in the Gauteng province of South Africa. The reliability of the ASSIST Short Version was computed by Cronbach's alpha. The coefficient values from scores of each group are presented with respect to the "preliminary data" phase and the "post-intervention data" phase. The validity of the ASSIST questionnaire was computed using content validity which involved the computation of factor analysis and confirmatory factor analysis which involved checking whether the theory developed constructs of Deep, Strategic and Surface approaches. Results: The results show that the reliability of ASSIST Short Version, the alpha values ranged between 0.75 and 0.83 (preliminary data phase) as well as 0.65 and 0.82 (post-intervention data phase). For the content validity the results show that the value of KMO = 0.769 was acceptable while the Bartlett's test of sphericity was also statistically significant (p < 0.001). In determining the factor structure from the data, Maximum likelihood factor analysis with Direct oblimin rotation was specified. Construct validity was ascertained by computing through AMOS a confirmatory factor analysis (CFA) using data from the post-intervention data phase. The results show that the Chi square (?[superscript 2]) was statistically significant [?[superscript 2] = 210.94, df = 132, p < 0.0001]. The goodness of fit statistics were: TLI = 0.948, the CFI = 0.947, and the RMSEA = 0.054. The results also shows the standardized parameter estimates of the model from the ASSIST questionnaire. Discussion and Conclusion: In terms of reliability of scores from the instrument, the alpha values were accepted for this study because they were comparable to those reported in literature. Validity was computed through factor analysis (content validity) and confirmatory factor analysis (construct validity). Before computing the factor structure of the ASSIST, Kaiser-Meyer-Olkin (KMO) and Bartlett's test of sphericity were determined. The two values reported in this study indicated that computing the factor analysis was appropriate for the data. Using the Direct oblimin rotation consistently as in reported literature, a three factor solution was accepted in this study. Because these factors were consistent with those reported in literature content validity was acceptable in this study.

Various studies have shown that the school system in South Africa is continually producing learners who are inadequately prepared for higher education studies, particularly schools in disadvantaged environments. The University of Venda (UNIVEN) is situated in an educationally disadvantaged environment. Most of the students who enroll at this university come from areas characterized by educational backlogs and low socio-economic status, among others. A study skills training programme was introduced in the Foundation Programme at the University of Venda to enhance the academic performance of first year students who are considered to be at risk. The purpose of this study is to investigate the effectiveness of the study skills training programme using a quantitative approach. The results indicate that the academic performance of students in the Foundation Programme was lower as compared to that of mainstream students who were not exposed to the study skills training programme. The implications of these findings for student academic development programmes are considered. (Contains 1 figure and 9 tables.)

Academic support for higher education students in multilingual contexts often focuses on the development of separate language proficiencies, on the one hand, and on general study skills, on the other hand. In bi/multilingual education contexts where students are presented with lectures and study material in more than one language, successful students develop specific practices that allow them to exploit their bi/multilingual proficiency, that is, without focusing on one language only. This article reports on a qualitative study conducted with postgraduate students at Stellenbosch University. It probes the strategies and processes that successful bilingual students use when different languages are available to mediate cognitively challenging material. Bilingual strategies and practices that are employed emerged from a series of semi-structured interviews with postgraduate students, and are presented as an insight into bilingual learning. (Contains 1 table and 5 notes.)

Students experience various challenges during their studies, such as personal problems, academic difficulties and mental health problems. Therefore, student counselling centres/units play a valuable role in providing support systems for students in need. The most frequent problems South African students experience are relationship problems and academic problems, followed by career development issues, anxiety and depression. Most counselling centres/units offer psychotherapeutic services to students, and the main focus areas reported were crisis intervention (reported as a key focus area by all the centres/units), psychotherapy, substance abuse counselling, career counselling, study skills and generic skills workshops. The present study further found that the majority of counselling centres/units had one or more staff members with specialised training in areas such as HIV/AIDS counselling, sexual abuse counselling and multicultural counselling. In 2007, these counselling centres/units saw on average 18 per cent of enrolled students as clients. Studies have shown that the demand for student counselling services has grown; thus it is important to review the standard and scope of the services provided by student counselling centres/units, also with the aid of contemporary benchmarking results. (Contains 7 tables.)

Several studies have emphasised the importance of addressing social and emotional factors in facilitating adjustment to tertiary education. This article describes the Skills for Success in Science programme at the University of Cape Town. The broad aims were life skills development and improved adjustment which are assumed to underpin academic performance. Weekly small group sessions were held which addressed several areas, namely adjustment, group work and co-operative learning, coping and stress management, resources on campus, assertiveness and communications, time management, study skills and examination competence. The intervention was experiential and participative, and while not compulsory, attendance was very good. Evaluation via self-report questionnaires using standardised psychological scales as well as focus groups provided positive feedback from students who described it as a "must" for all first year science students. The article supports the notion that student development should be located within their daily experience at universities. (Contains 1 figure, 5 tables and 2 notes.)

Reports on the development of the Approaches and Study Skills Inventory for Students (ASSIST). Incorporates a revised version of the Approaches to Studying Inventory. States the questionnaire was completed by first-year students (n=1284) at six British universities, at a Scottish technological university (n=466), and at a South African university (n=219). (CMK)

Describes a Rand Afrikaans University (South Africa) program to prepare learners for lifelong, self-directed learning. Components include reduced classroom contact, increased independent study, use of a modular study guide, optimum student participation, and continuous evaluation. Focuses on the seven-year process of transforming the project into a teaching model. (Author/MSE)

In response to perceived need, the University of Pretoria (South Africa) implemented a stress management program for students using relaxation and visualization techniques and emphasizing development of study skills. Case studies of six participants in 1986 found both quantitative and qualitative improvement in all stress management areas except locus of control. Video and computer programs were developed from the program. (MSE)

A study at Potchefstroom University (South Africa) over two academic years investigated changes in study skills and strategies during the first year of university study, and their relationship to academic achievement. Gains in scores on the Learning and Study Strategies Inventory, administered to 306 introductory chemistry students and 201 introductory accounting students, correlated positively with achievement gains. (Author/MSE)

A study investigated study habits of 154 educationally disadvantaged engineering students enrolled in developmental studies programs in 3 South African universities. Aspects examined include entry skills, study patterns throughout the first year, and characteristics of students whose study habits changed over time. Implications for admission and academic support are considered. (MSE)

The objective of this article is to analyse the learning environment of honours chartered accountancy students with the specific focus of identifying their learning activities and timemanagement. A survey was conducted at a university in South Africa after initial focus group interviews. The results indicated that the students feel busy, stressed and overwhelmed. Bad study habits, that have a significant negative relationship with performance, include not doing homework, not participating in class, watching too much TV, often looking at a phone, jumping around between activities and procrastination. Good study habits like doing homework, class participating, being able to manage time, being focused and working hard at undergraduate level showed a significant positive correlation with performance. Clearly more can and should be done to support these students with developing more efficient study habits. [ABSTRACT FROM AUTHOR]

Research has shown that first-year students in institutions of higher learning lack appropriate academic skills to cope with the demands of their studies, especially those students coming from historically disadvantaged environments. Most of the students who register at the University of Venda come from schools that do not effectively impart quality learning experiences prior to university entry, and as such the learners come to university being under-prepared for a higher level of academic learning. The Student Counselling and Career Development Unit at the University of Venda introduced a study skills training programme. The training is offered in the form of workshops and covers various topics such as motivation, time management, learning strategies, concentration and examination techniques, amongst others. Participants are given study materials for further reading after the workshop. This article presents a study which was conducted to assess the impact of a study skills workshop on learning strategies and academic achievement of first- year nursing students in the School of Health Sciences at the University of Venda, South Africa. The results indicated that the study skills workshop had a positive effect on students' academic performances. [ABSTRACT FROM AUTHOR]

The competence of over 300 Science Foundation students in five important problem-solving strategies was studied at the North-West University over a period of three years. The study method adopted was the analysis of students' answers to carefully designed questions that tested whether they competently used the following strategies for problem solving: clarifying problems by presenting them clearly, identifying explicitly the principles and laws associated with the solutions, focusing sharply on the goal, using equations for deductions and calculations and proceeding step-by-step with the solution. The results showed that their competence in the use of intellectual strategies was very poor. This lack of competence could be expected to lead to lack of self-confidence and could also seriously handicap their learning throughout their courses. We suggest that greater emphasis should be placed, in all science courses, on the training of students in intellectual skills and strategies. Such training should be integrated with the teaching of subject content throughout the courses. [ABSTRACT FROM AUTHOR]

In this paper the mathematical working in a series of 'litter project' lessons from a South African Mathematical Literacy class is analysed in terms of Kilpatrick, Swafford and Findell's (2001) five strands of mathematical proficiency. The analysis points to evidence of the life skills-oriented Mathematical Literacy frame opening up opportunities for engagement across aspects of all five strands, but shows that the emphases differ from the intra-mathematical emphases within the strands. I argue that this is due to the lack of centrality in the Mathematical Literacy frame of the 'mathematical terrain'. The shifting of competence to the bridge between mathematics and everyday situations and problems retains mathematical coherence and connectedness. Both of these aspects are grounded in the mathematical tools and thinking that are needed to make sense of the everyday situation, rather than the more intra-mathematical connections and coherence that appear to be in focus within the strands of mathematical proficiency. [ABSTRACT FROM AUTHOR]

Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners' lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners' skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into "other" aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners' performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their "maths" anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners' performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, "maths" anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners' scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner's replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention.… [ABSTRACT FROM AUTHOR]

The aim of the paper is to identify and analyse the needs and challenges of the new generation of first-year students in the Faculty of Economic and Management Sciences at the University of the Western Cape, South Africa. The objective of the paper is to establish what these needs and challenges are, and how lecturers in this faculty could support and guide the students in order to enhance student learning and in so doing, improve the students' chances at success in their study careers. The theoretical framework of this paper draws on the views of Maslow (1954 & 1970), Rogers (1970, 1983, 2003) and Monteith (1996). These theorists maintain that students need a number of different knowledge bases that they can access and integrate to help them reach their educational goals. They need to know about themselves as learners, about the nature and requirements of different learning or educational tasks, and about a variety of study skills and learning strategies. It is hoped that the analysis and the findings from the research presented in this paper will contribute to a better understanding of the needs that the new generation of students have, and that the recommendations made will provide new ways in which the students could be assisted and guided in the learning process. [ABSTRACT FROM AUTHOR]

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age= 12.61; SD= 1.53; 555 girls: M age= 11.98; SD= 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary). [ABSTRACT FROM AUTHOR]

Abstract: This article uses ‘close-up’ ethnographic research to provide an account of students’ engagement with learning in a South African university. Broadly based on Halliday''s [Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold; Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold; Halliday, M. A. K. (1994). Introduction to functional grammar. London: Edward Arnold] understanding of texts resulting from contexts, the account challenges dominant constructions of the problems students encounter as stemming from the use of inappropriate ‘approaches’ to learning, the lack of ‘study’ and other skills or problems with proficiency in areas such as writing or language and shows how students’ unfamiliarity with the context of the university leads them to draw on ‘other’ contexts in order to engage with the texts they must read, write and listen to in the course of their studies. This drawing on ‘other’ contexts then results in the texts produced by students, and the practices which give rise to those texts, being inappropriate to the context of the university. Although the research on which the article is based took place in South Africa, it is argued that the theoretical perspective it provides has relevance across other contexts given the increasingly diverse student bodies which characterize higher education across the globe. [Copyright &y& Elsevier]

Discusses the development of a study guidance program for secondary school students in the Western Cape, South Africa. Study problems at four schools under control of the Department of Education and Training; Design of a manual for teachers and an accompanying workbook for students.

Investigates the reliability and validity of the Study Process Questionnaire (SPQ) for 750 South African undergraduates. The concepts involved in the SPQ as relevant to the South African students; The SPQ scales and subscales found as adequate internal consistency reliability for research purposes; Doubt cast to the metric equivalence of SPQ across cultures.