https://ir.unisa.ac.za/handle/10500/9807 Tue, 05 May 2026 16:37:22 GMT 2026-05-05T16:37:22Z https://ir.unisa.ac.za/handle/10500/4913 Difficulties in the comprehension and interpretation of a selection of graph types and subject-specific graphs displayed by senior undergraduate biochemistry students in a South African university Van Tonder, André A carefully constructed set of 16 graphical tasks related to key biochemistry concepts was designed and administered to a group of 82 students in their final year of B.Sc. study. The test mean score of 48,3% ( 12,1) was low and characterised by gender and ethnic differences. There was a moderate linear relationship between biochemistry grades obtained by the students over two years of study and their graphical literacy (r = 0,433). The majority of the students exhibited slope/height confusion and only seven students (8,5%) were able to answer the two items corresponding to Kimura‘s Level F, the most complex and difficult level of graphical literacy. Eye tracking data gave valuable insights into different strategies used by students while interpreting graphs and is a valuable tool for assessing graphical literacy. These findings confirmed other studies where researchers have found a widespread lack of graph comprehension among biological science students. Mon, 01 Nov 2010 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/4913 2010-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/3907 The contribution of simulations to the practical work of foundation physics students at the University of Limpopo Mhlongo, Motlalepula Rebecca Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. Tue, 01 Jun 2010 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/3907 2010-06-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/3266 Relationship between the attitude of first year medical students towards chemistry and their learning outcomes Mogane, Maria Gadifele Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000). Mon, 01 Mar 2010 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/3266 2010-03-01T00:00:00Z