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You searched for +publisher:"University of Pretoria" +contributor:("Prof M Potgieter"). Showing records 1 – 2 of 2 total matches.

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University of Pretoria

1. Mathabathe, Kgadi Clarrie. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.

Degree: Chemistry, 2012, University of Pretoria

The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s progress during learning, and the ability to modify learning strategies for increased effectiveness. Poor-performing students are at risk because they generally exhibit high levels of overconfidence when evaluating their performance, and may fail to adjust their learning strategies in time. This study aims to explore the accuracy with which students in the BSc Four-year programme (BFYP) of the University of Pretoria evaluate their performance in a stoichiometry test, as well as the influence of teaching on test performance and on accuracy of performance evaluation. The factors that students rely on when making performance evaluations as well as shifts in the reliance on these factors after teaching are explored. Finally, the study examines the relationship between bias in performance evaluation and the self-protection, self-enhancement motivational factors and gender. Data were collected by means of a three-tier stoichiometry test instrument, administered as pre- and posttest, as well as a questionnaire administered simultaneously with the pretests to a sample of 91 students. Each test item comprised a stoichiometry question, a confidence rating and a free-response explanation for the choice of confidence rating. The confidence rating was interpreted as an indication of expected performance. The test instrument allowed for the investigation of bias in performance evaluation in the pre- and posttests, the exploration of factors that students rely on when making performance evaluations and how the reliance on these factors shifted in the posttests. The questionnaires were used to collect data on self-enhancement, self-protection and gender. The study shows that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Performance improved significantly in the posttest but accuracy of performance evaluation did not. Students were categorised as overconfident (OC), realistic (R) or under-confident (UC) based on the difference between actual and expected performance. Five subgroups were defined on the basis of accuracy of performance evaluation in the pre- and posttests. The five subgroups, labelled first by their pretest and then their posttest category, were the OC-OC (50 students), OC-R (13 students), R-R (11 students), R-OC (15 students) and the R-UC (2 students) subgroups. The results indicated no significant difference between the pre-knowledge and ability of the students in the four main subgroups. The students differed significantly in terms of performance in the posttest, their pre- and posttest average confidence scores and in performance gain. A significant difference was not found with regard to performance in the CMY 143 end of semester examination. These findings confirmed that we were dealing with four discrete subgroups with different characteristics. The OC-R subgroup… Advisors/Committee Members: Prof M Potgieter (advisor), Dr S Human-Vogel (advisor).

Subjects/Keywords: Self-evaluation; Performance evaluation; Chemistry; Students; Learning; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mathabathe, K. (2012). Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25907

Chicago Manual of Style (16th Edition):

Mathabathe, Kgadi. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.” 2012. Masters Thesis, University of Pretoria. Accessed November 14, 2019. http://hdl.handle.net/2263/25907.

MLA Handbook (7th Edition):

Mathabathe, Kgadi. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.” 2012. Web. 14 Nov 2019.

Vancouver:

Mathabathe K. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/2263/25907.

Council of Science Editors:

Mathabathe K. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25907


University of Pretoria

2. [No author]. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .

Degree: 2012, University of Pretoria

The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s progress during learning, and the ability to modify learning strategies for increased effectiveness. Poor-performing students are at risk because they generally exhibit high levels of overconfidence when evaluating their performance, and may fail to adjust their learning strategies in time. This study aims to explore the accuracy with which students in the BSc Four-year programme (BFYP) of the University of Pretoria evaluate their performance in a stoichiometry test, as well as the influence of teaching on test performance and on accuracy of performance evaluation. The factors that students rely on when making performance evaluations as well as shifts in the reliance on these factors after teaching are explored. Finally, the study examines the relationship between bias in performance evaluation and the self-protection, self-enhancement motivational factors and gender. Data were collected by means of a three-tier stoichiometry test instrument, administered as pre- and posttest, as well as a questionnaire administered simultaneously with the pretests to a sample of 91 students. Each test item comprised a stoichiometry question, a confidence rating and a free-response explanation for the choice of confidence rating. The confidence rating was interpreted as an indication of expected performance. The test instrument allowed for the investigation of bias in performance evaluation in the pre- and posttests, the exploration of factors that students rely on when making performance evaluations and how the reliance on these factors shifted in the posttests. The questionnaires were used to collect data on self-enhancement, self-protection and gender. The study shows that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Performance improved significantly in the posttest but accuracy of performance evaluation did not. Students were categorised as overconfident (OC), realistic (R) or under-confident (UC) based on the difference between actual and expected performance. Five subgroups were defined on the basis of accuracy of performance evaluation in the pre- and posttests. The five subgroups, labelled first by their pretest and then their posttest category, were the OC-OC (50 students), OC-R (13 students), R-R (11 students), R-OC (15 students) and the R-UC (2 students) subgroups. The results indicated no significant difference between the pre-knowledge and ability of the students in the four main subgroups. The students differed significantly in terms of performance in the posttest, their pre- and posttest average confidence scores and in performance gain. A significant difference was not found with regard to performance in the CMY 143 end of semester examination. These findings confirmed that we were dealing with four discrete subgroups with different characteristics. The OC-R subgroup… Advisors/Committee Members: Prof M Potgieter (advisor), Dr S Human-Vogel (advisor).

Subjects/Keywords: Self-evaluation; Performance evaluation; Chemistry; Students; Learning; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2012). Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

Chicago Manual of Style (16th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Masters Thesis, University of Pretoria. Accessed November 14, 2019. http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

MLA Handbook (7th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Web. 14 Nov 2019.

Vancouver:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Nov 14]. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

Council of Science Editors:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

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