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Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme
Dissertation (MA)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613632935755776 |
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| access_status_str | Open Access |
| author2 | Carstens, Adelia |
| author_browse | Carstens, Adelia |
| author_facet | Carstens, Adelia |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MA)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/68033 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:14.512Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/68033 Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme Carstens, Adelia susan.immelman@up.ac.za Smith, Sonnette Rambiritch, Avasha Immelman, Susan Unrestricted UCTD Dissertation (MA)--University of Pretoria, 2018. While great strides have been made to improve accessibility to higher education in South Africa, the educational excellence that is required to build a strong economy remains elusive, as evidenced by low throughput numbers. Research suggests that students’ lack of conceptual understanding might be at the heart of the problem. This study investigates the value of concept mapping as a scaffolding technique to improve conceptual understanding. Postpositivism served as the epistemological framework for the research. The quantitative dimension involved a quasi-experiment with a test and a control group, whereas the qualitative dimensions included questionnaire responses and observation. It was hypothesised that Accounting students in an extended programme who were introduced to the concept mapping technique would have an improved grasp of Accounting concepts, as would be indicated by an improvement in their marks when completing an explantory paragraph of Accounting concepts after the intervention. Qualitative data on students’ experience of using visual aids, and concept mapping in particular, were also analysed. Students’ post-intervention marks of the test group showed no improvement, and therefore no proof can be offered to support the claim that concept mapping improves conceptual understanding. An analysis of students’ attitudes towards concept mapping did, however, show enthusiam for the technique. Limitations of the study included the absence of a pilot study and the time required to become familiar with concept mapping. An unforeseen constraint on the study was the low student participation. Unit for Academic Literacy MA Unrestricted 2018-12-05T08:06:31Z 2018-12-05T08:06:31Z 2009/05/18 2018 Dissertation Immelman, S 2018, Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme, MA Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/68033> S2018 http://hdl.handle.net/2263/68033 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title | Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title_full | Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title_fullStr | Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title_full_unstemmed | Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title_short | Concept mapping as a technique for scaffolding concept literacy in accounting: The case of an extended programme |
| title_sort | concept mapping as a technique for scaffolding concept literacy in accounting the case of an extended programme |
| topic | Unrestricted UCTD |
| url | http://hdl.handle.net/2263/68033 |