English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

While great strides have been made to improve accessibility to higher education in South Africa, successful completion of bacheloru0027s degrees within the prescribed time remains a challenge.  Research suggests that a lack of conceptual understanding by students might be at the heart of the problem. This study, which is grounded in Ausubelu0027s Assimilation Theory as applied by Joseph Novak and his colleagues, investigates the value of concept mapping as a scaffolding technique to improve conceptual understanding. The research involved a quasi-experiment with a test and a control group. It was hypothesised that accounting students in an extended programme who had been introduced to the concept mapping technique would demonstrate an improved grasp of accounting concepts, indicated by an improvement in their marks when composing an explanatory paragraph of accounting concepts after a teaching intervention. However, the 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. Pre-and post-intervention questionnaires were used to collect data on confounding variables and also to assess student experiences of concept mapping. An analysis of student experiences indicated enthusiasm for the technique. Limitations of the study included the absence of a pilot study and insufficient time to become familiar with concept mapping. An unforeseen constraint on the study was low student participation.

Concept mapping as a strategy to scaffold concept literacy in accounting for extended programmes