A study of students' approaches to learning in business accounting, at the University of the Witwatersrand, Johannesburg.

dc.contributor.author	Townsend, Pamela
dc.date.accessioned	2010-02-22T09:55:23Z
dc.date.available	2010-02-22T09:55:23Z
dc.date.issued	2010-02-22T09:55:23Z
dc.description.abstract	In order to enhance teaching it is important to understand how students learn. The aim of this study was to discover the interventions needed to enhance the support offered by teachers and tutors in a Business Accounting programme to develop in students an intrinsic motivation and deep learning strategy which could be used later in life in other areas of study. The data came from a number of sources, including the Biggs’ revised two-factor Study Process Questionnaire: R-SPQ-2F, administered to students. The second source was tutors’ responses to a set of questions, and the third source was an interview held with an experienced tutor. In the main, the data was analysed using phenomenographic methodology. The study yielded valuable insights into the tutorial context and tutors’ perceptions of the factors that hinder or enhance student learning.	en_US
dc.identifier.uri	http://hdl.handle.net/10539/7535
dc.language.iso	en	en_US
dc.subject	Approaches to learning	en_US
dc.subject	Marked tutorials	en_US
dc.subject	Learning theories	en_US
dc.subject	Reflective practice	en_US
dc.subject	Scholarship of teaching and learning	en_US
dc.title	A study of students' approaches to learning in business accounting, at the University of the Witwatersrand, Johannesburg.	en_US
dc.type	Thesis	en_US