PROMOTING ACCESS TO AFRICAN RESEARCH

South African Journal of Higher Education

Log in or Register to get access to full text downloads.

Remember me or Register



DOWNLOAD FULL TEXT Open Access  DOWNLOAD FULL TEXT Subscription or Fee Access

Supplemental instruction in law: a case study in peer tutoring

K B Smuts

Abstract


Supplemental Instruction (SI) was implemented in three second-year courses in the Bachelor of Laws degree at the University of the Witwatersrand, Johannesburg. Of the 898 registered students, 152 (17%) attended SI and this group achieved a significantly higher mean course mark than the non-SI group (59.48% and 53.74% respectively; p<0.01). Both groups had similar mean admission ratings and standard deviations (21.96;SD=8.84 and 22.00;SD=8.58 respectively). Analysis of results by educational background, home language and admission rating yielded significantly higher scores for SI groups in all but the ";disadvantaged"; and ";non-English"; groups, while scores in the bottom AR quartile approached significance. Quantitative data were validated by triangulation with student ratings, feedback from leaders and a lecturer interview. All revealed satisfaction with SI.
Results suggested that SI in Law was successful but tended to favour English-speakers and students from educationally advantaged backgrounds. Two areas for further study were identified.


(South African Journal of Higher Education: 2003 17 (1): 166-174)



http://dx.doi.org/10.4314/sajhe.v17i1.25206
AJOL African Journals Online