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dc.contributor.advisor Ngoepe, L. J. Veldtman, Helga Delene 2021-07-21T10:12:16Z 2021-07-21T10:12:16Z 2020
dc.description Thesis (M. A. (English Studies)) --University of Limpopo, 2020 en_US
dc.description.abstract Conventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students. en_US
dc.format.extent xiii, 113 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo en_US
dc.relation.requires PDF en_US
dc.subject Laboratory report writing skills en_US
dc.subject First entering students en_US
dc.subject Bachelor of science en_US
dc.subject.lcsh Laboratory report writing en_US
dc.subject.lcsh Report writing en_US
dc.subject.lcsh Note-taking en_US
dc.title Assessing laboratory report writing skills of first entering bachelor of science students en_US
dc.type Thesis en_US

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