Abstract:
The purpose of the study was to assess the effectiveness of tutorial interventions on student academic
performance for undergraduates in the department of public administration at a university of technology. Student academic performance at higher education institutions is one of the major indicators of progress and barometer of success from a teaching and learning perspective. Studies show that institutions of higher learning in South Africa face challenges with regard to undergraduate pass rates, retention rates, throughput rates and graduation rates are well documented in research (Penprase, 2018; McKay, 2016; Badat, 2010; Bhorat et al, 2010). Studies by McKay (2016) and (Badat, 2010) show that first year students in particular are at a greater risk; two in three first year students fail at least one module during their first year of study at university. Penprase (2018), McKay (2016) and Badat (2010) have underscored that undergraduate students, particularly first and second year students, find the content challenging. The study was befitting in this regard to assess the effectiveness of tutorial intervention as a mitigation mechanism to ameliorate some of these challenges, particularly addressing low undergraduate pass rates.
To achieve the objectives of the study, a quantitative research approach was adopted. Quantitative research approach was befitting for the study as the study was interested in the relationship between various construct represented in the conceptual model. The study adopted a causation and association in data analysis, which is more suitable in explaining the relationship between constructs and variables. The data was collected from 120 students and 61 tutors through questionnaires. To test the reliability of the research instrument, Cronbach's Alpha test was conducted for tutor questionnaire which yielded alpha coefficient of α = 0.812. For the construct of student questionnaire shows α = 0.804, meaning that the adequate reliability was achieved. The data was analysed using SPSS where a Pearson’s correlation coefficient and P values were used to assess the strength of the relationships between constructs.
