{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/6531"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/6531","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The role of tutors in the effectiveness of cooperative learning physics tutorials","abstract":"Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session.","abstract_html":"Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session.","abstract_has_math":false,"creators":["Koontse, Reuben Double"],"institution":"Department of Physics","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Buffler, Andy"],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-22T22:22:42Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/6531","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Buffler, Andy"]},{"key":"dc:creator","label":"Author","values":["Koontse, Reuben Double"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-08-13T20:05:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-08-13T20:05:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2005"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Physics"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MSc"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/6531"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 104-108)."]},{"key":"dc:description.abstract","label":"Abstract","values":["Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session."]},{"key":"dc:title","label":"Title","values":["The role of tutors in the effectiveness of cooperative learning physics tutorials"]}]}],"canonical_facts":{"dc:contributor.advisor":["Buffler, Andy"],"dc:creator":["Koontse, Reuben Double"],"dc:date.accessioned":["2014-08-13T20:05:37Z"],"dc:date.available":["2014-08-13T20:05:37Z"],"dc:date.issued":["2005"],"dc:description":["Includes bibliographical references (leaves 104-108)."],"dc:description.abstract":["Group problem solving tutorials have been in lise in the Department of Physics at the University of Cape Town for more than a decade. They are implemented with the belief that students have the opportunity to develop problem-solving skills through interacting with each other, and are able to make sense of physics concepts through conversation and reasoning with their peers. These problem solving sessions are supervised by tutors who are typically postgraduate students. The present project focused on understanding the role that these tutors play in facilitating learning in cooperative problem solving physics tutorials, and explored the factors that result in a group of students deciding to call a tutor, the different ways in which tutors interact with a group of students, and the factors which are related to the intervention of tutors that affect the learning outcomes in a physics cooperative learning session."],"dc:identifier.uri":["http://hdl.handle.net/11427/6531"],"dc:language.iso":["eng"],"dc:publisher.department":["Department of Physics"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["The role of tutors in the effectiveness of cooperative learning physics tutorials"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSc"]},"updated_at":"2026-07-22T22:22:42Z"}