Vino Paideya

Vino Paideya
University of KwaZulu-Natal | ukzn · School of Chemistry and Physics

Doctor of Philosophy

About

11
Publications
2,693
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26
Citations
Introduction
First year Experience, student academic support and chemistry teaching and learning.
Additional affiliations
January 2007 - July 2021
University of KwaZulu-Natal
Position
  • Senior Lecturer
Description
  • First year Chemistry lecturer and Postgrad Supervisor to students in Education. My research interests are First year experience, Academic support and Chemistry Education.

Publications

Publications (11)
Article
Full-text available
Purpose The emerging field of educational data mining provides an opportunity to process large-scale data emerging from higher education institutions (HEIs) into reliable knowledge. The purpose of this paper is to examine factors influencing persistence amongst students enrolled in a Chemistry major at a South African university using enrolment dat...
Chapter
Full-text available
Remote teaching and learning for many higher educational institutions nationally and internationally have become a growing response to enacting contingency plans to contain and manage the effects and impact of the COVID 19 virus pandemic. This chapter explores the challenges experienced with novice online teaching and learning practices in a system...
Article
Full-text available
This article interrogates an Academic Monitoring and Support system (AMS), which was designed to enhance first-year student progression at a South African University. Institutional research evidence produced through engagement with AMS practitioners and university leadership, analysed through the lens of Systems Thinking, reveals a well-intentioned...
Article
Full-text available
The study investigated the relationship between timely graduation and academic and institutional factors for a cohort of Engineering students at a South African university. The sample was restricted to 1595 incoming students beginning during 2009–2011 who were tracked to 2016, allowing for an eight-year graduation period for the initial cohort. Bot...
Article
This article focuses on Supplemental Instruction (SI) leaders’ reflections of their practice in a Chemistry academic support programme called Supplemental Instruction at a university in South Africa. The SI programme is aimed at high risk courses such as Chemistry. In an attempt to improve SI leader practice, this study was guided by a design resea...
Article
Full-text available
The aim of this systematic review was to examine research studies which focus on effective student support practices and show evidence of credible assessment. To identify effective student support practices, and also to provide a contemporary picture of effective support practices at the University of KwaZulu-Natal, 24 studies which met the inclusi...
Article
Full-text available
Globally, mathematics and science pass rates at school level have been a much discussed and researched issue. Teachers are tasked with the responsibility of alleviating learners’ challenges associated with the learning of mathematics and science. Thus, teachers are pursuing innovative techniques for improving the understanding of and increasing the...
Article
Full-text available
This paper explores the profile of students who attend chemistry academic support in the form of Supplemental Instruction (SI). The SI programme was introduced at an institution of higher education in 2008 to improve retention and through-put rates. Data was collected from the first year students in 2013 using questionnaires (n =117) and three focu...
Article
Over the past three years, Supplemental Instruction (SI) has been introduced to the first year engineering and mainstream chemistry students at the University of KwaZulu-Natal as part of the ‘Throughput in Engineering Sciences (TIES)’ programme. SI is a student academic assistance programme providing regularly scheduled sessions for high risk cours...

Network

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Projects

Projects (3)
Project
This survey aims to follow up on the previous International Survey of Peer Leaders conducted between 2014 and 2016. Student peer leaders are to respond to a questionnaire that asks them to describe their peer leadership experiences, including features such as recruitment, training, and motivation. Further, the survey will ask the students to identify ways they perceive their experiences to have benefitted their learning and development.
Project
Institutional Project with University Teaching and Learning Office. To enhance first-year students' experiences in the transition from school to university.