00 The Effect of Instruction on Students ' Ideas on Data Handling of Under Prepared Students 00 At Two Historically Advantaged South African Universities

This study investigated the effect of two different approaches to practical work on the procedural understanding of foundation level students at two historically similar universities in South Africa, the University of Cape Town (UCT) and the University of the Witwatersrand (Wits), both of which run programs to improve the access of disadvantaged students. Both of these programs feed students into the second year of a three-year science program. A questionnaire probing students ' understanding of handling of experimental measures was developed, piloted, and administered to students in both programs before any instruction and after completing their programs. UCT students were exposed to only 5 practical sessions during the school year, while Wits students attended 12 laboratory sessions over the academic year with a practical examination at the end of the year. Both groups made considerable gains during instruction, but, on the whole, the UCT group made less improvement in handling experimental measures. The Wits students, wh