Application of Vigosky’s Social Constructivism Theory on Lecturers’ Perspective of Supplemental Instruction Peer Facilitation Model

Abstract

The study seeks to gather a perspective on the impact of supplemental instruction model as a student enhancement support mechanism from lecturers involved in two modules supported in the programme. This is a qualitative case study design study of a supplemental instruction model used as a student enhancement support mechanism by lecturers in one institution of higher learning in the Eastern Cape Province. Four lecturers, who are currently utilizing this model, which consist of two from each programme involved in the study, have been drawn. These participants have been purposefully selected based on knowledge and utilization of this tool. A narrative approach soliciting their stories through the use of open ended questionnaire is seen as ideal in order to get rich data. Emerging themes were analysed using a thematic approach. The results suggest that there is a general satisfaction on how the academics perceive, experience and what they expect from the programme. The study concludes that all stakeholders could benefit if good relations are maintained. It is recommended that they should be continuous strengthening of relations amongst all stakeholders involved in the programme.

DOI: 10.5901/mjss.2014.v5n11p37