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Search on :	ONTONG, J. M. [Author]
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Ontong, J. M., Arendse-Fourie, S. and Schonken, C. An examination into the role of a peer academic online mentoring programme during emergency remote teaching at a south african residential university. S. Afr. J. High. Educ., July 2022, vol.36, no.3, p.194-213. ISSN 1753-5913

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Ontong, J. M., de Waal, T. and Wentzel, W. How accounting students within the Thuthuka bursary fund perceive academic support offered at one South African university. S. Afr. J. High. Educ., 2020, vol.34, no.1, p.197-212. ISSN 1753-5913

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Ontong, J. M. and Bruwer, A. The use of past assessments as a deductive learning tool? Perceptions of students at a South African university. S. Afr. J. High. Educ., 2020, vol.34, no.2, p.177-190. ISSN 1753-5913

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Ontong, J. M., Bruwer, A. and Dreyer, J. A. An investigation of the interaction of class attendance, tutorials, mentor sessions, video presentations and external tutoring, and the effect thereof on student performance. S. Afr. J. High. Educ., 2020, vol.34, no.4, p.269-285. ISSN 1753-5913

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Bruwer, A. and Ontong, J. M. Early assessment as a predictor of academic performance: an analysis of the interaction between early assessment and academic performance by first-year accounting students at a South African university. S. Afr. J. High. Educ., 2020, vol.34, no.4, p.11-26. ISSN 1753-5913

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Ontong, J. M. and Mbonambi, S. An explortory study of first-year accounting students' perceptions on the socio-economic challenges of the transition to emergency remote teaching at a residential university. S. Afr. J. High. Educ., Nov 2021, vol.35, no.5, p.256-276. ISSN 1753-5913

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Ontong, J. M. Low-stakes assessments: an effective tool to improve marks in higher-stakes summative assessments? Evidence from commerce students at a South African university. S. Afr. J. High. Educ., Nov 2021, vol.35, no.5, p.234-255. ISSN 1753-5913

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Van Rooyen, L. M., Ontong, J. M. and Mitchell, Z. L. An investigation of the perceptions of South African students with regards to accelerated learning courses. S. Afr. J. High. Educ., July 2021, vol.35, no.3, p.254-279. ISSN 1753-5913

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