Tanci, Sinovuyo2025-12-042025-12-042025https://hdl.handle.net/10566/21508The purpose of this research study is to investigate how to address the under-preparedness of students entering first year physics in South African universities, particularly with regard to their competence in solving kinematics problems. Previous studies show that the best tool for changing and expanding the conceptual understanding of a learner is problem solving; it assists a learner in dealing with new and unfamiliar concepts. These studies have also shown that cooperative learning helps students to share knowledge with each other. This research study thus investigated students’ perceptions of approaches in solving kinematic problems and tasks are examined for the effects of expert problem-solving approaches and cooperative learning on the performance and results obtained by students in first-year mainstream physics at the University of the Western Cape. This process involved profiling students and exploring their problem-solving approaches and performance using prior knowledge and after a teaching and learning focused explicitly on problem-solving. The data was collected by means of surveys and tasks and was analysed using descriptive statistical and qualitative methods. From this study, it can be concluded that cooperative teaching and learning focused on expert problem-solving is necessary in a physics course to address students’ under-preparedness in their first year at university. In addition, it is recommended that lecturers encourage students to use problem solving when tackling any physics problems.enInvestigation of students’Solving kinematics problemsProblem-solvingFirst-year mainstream physicsUnder-preparednessThesis