Magister Educationis - MEd / The general performance of learners in mathematics in most secondary schools in South Africa is not encouraging. Statistics reveal that there is a general poor performance in mathematics and related science subjects especially in those schools located in previously disadvantaged communities. There is just a need for appropriate interventions of the significance of mathematics in present society which is now characterised by high information and technology thrust. The objective of the study was to investigate the impact of the tutorial intervention programme on the performance of a grade eleven mathematics class with a view to improving the mathematics performance of these grade 11 learners. The selection of the action research based method was premised on the idea that it would help the researcher to improve his tutoring practice as well as contributing to better learner performance. Data was collected through the use of qualitative research methods. These involved observation, the utilisation of focus group discussions of learners, and in-depth interviews with randomly selected learners and other mathematics colleagues. A careful mix of learners of different learning abilities was made so that high performers would assist those whose performance was lower. In each group of five at least two high performers were included. Findings of the study point to the effectiveness of the tutorial process, justifying its adoption on a long term basis. In general, it can be concluded that the tutoring strategies used by the researcher had a positive effect on the knowledge retention of the learners. This conclusion was arrived at from an observation of improved test results over time, the learners‟ views in the questionnaires as well as those of peer observers.

No abstract available / Dissertation (MA)--University of Pretoria, 2013. / Afrikaans / unrestricted

As we speed towards the new millennium, developments in technology have reached previously unimaginable heights. The appearance of the personal computer has brought about change in almost every area of life. Yet, in the area of education, and especially in the area of Bible Education for young children, the computer has not really made a significant impact. In this study, an attempt was made to utilize the features of computer assisted education in the moral, religious and spiritual education of young children or pupils. A computer based tutorial was developed for use in a programme of Christian moral education of young children by their parents and teachers. A pilot study was then done by exposing a small group of children to this tutorial. The process of designing this tutorial, the research procedure and the results of this research were documented. Conclusions from the study, as well as recommendations for further research, concludes this document. / Dissertation (MSc)--University of Pretoria, 1998. / Humanities Education / MEd / Unrestricted

The motivational climate, as defined by parents’ behaviors, and athletes’ goal orientations are essential in understanding children’s experiences with sport. The purpose of this study was to examine the perceived motivational climate created by parents, and its relationship to psychological outcomes experienced by adolescent male athletes in youth sports. In particular, the parent created task climate was examined through its influence on goal orientation and subsequently to psychological outcomes experienced in sport, specifically, sport competence, self-esteem, enjoyment, and intention to continue participating in sport. Participants were 405 8th grade male athletes (mean age = 13.5); (Sample A: n = 205; Sample B: n = 200). As expected, the task-oriented parent initiated motivational climate was associated with the boys’ mastery goal orientation. Participants with higher mastery goal orientation had greater sport competence, self-esteem, and more enjoyment in sport. Intention to continue playing sport was predicted primarily by their level of enjoyment, and secondarily by their increased feelings of self-esteem.

The purpose of the present study will be to test the relation between Test Anxiety Scores and Stanford-Achievement Test scores and to determine whether there sill be differences of significant values within the sub-tests on the achievement tests.

Through the ages dissatisfaction with his environment has provoked man to envision the ideal or "utopian" setting which would be more to his liking. The discontent of today's youth with the world it has inherited echoes the complaints of past generations and yet is of particular significance and relevance to the twelfth grade student soon to enter the college community where protests are becoming increasingly more articulate and effective. Established institutions and behavior codes are challenged with impunity although critics charge that such dissent is irresponsible and unsupported by positive, alternative proposals for improvement.

While most of the current concepts about language may serve as the underlying principles of language study in all English classes, there appears to be a need in the high school curriculum for opportunity to study in concentrated manner the background and the development of the English language, as a subject of intrinsic interest and lifelong appreciation. A logical place for this type of study, offered on an elective basis, would be in one semester of the twelfth grade. Because of the scope and the depth of the study it would be considered an accelerated course. In the following chapters an attempt will be made to write a guide for such a curriculum.

This study will be concerned with evaluating the degree of acceptance of rural students in an urban school. Because of increased interaction between the two groups on account of better modes of transportation, consolidation of schools, and a general trend in creating a more homogenous environment between the two groups the following null hypotheses have been formulated: 1. That there will be no significant difference in acceptance between the rural and urban pupils. 2. That there will be no significant differences in the number of cross-sex choices given or received by the two groups. 3. That there will be no significant discrimination between rural and urban school mates in clique formation.

Memoria para optar al título de Geólogo / Grade Control es un proceso de selección de polígonos y estimación del material tronado, donde se muestrean los pozos de tronadura en una densidad definida por la malla de perforación. En Cerro Colorado el material seleccionado tiene distintos destinos de procesamiento o botadero, acorde a sus características geológicas y porcentaje de Cobre Total (CuT), dada una ley de corte operativa. La problemática de este proceso es que si bien se asume que la incertidumbre en la estimación es baja, debido a la densidad de muestreo. No se conoce la incertidumbre en la estimación de los polígonos ni en bloques, menos considerando factores externos a la estimación en sí del CuT que inciden teóricamente en la variabilidad. Es por ello que este trabajo busca cuantificar la incertidumbre en el proceso de estimación de Grade Control y el peso de cada input, considerando cuatro potenciales fuentes de incertidumbre. Dos de ellas enfocadas en las muestras: el error de mapeo geológico y el error anidado del análisis de CuT. La tercera relacionada con los contactos geológicos dentro del sitio a estimar. La última a la variabilidad de la estimación del CuT en el espacio. Para llevar a cabo el estudio, se plantea una metodología de simulación en cascada que permite anidar la dispersión que entrega cada fuente de incertidumbre y posterior análisis que discrimina cual es el aporte de cada fuente. Para cuantificar las fuentes de incertidumbre ya mencionadas se utilizó distintas herramientas geoestadísticas: Imputación geoestadística, para capturar la variabilidad geológica y de CuT de la data, utilizando la BDD de duplicados gruesos. Simulación multigaussiana condicional de las distancias al contacto, para cuantificar la variabilidad geológica en la zona a estimar. Por último, simulación multigaussiana condicional del CuT, para capturar la incertidumbre del CuT en el espacio. La imputación fue un input de esta memoria. Una vez validada las simulaciones y por ende la metodología. Se concluye que la incertidumbre en la estimación es no despreciable, el 90% de las veces el coeficiente de variación del Cu Fino varía entre un 3 al 13% en los polvorazos (volumen tronado), acentuándose en el soporte bloques. La fuente de incertidumbre principal es la continuidad espacial del CuT, donde el 90% de los bloques estimados aporta al menos el 40% de la incertidumbre en términos de varianza. En segundo plano, la incertidumbre asociada a los contactos geológicos y al error anidado de los duplicados gruesos aporta cada una el 25% de las veces el 20% de la varianza anidada. El error de mapeo geológico no aporta dispersión al modelo, por construcción. Por último, se realizó un análisis de sensibilidad para distintos escenarios de incertidumbre en la estimación de polvorazos, para comparar las diferencias de clasificación en los bloques. Se cuantifica la distribución del error del estimador actual de Grade Control (inverso a la distancia) con respecto a un estimador equivalente al kriging como la media de las simulaciones. Esto da como resultados que a mayor incertidumbre, menor es la capacidad de predicción y mayor es el error entre estimadores. Se recomienda evaluar el uso de estimadores más sofisticados que el actual para la estimación de variables de interés, que permitan la caracterización insesgada de la incertidumbre. Uso de una función de beneficio en corto plazo, como una herramienta de orientación y decisión para la delimitación de polígonos de destino. Y así, potencialmente optimizar los polígonos de destino. / BHP Billiton

The purpose of this study was to determine the relationship between articulation ability and reading ability, between articulation ability and language development, and between language development and reading ability. This study examined children with minor difficulties and children with a history of more severe articulation problems separately in order to determine whether severity of articulation disability is related to reading ability.