In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL)

Text in English / One of the critical challenges associated with migration is a need to acquire a destination language, which has never been an easy experience for immigrants. This study aims at exploring and analysing experiences of Malawian immigrant labourers in their process of acquiring spoken skills of isiZulu in Durban. In order to understand the phenomenon under investigation better, this study used a qualitative research approach and adopted a phenomenological research design. The data for this study was collected using semi structured one-to-one interviews. The data were analysed using content analysis method and was approached and discussed in light of Schumann‟s (1986) Acculturation Model and frame works and a destination–language acquisition model of Chiswick and Miller (2001). Empirical findings from this study have shown that adults; just like children, are also capable of mastering a second language if they can manage both social and psychological factors that impede acquisition. / Linguistics and Modern Languages / M. A. (Linguistics)

羅嘉怡. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 71-79. / 中英文摘要. / Luo Jiayi. / 表目次 --- p.iii / Chapter 第一章 --- 引言 / Chapter 一 --- 研究動機 --- p.1 / Chapter 二 --- 研究目的 --- p.12 / Chapter 三 --- 研究意義 --- p.13 / Chapter 第二章 --- 文獻回顧 / Chapter 一 --- 目標取向 --- p.16 / Chapter 二 --- 自我效能 --- p.20 / Chapter 三 --- 自我調控的學習策略 --- p.24 / Chapter 第三章 --- 研究設計 / Chapter 一 --- 研究對象與取樣方法 --- p.33 / Chapter 二 --- 研究工具 --- p.35 / Chapter 三 --- 資料搜集過程 --- p.38 / Chapter 四. --- 研究假設 --- p.40 / Chapter 五. --- 重要名詞演譯 --- p.41 / Chapter 六. --- 研究限制 --- p.43 / Chapter 第四章 --- 研究結果 / Chapter 一 --- 各量表的信度分析 --- p.44 / Chapter 二 --- 研究對象的閱讀理解成绩及各量表的平均數、標準差 --- p.46 / Chapter 三 --- 閱讀理解成績及各變項的關係 --- p.49 / Chapter 四 --- 各變項對學生的閱讀理解測驗成績的預測力 --- p.53 / Chapter 第五章 --- 研究結論討論與建議 / Chapter 一 --- 研究發現 --- p.59 / Chapter 二 --- 討論 --- p.63 / Chapter 三 --- 建議 --- p.68 / 參考文獻 / 英文參考文獻 --- p.71 / 中文參考文獻 --- p.11 / 附件一 --- p.80 / 附件二 --- p.89

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M. A. (TESOL)

This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading. / English Studies / D. Litt. et Phil. (English Studies)

The purpose of the project was to develop an electronic resource that would provide a tutorial for students and offer opportunities for practice of measurement skills.

The study aimed to explore misconceptions that Grade 9 learners at a school in Soweto had concerning the topic of fractions. The study was based on the ideas of constructivism in a bid to understand how learners build on existing knowledge as they venture deeper into the development of advanced constructions in the concept of fractions. A case study approach (qualitative) was employed to explore how Grade 9 learners describe the concept of fractions. The approach offered a platform to investigate how Grade 9 learners solve problems involving fractions, thereby enabling the researcher to discover the misconceptions that learners have/display when dealing with fractions. The research allowed the researcher to explore the root causes of the misconceptions held by learners concerning the concept of fractions. Forty Grade 9 participants from a township school were subjected to a written test from which eight were purposefully selected for an interview. The selection was based on learners’ responses to the written test. The researcher was looking for a learner script that showed application of similar but incorrect procedures under specific sections of operations of fractions, for example, multiplication of fractions. Both performance extremes were also considered, the good and the worst performers overall. The written test and the interviews were the primary sources of data in this study. The study revealed that learners have misconceptions about fractions. The learners’ definitions of what a fraction is were neither complete nor precise. For example, the equality of parts was not emphasised in their definitions. The gaps brought about by the learner conception of fractions were evident in the way problems on fractions were manipulated. The learners did not treat a fraction as signifying a specific point on the number system. Due to this, learners could not place fractions correctly on the number line. Components of the fraction were separated and manipulated as stand-alone whole numbers. Consequently, whole number knowledge was applied to work with fractions. A lack of conceptual understanding of equivalent fractions was evident as the common denominator principle was not applied. In the multiplication of fractions, procedural manipulations were evident. In mixed number operations, whole numbers were multiplied separately from the fractional parts of the mixed number. Fractional parts were also multiplied separately, and the two answers combined to yield the final solution. In the division of fractions, the learners displayed a lack of conceptual knowledge of division of fractions. Operations were made across the division sign numerators separate from the denominators. This reveals that a fraction was not taken as an outright number on its own by learners but viewed as one number put on top of the other which can be separated. Dividing across, learners rendered division commutative. A procedural attempt to apply the invert and multiply procedure was also evident in this study. Learners made procedural errors as they showed a lack of conceptual understanding of the keep-change-flip division algorithm. The study revealed that misconceptions in the concept of fraction were due to prior knowledge, over-generalisation and presentation of fractions during instruction. Constructivism values prior knowledge as the basis for the development of new knowledge. In this study, learners revealed that informal knowledge they possess may impact negatively on the development of the concept of fractions. For example, division by one-half was interpreted as dividing in half by learners. The prior elaboration on the part of a whole sub-construct also proved a barrier to finding solutions to problems that sought knowledge of fractions as other sub-constructs, namely, quotient, measure, ratio and fraction as an operator. Over generalisation by learners in this study led to misconceptions in which a procedure valid in a particular concept is used in another concept where it does not apply. Knowledge on whole numbers was used in manipulating fractions. For example, for whole numbers generally, multiplication makes bigger and division makes smaller. The presentation of fractions during instruction played a role in some misconceptions revealed by this study. Bias towards the part of a whole sub-construct might have limited conceptualisation in other sub-constructs. Preference for the procedural approach above the conceptual one by educators may limit the proper development of the fraction concept as it promotes the use of algorithms without understanding. The researcher recommends the use of manipulatives to promote the understanding of the fraction concept before inductively guiding learners to come up with the algorithm. Imposing the algorithm promotes the procedural approach, thereby depriving learners of an opportunity for conceptual understanding. Not all correct answers result from the correct line of thinking. Educators, therefore, should have a closer look at learners’ work, including those with correct solutions, as there may be concealed misconceptions. Educators should not take for granted what was covered before learners conceptualised fractions as it might be a source of misconceptions. It is therefore recommended to check prior knowledge before proceeding with new instruction. / Mathematics Education / M. Ed. (Mathematics Education)

Indiana University-Purdue University Indianapolis (IUPUI) / Stroke is the main cause of disability in the United States. Individuals with stroke commonly report sensory impairment affects their recovery. Motor recovery and sensory impairment are related and impact individuals’ ability to perform valued occupations. Despite the prevalence of sensation impairment after stroke, many occupational therapists fail to include sensation assessment and intervention in treatment planning. The exclusion of sensation in occupational therapy interventions during stroke rehabilitation may be due to the lack of literature supporting the association between sensation and occupational performance. The current study aimed to determine the relationship between touch sensation of the affected hand and occupational performance and satisfaction in individuals with chronic stroke. Using a cross-sectional study design, this study associated factors related to hand sensation and function in individuals with chronic stroke. Fifty individuals with chronic stroke participated in a one-time testing session in which assessments related to sensation, movement of the hand and engagement in daily activities were administered. Correlation analyses were utilized to determine relationships between touch sensation of the affected hand with individuals’ abilities to engage in valued daily activities, arm and hand disability, and manual abilities. The main finding of the study was that individuals with intact sensation reported greater ability to perform valued occupations and satisfaction with their performance, as compared with individuals with touch sensation impairment. For individuals with impaired touch sensation of the affected hand, impairment of touch sensation of the hand did not correlate with individuals’ performance or satisfaction with valued occupations, arm or hand movement, or manual abilities. Collectively, the results of this study reflect the complex interaction between touch sensation, occupational performance, motor functioning, and manual abilities of the affected hand for individuals’ who have experienced a stroke. This study informs therapists, rehabilitation scientists, and other healthcare professionals that client-centered, individualized approaches, including a wide array of clinical assessments and intervention, including assessment of occupational performance and sensation, remain important components in stroke rehabilitation.

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

Legal and scientific imperatives necessitate the validation of a psychometric battery before using it for the purposes of personnel selection and decision- making. The aim of this investigation is to validate a selection battery, i.e. the Ability, Processing of Information and Learning (APIL) Battery and Raven's Advanced Progressive Matrices (APM), used in selecting university bridging - course students. The empirical study is informed by a literature review focussing on the legal and scientific parameters of psychometrics within selection, the conceptualisation of intelligence and its relationship to academic performance. Hypotheses are posed regarding the predictive power of the selection battery and the effect of biographical factors on academic performance. Results indicate that the APU. Battery apd Raven's APM are both valid predictors of academic performance, ·although the former appears more effective. This investigation emphasises the influence of moderating factors, i.e. factors other than cognitive ability, on academic performance. / Industrial and Organisational Psychology / M. Adm. (Industrial and Organisational Psychology)