This research study examines the relationship between conjunctive cohesion and relational coherence in students' narrative and expository compositions and writing quality (here defined in terms of teachers' ratings). Altogether 64 compositions were analysed using Halliday and Hasan's (1976) cohesion theory and Crombie's (1985) set of interpropositional relations. The results of the study show that both conjunctive cohesion density and relational coherence, as defined by the density of contiguous functional relations, affect perceptions of writing quality. Writers of low-rated narrative and low-rated expository compositions not only used a more limited range of conjunctives but their compositions manifested less cohesion density and contiguous relation density than writers of high-rated narrative and expository compositions did. / Linguistics / M. A. (Applied Linguistics)

Increasing involvement with students at the University of Namibia has indicated their overall difficulty with comprehending and recalling information from oral content lectures. It has also been observed that in general very little attention is given to the development of listening skills in L2 ESP and EAP courses. For this study, I conducted a quasi-experiment to determine whether the recognition and interpretation of discourse markers will enhance students' listening comprehension in academic lectures. Students were tested to determine their comprehension of content information in a video-taped lecture. Qualitative data were collected by means of a questionnaire. After an intervention period of eight weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken texts, both groups were again tested. Their results were statistically compared. I also looked at related findings of other researchers. Finally, aspects for possible future research will also be considered. / English Studies / MA - (Specialisation in TESOL)

Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical basis for learning potential assessment is Vygotsky’s concept of the zone of proximal development. This thesis describes the development, standardisation and evaluation of the Learning Potential Computerised Adaptive Test (LPCAT), for measuring learning potential in the culturally diverse South African population by means of nonverbal figural items. In accordance with Vygotsky’s view, learning potential is defined as a combination of present performance and the extent to which performance is increased after relevant training. This definition allows for comparison of individuals at different levels of initial performance and with different measures of improvement. Computerised adaptive testing based on item response theory, as used in the LPCAT, is uniquely suitable for increasing both measurement accuracy and testing efficiency of dynamic testing, two aspects that have been identified as problematic. The LPCAT pretest and the post-test are two separate adaptive tests, hence eliminating the role of memory in post-test performance. Several multicultural groups were used for item analysis and test validation. The results support the LPCAT as a culture-fair measure of learning potential in the nonverbal general reasoning domain. For examinees with a wide range of ability levels, LPCAT scores correlate strongly with academic performance. For African examinees, poor proficiency in English (the language of teaching) hampers academic performance. The LPCAT ensures the equitable measurement of learning potential, independent of language proficiency and prior scholastic learning and can be used to help select candidates for further training or developmental opportunities. / Psychology / D. Litt. et Phil. (Psychology)

Text in English / This study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word mastery and did not have adequate academic literacy skills to cope with the demands of university. Students in the explicit group modestly improved receptive vocabulary knowledge at the end of the intervention but there was no significant improvement in academic literacy skills. Overall, students showed an increase in positive responses regarding their attitudes to vocabulary. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

The aim of the study was to find out about the perception of grade four teachers with regard to reading competence of the learners. The ability to read is an important skill in today`s modern world where so much information is transmitted in written form. It is also important that people have reading skills whether they are in school or not. The choice of this research topic emanated from an observation from past research that, levels of reading difficulties among primary school pupils are very high and Hlanganani south circuit is not an exception. This research is relevant as most learners in grade four are not able to read especially in English. These are some of the main problem that makes high failure rate of grade four learners in ANA results, because most learners do not know how to read and it also affect all subjects that they learn in English. The problem of the study pivots around the experiences of grade four teachers with regard to reading competency skills of the learners. Results from most studies carried out on reading indicate that most pupils are not able to read according to what is expected of their grade level. It is against this background that this study sought to establish the factors that lead to reading difficulties. The research methods used are interviews and classroom observation with the focus on a sample of teachers from grade four in two schools at Hlanganani south circuit. The researcher selected these tools because they are directed by research questions. The researcher wanted to find out from the research participants how they taught, their beliefs and perceptions about teaching reading. Qualitative methods are used to generate data. Findings of the study indicate that grade four learners have reading difficulties. These include omitting, substituting and adding words as well as mispronouncing words. This is a big challenge for the teachers who teach these learners. This can be frustrating for both the learners and teachers especially where the teacher does not understand the causes of reading difficulties, how to assess those learners with reading without competence as well as how to help out. According to the findings of this study, teachers have their own perceptions about the causes of reading with competence and their own way of assessing learners with reading difficulties. Government as the state, and local levels should provide appropriate materials for teaching reading skills. Libraries should be provided for our primary schools, since the absence of libraries is a factor in the deficiency in reading skills. / Educational Leadership and Management / M. Ed. (Educational Management)

Continuous change and competition in the working environment necessitate increased efficiency and productivity which require different and enhanced skills and abilities. It is therefore important that the right people with the right skills are selected and employees are developed to enable them to meet the organisational and national demands of the future. This dissertation investigates the relationship between learning potential, English language proficiency and work-related training test results to establish why some production employees perform better on work-related training test results than others. The results indicate that there is no significant relationship between the work-related training test results and either learning potential or English language proficiency. There is, however, a significant correlation between learning potential and English language proficiency. It might be worthwhile exploring the availability and adequacy of assessors as well as the motivational level of the production employees as factors that influence the progress made with work-related training test results. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)

Thesis (MSocialWork)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The aim of this study is to develop a theoretical and practical framework which can be utilised as a guideline for performance appraisal of occupational social workers employed by local authorities within the Cape Metropole. The study was preceded by a comprehensive literature study whereby the term performance appraisal was explained, the necessity and purpose of performance evaluation, were identified. Furthermore, the characteristics of performance appraisal in social work have been described. These characteristics serve as a basis for this study. An empirical study was then undertaken, which entailed an exploratory study to achieve the aim of this study. The social workers, who are employed by the local authorities within the Cape Metropole, were included in the study. The study was conducted by means of a group administrative questionnaire. Occupational social work is regarded as a relatively new area of specialisation in social work and very little has been written about it. Therefore a brief overview of occupational social work is provided, with specific reference to the U.S.A., Europe and South Africa. Furthermore emphasis is placed on the structural and functional characteristics of an organisation that influences occupational social work. The nature and scope of the social worker's service rendering, as well as the knowledge and skills that is required to render effective services, is discussed. The evaluation of work performance of social workers, the frequency thereof and the persons involved therein, were investigated to determine the nature and scope of the performance appraisal systems that are implemented. Performance appraisal requires the participation of both the supervisor and the social worker. The nature of communication during performance evaluation was identified and the manner in which communication should take place were also obtained. Social workers' opinions in terms of the manner in which they should be allowed to participate during supervision and performance appraisal were also obtained. Social workers' opinions of the valuable aspects of performance appraisal were explored to determine the value of performance evaluation for them. Hence it could be deduced that they experience performance appraisal as valuable and that they have insight into the fact that performance appraisal could contribute to their professional development. The social workers' opinions in terms of the type of principles that should be implemented during performance appraisal were also explored and the outcome of the study showed that the same principles as identified in the literature, are also viewed as important to them. The respondents' opinions in terms of the importance of guidelines for performance evaluation and that it should be conducted in terms of a specific process has been explored, and the results of the study showed that the respondents were positive about the use of guidelines for performance appraisal, which should amongst others include the utilisation of an educational model, evaluation and program. In conclusion, the responses from the occupational social workers of local authorities in the Cape Metropole are discussed and compared with relevant literature. This serves as basis for the recommendations that are made and can be utilised to establish guidelines for performance appraisal for social workers at local authorities within the Cape Metropole. The most important recommendation is that management of local government should utilise the results of this study to establish guidelines for performance appraisal for their occupational social workers. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel wat as riglyn benut kan word vir prestasiebeoordeling van bedryfs-maatskaplike werkers by plaaslike owerhede binne die Kaapse Metropool. 'n Omvattende literatuurstudie is ten aanvang van die studie gedoen en hiertydens is die noodsaaklikheid en doel van prestasiebeoordeling in maatskaplike werk geïdentifiseer. Verder is die eienskappe wat prestasiebeoordeling in maatskaplike werk kenmerk, beskryf. Hierdie kenmerke dien as onderbou vir die studie. Na die literatuurstudie is 'n empiriese studie onderneem wat behels het dat 'n verkennende studie gedoen is. Die bedryfs-maatskaplike werkers in diens van die plaaslike owerhede binne die Kaapse Metropool is by die ondersoek betrek. Groepgeadministreerde vraelyste is as ondersoekmetode gebruik. Bedryfs-maatskaplike werk word beskou as 'n relatief jong spesialiteitsveld van maatskaplike werk en daar is nog min daaroor geskryf. Daarom word 'n beknopte historiese oorsig van bedryfs-maatskaplike werk gegee met spesifieke verwysing na die VSA, Europa en Suid-Afrika. Verder is daar klem gelê op die strukturele en funksionele eienskappe van organisasies wat bedryfs-maatskaplike werk beïnvloed. Die aard van die dienslewering van die bedryfs-maatskaplike werkers, sowel as die kennis en vaardighede waaroor hulle behoort te beskik, word ook bespreek. Die evaluering van die maatskaplike werkers se werkverrigting, die frekwensie daarvan en die persone daarby betrokke is ondersoek om die aard en omvang van die implementering van 'n stelsel van prestasiebeoordeling te bepaal. Prestasiebeoordeling vereis dat die supervisor en die maatskaplike werker aan prestasiebeoordeling moet deelneem. Die bedryfs-maatskaplike werkers se menings ten opsigte van die redes waarom werkverrigting nie geëvalueer word nie, is ook vasgestel. Die aard van kommunikasie wat tydens die implementering van prestasiebeoordeling gebruik word, is derhalwe geïdentifiseer, en die wyse waarop kommunikasie behoort uitgevoer te word is ondersoek. Die wyse waarop die maatskaplike werkers geleentheid tot deelname aan supervisie en prestasiebeoordeling behoort te verkry, is ook bepaal. Die waarde wat prestasiebeoordeling vir die maatskaplike werker inhou, is ondersoek deur die bedryfs-maatskaplike werkers se menings oor die aspekte wat tydens prestasiebeoordeling vir hulle waarde inhou, vas te stel. Hieruit kan afgelei word dat die bedryfs-maatskaplike werkers prestasiebeoordeling as waardevol beskou en insig openbaar in die feit dat prestasiebeoordeling tot verbeterde werkverrigting en tot hulle professionele ontwikkeling kan bydra. Die respondente se opinie oor die soort beginsels in prestasiebeoordeling is ondersoek en die resultate van die studie was dat dieselfde beginsels as wat in die literatuur geïdentifiseer word, ook deur hulle as belangrik beskou is. Die bedryfs-maatskaplike werkers se menings ten opsigte van die noodsaaklikheid van riglyne vir prestasiebeoordeling en dat dit volgens 'n proses behoort te geskied, is ook vasgestel. Daar is bevind dat die maatskaplike werkers positief ingestel is ten opsigte van die gebruik van 'n stelsel wat die benutting van 'n onderrigmodel, -evaluering en -program insluit en wat sal geskied volgens bepaalde riglyne vir prestasiebeoordeling. Ten slotte word die response van die bedryfs-maatskaplike werkers van die plaaslike owerhede binne die Kaapse Metropool bespreek en vergelyk met relevante literatuur. Dit dien as basis vir die aanbevelings wat gemaak word. Hierdie aanbevelings kan benut word om riglyne daar te stel vir prestasiebeoordeling van bedryfs-maatskaplike werkers by plaaslike owerhede binne die Kaapse Metropool. Die vernaamste aanbeveling is dat die Plaaslike Owerheid die resultate van die studie moet benut om riglyne vir prestasiebeoordeling van bedryfs-maatskaplike werkers saam te stel.

Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated in the education of young learners in South Africa. Narrative skills form the bridge between oral language and literacy by providing experience in using the extended and decontextualized discourse units that children will encounter in written language. This study investigated the relationship between narrative skills and reading comprehension skills in young learners who are developing literacy. Specific linguistic markers of literacy in the narratives of a group of Grade 3 learners from communities with low socio-economic status were examined. The main research questions this study attempted to answer were: “How do linguistic deficits of learners with poor reading comprehension and specific reading comprehension deficits manifest in their oral narratives?” and “Are there linguistic markers that decisively distinguish between learners with specific reading comprehension deficits and learners with general poor reading skills as compared to learners with normal reading comprehension?” In a quasi-experimental research design, the Grade 3 participants in this study were assigned to three groups: Readers who are competent at word level and comprehension (good reading comprehension group), readers who are competent at word level but poor at comprehension (specific comprehension disorder group) and readers who are poor at both word level and comprehension (poor reading comprehension group). Measurement protocols were used to assess the linguistic variables of interest, namely vocabulary, narrative micro- and macrostructure structure, cohesion, coherence and other aspects of oral language. The results of this study confirmed the relationships between language skills and reading comprehension. It was found that readers with general poor reading skills performed significantly poorer on a variety of linguistic measures than readers with good reading comprehension. The group identified as readers with specific reading comprehension disorders were, in general, not significantly different from the other two groups. This study therefore did not provide clear evidence that readers with specific reading comprehension disorders presented with linguistic markers that could differentiate them from the other groups. The clinical implications for speech-language therapists and educators with regards to assessment and intervention were highlighted. / AFRIKAANSE OPSOMMING: Die behaling van geletterdheid is noodsaaklik om te oorleef in ‘n moderne, geïndustrialiseerde en kennisgedrewe samelewing. Kinders met swak taalvaardighede loop die risiko om akademies te faal weens die verskille tussen die orale taal wat alledaags gebruik word en die taalvaardighede wat vereis word om sukses in formele skoolomgewings te behaal. Die impak van swak orale taalvaardighede op die suksesvolle aanleer van leesvaardighede, spesifiek leesbegrip, word dikwels onderskat in die onderrig van jong Suid-Afrikaanse leerders. Narratiefvaardighede vorm die oorgang tussen orale taal en geletterdheid omdat narratiewe ondervinding verskaf in die gebruik van uitgebreide en gedekontekstualiseerde diskoerseenhede wat kinders in skryftaal teëkom. Hierdie studie het die verband tussen narratiefvaardighede en leesbegrip in jong kinders wat besig is om gelettedheid te ontwikkel, ondersoek. Spesifieke linguistiese merkers vir geletterdheid in die narratiewe van ‘n groep Graad 3 leerders van lae sosio-ekonomiese status, is ondersoek. Die hoof navorsingsvrae van die studie was: “Hoe manifesteer die linguistiese gebreke van leerders met swak leesbegrip en spesifieke leesbegripsprobleme in hul orale narratiewe?” en “Is daar linguistiese merkers wat afdoende onderskei tussen leerders met spesifieke leesbegripsprobleme en leerders met algemene swak leesvaardighede?” In ‘n kwasieksperimentele ontwerp is die deelnemers aan hierdie studie toegeken aan drie groepe: Lesers wat bevoeg is op woordvlak en begripsvlak (groep met goeie leesbegrip), lesers wat bevoeg is op woordvlak, maar met swak begrip (groep met spesifieke leesbegripsprobleme) en lesers wat onbevoeg is op woordvlak en begripsvlak (groep met algemene swak leesvaardighede). Protokolle is gebruik om die linguistiese veranderlikes, naamlik woordeskat, narratief mikro- en makrostruktuur, kohesie, koherensie en ander aspekte van verbale taal, te meet. Die resultate van hierdie studie het die verband tussen taalvaardighede en leesbegrip bevestig. Daar is gevind dat lesers met algemene swak leesvaardighede, in vergelyking met lesers met goeie leesbegrip, beduidend swakker presteer het op verskeie linguistiese metings. Die groep wat geïdentifiseer is as lesers met spesifieke leesbegripsprobleme het, oor die algemeen, nie beduidend van die ander twee groepe verskil nie. Hierdie studie het dus nie duidelike bewyse gevind dat lesers met spesifieke leesbegripsprobleme linguistiese merkers vertoon het wat hulle van die ander twee groepe kon onderskei nie. Die kliniese implikasies vir spraak-taalterapeute en opvoeders met betrekking tot assessering en intervensie is toegelig.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: Within the context of development, skills development is one of the central components in the drive to bring about the reconstruction, development and transformation of the South African society. Investment in people is a key strategy in our economic renewal. With estimations of a third of the South African population not having effective basic skills, education is not merely limited to reading and writing, but developing human capacity to playa more active role individually, within communities and within the larger South Africa. Literacy and numeracy are seen as fundamental skills, and without these skills, other skills may not be learned or acquired. Illiteracy rates within rural areas in South Africa are unacceptably high and people deemed "illiterate" within these areas are at risk in that provision of literacy programmes is not readily available. Within this context, a literacy programme was implemented at a farm school outside Durbanville (situated in the Western Cape). The Fundani literacy programme was implemented over a period of 16 months. The participants comprised of farm workers (most of whom were parents of children attending the Attie van Wyk Primary School). Literacy is also said to empower people. Programme evaluation was chosen as research design. The findings of the research are discussed to place it within the context of the research questions, namely whether the intervention (the Fundani literacy programme) would change/influence the literacy ability and empowerment status of the participants. The participants' empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-past-test design. The participants were also evaluated at the end of the literacy programme as to their literacy and numeracy gains. The research took place in three phases. Both qualitative and quantitative methods were used during the research. The first phase consisted of a pre-test on empowerment (this was done by means of a standardised questionnaire during semi-structured interviews). The second phase involved exposure to the Fundani literacy programme, followed by a formal test to measure literacy and numeracy gains as well as a post-test measuring changes in empowerment status. Finally a post-post-test was applied to measure changes in empowerment status three months after the programme had been completed. Although only four participants out of 13 completed the Fundani literacy programme, statistical analysis showed statistically significant improvements in empowerment from pre-test to post-test of the total group. The four participants that completed the programme also showed literacy and numeracy gains. The findings of the study suggest that although there is a high drop-out rate in adult literacy programmes, the longer participants participate in a literacy programme, the greater the improvement in their empowerment status will be. It also became evident throughout the research that women find it difficult to attend literacy programmes as common constraints (such as domestic duties and male resistance) are not easily overcome. As this research used a very small sample size, future studies need to be conducted over longer periods of time, using a much bigger sample. Such programmes/interventions also need to be more functional, which could lead to a greater sense of motivation and empowerment. / AFRIKAANSE OPSOMMING: Binne die konteks van ontwikkeling is vaardigheidsontwikkeling 'n kritieke dryfveer in die transformasie van Suid-Afrika. Die ontwikkeling van menslike hulpbronne is een van die strategieë om die ekonomie te versterk. Met sowat 'n derde van die Suid-Afrikaanse bevolking wat nie oor basiese vaardighede beskik nie, is opvoeding nie beperk tot lees en skryf nie, maar omvat die ontwikkeling van die mens in sy geheel om 'n meer aktiewe rol binne homself, die gemeenskap, en Suid-Afrika te speel. Lees-, skryf- en rekenvaardighede is fundamentele vaardighede waarsonder ander tegniese vaardighede nie maklik aangeleer kan word nie. Ongeletterdheidsvlakke in Suid-Afrika, en veral in die landelike gedeeltes van Suid-Afrika, is baie hoog. 'n Verdere punt van kommer is die onbeskikbaarheid en aanbieding van geletterdheidsprogramme binne die landelike gebiede van Suid-Afrika. Dit is binne hierdie konteks dat 'n geletterdheidsprogram vir plaaswerkers by 'n plaasskool buite Durbanville (in die Wes-Kaap) aangebied is. Die Fundani geletterdheidsprogram is by die Attie van Wyk primêre skool geïmplementeer. Die Fundani program is oor 'n periode van 16 maande gevolg. Die teikengroep was ouers van leerders (van wie die meeste plaaswerkers is) van die Attie van Wyk primêre skool. Die doel van die geletterdheidsprogram was nie net om lees- en skryfvaardighede aan te leer nie, maar om die deelnemers te bemagtig om meer beheer oor hul lewens toe te pas. Programevaluering is gebruik as navorsingsontwerp. Die twee navorsingsvrae verwys na die aard van intervensie en is daarop gemik om te bepaal of die Fundani geletterdheidsprogram wel 'n effek op die geletterdheid sowel as bemagtigingsvlakke van die deelnemers gehad het. Die deelnemers se bemagtigingstatus is gemeet met 'n gestandardiseerde vraelys terwyl 'n voor-en-na toets en 'n verdere toets (post-past-toets) ontwerp gevolg is. Die deelnemers is ook aan die einde geëvalueer ten opsigte van verbetering in hul lees-, skryf- en rekenvaardighede. Die navorsing is in drie fases geïmplementeer. Kwalitatiewe asook kwantitatiewe metodes is gebruik om data in te win. Die eerste fase het uit 'n voor-toets bestaan wat die deelnemers se bemagtigingstatus gemeet het. Dit is met 'n gestandardiseerde vraelys tydens semi-gestruktureerde onderhoude gemeet. Gedurende die tweede fase is deelnemers aan die Fundani geletterdheidsprogram blootgestel. Aan die einde van die program is die deelnemers se bemagtigingstatus weer gemeet deur 'n na-toets om verandering in bemagtiging te meet. 'n Formele geletterdheidstoets is ook gedurende fase twee geskryf om verandering in lees-, skryf- en rekenvaardighede waar te neem. Fase drie het uit 'n verdere toets bestaan om die deelnemers se bemagtigingstatus drie maande ná die Fundani geletterdheidsprogram te meet. Alhoewel slegs vier uit die 13 deelnemers die Fundani geletterdheidsprogram voltooi het, was daar wel statisties betekenisvolle verbeteringe van die voor-toets na die na-toets. Die vier deelnemers wat wel die Fundani geletterheidsprogram voltooi het, het aan die einde van die program getoon dat hulle baat gevind het by die program ten opsigte van hullees-, skryf- en rekenvaardige verwerkings. Die navorsing se bevindinge dui daarop dat hoe langer deelnemers aan sulke geletterdheidsprogramme blootgestel word, hoe groter sal die verbetering in hulle bemagtigingstatus wees. Vroue vind dit moeilik om sulke programme te voltooi as gevolg van familie- en gesinsverpligtinge asook vanweë teenkanting van mans binne die gemeenskap. Alhoewel die navorsing van 'n baie klein steekproef gebruik gemaak het, word daar voorgestel dat soortgelyke studies van dieselfde aard oor langer tye met 'n groter steekproef geëvalueer word. Die aard van sulke tipe programme/intervensies behoort meer funksioneel te wees om deelnemers verder te motiveer en te bemagtig.