Text in Afrikaans / Performance management and performance appraisal plays a crucial role in developing human resources. In the social work profession the social work supervisor is the person responsible to appraise the performance of the social worker because of the excellent position to observe the job performance directly and consistently. The purpose of this study is to investigate how social work supervisors perform their supervisory functions and apply performance appraisal. The researcher used qualitative research for an exploratory and descriptive study. In-depth interviews were use as data collection method. The sample group was social work supervisors in the employment of the Western Cape Department of Social Development. Performance appraisal can be use to encourage professional growth and development of social workers. Performance appraisal is a supervisory duty and thus a component of administrative, educational and supportive supervision. It seems however that supervisors experience problems with performing supervision and to apply performance appraisal. / Thesis (M.A. (Maatskaplike Werk))

This study investigated the implementation of National Curriculum Statement’s English First Additional Language in three rural primary schools in Northern Cape Province. The focus of the investigation was on English First Additional Language learning, teaching and assessment in grade four. The purpose was to evaluate class activities in order to determine the level of achievement in English, and to establish whether classroom practices were being informed by National Curriculum Statement policy for English First Additional Language. The study employed a qualitative case study approach, using classroom observation and document analysis research tools. The findings revealed that the learners lacked literacy skills because they were not engaged in suitable and meaningful tasks to meet their linguistic needs. Most activities given to the learners were irrelevant, and not age, grade and language level appropriate. There was no evidence of communicative, text-based, reading and process writing activities in the learners’ portfolio files. It was also discovered that teaching, learning and assessment did not conform to National Curriculum Statement policy for English First Additional Language and the principles of OBE methodology. Recommendations to address the problems are proposed.

This study investigates awareness and use of communicative language teaching methodology (CLT) in a foundation programme at an institution of higher learning in the Sultanate of Oman, where rapid expansion and a reliance on expatriate skills has resulted in the employment of predominantly native English teachers, many with inadequate formal teacher training. The qualitative research methodology employed involved a core of five teachers using three data-gathering instruments and ten additional English language teachers who responded to a questionnaire. The study finds that the majority of teachers have inadequate knowledge of the CLT approach and do not use it in the classroom. The findings suggest that an adapted version of CLT which embraces local contextual and sociocultural conditions may be pedagogically viable. The study draws comparisons between the idea of a hypothetical, “adapted” version of CLT and the notions of “particularity, practicality and possibility” as suggested by Kumaravadivelu (2006). / English Studies / M.A. (Specialisation in Teaching English to Speakers of Other Languages, TESOL)

Students’ performances in mathematics in an Open Distant Learning setting have not always been impressive. An exploratory study into the problem solving skills of the University of South Africa students in the Calculus module MAT112 is being conducted using past examinations scripts between 2006 and 2009. The study re-assesses the work done in the end-of-year Calculus examinations, by both looking at the distribution of marks awarded and assigning new scores based on an assessment rubric adapted for the problem at hand. Further assessment of qualitative dimensions that is important for problem solving in Calculus is developed from the data obtained from the assessment rubric. Using factor analysis, a hesitation factor, transfer-of-knowledge factor as well as ingenuity factor, are identified in successful Calculus problem solving. The study proposes two conceptual models; the first is to guide students in solving Calculus problems while the second one is meant to assist lecturers in the assessment of students of Calculus. / Science and Technology Education / M. Ed. (Technology Education)

Quantitative Techniques is traditionally a subject with a poor pass rate at Walter Sisulu University. In search of a turnaround strategy, the purpose of this study was to determine the level of problem-solving proficiency of Quantitative Techniques students, which is suspected to influence achievement in this subject. A descriptive survey design was used in this research. Second-year ND (Marketing) students (128) took part in the study. A questionnaire and a written test were used to collect data. A profile of participants’ problem-solving was determined. Their weaknesses and strengths in problem-solving were investigated. The problem-solving proficiency of participants with regards to the biographical variables of Gender, Age, Mathematics background and whether they took Data Handling training at school or not were explored. A model, based on Polya’s four stages of problem-solving, was used to measure the students’ level of problem-solving proficiency, which was 59,16%. Findings suggest that the students achieved highest in understanding a problem (72,29%) and making a plan to solve the problem (73,77%). They are weakest at interpreting their results (29,38%). MANOVA results showed no statistical significance for the biographical variables. The univariate results suggest that age, Data Handling training at school and Gender could affect problem-solving proficiency. Since the findings of this study indicate a strong relationship between participants’ problem-solving proficiency and their actual achievement, some intervention is recommended. An intervention could be in the form of a section on problem-solving in the course, supplemental instruction or an introductory course. Course and curriculum content should be revised to address students’ proficiency in problem-solving. / Mathematical Sciences / M. A. (Statistics Education)

Prominent definitions and theories of 'Creativity' provide core data for themes that frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas' stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and Product). The CPAM's structure and content was derived from current, reliable and valid research. Issues relating to assessment procedures, as well as psychological factors (blockers and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4), containing questions that document creative assessment prerequisites. Recognized creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether they successfully address and test for relevant creative process criteria. Results indicated that all three tests only addressed a minority of CPAM's 60-point criteria. CPAM offers understanding of the environmental impact and influence on creativity, and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)

The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contrast to traditional approaches to aptitude testing. The latter approaches both implicitly and explicitly adopt a static view of ability, whereas the Newtest approach focuses on the learning potential of the testee, as well as consequent performance. However, the assessment of learning potential poses problems of its own. Modifications were introduced to ensure that the Newtest format is both appropriate and psychometrically defensible. The construction and evaluation of the Newtest Battery is described. A sample of both advantaged and disadvantaged students were tested on a battery of traditional aptitude tests. This group of students was contrasted with another sample of both advantaged and disadvantaged students who undertook the Newtest Battery in the modified dynamic testing format. The traditional measures of aptitude were found to be invalid predictors of university success. Matric results showed a relationship with academic success for both groups. The Newtest measures enhanced the prediction of academic success for both advantaged and disadvantaged students. The Deductive Reasoning dynamic measure was found to be a valid predictor of university success for the disadvantaged students. The results thus successfully extend the learning potential paradigm into the realm of group aptitude testing. The validity of traditional aptitude test measures has been brought into question by the findings of the study. The study points the way forward to a more equitable and relevant aptitude testing procedure. Finally, it was shown that the testing environment forms part of the socio-educational context. Personnel involved in the administration of aptitude tests are given guidelines \vi th the aim of equalising the test process. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans, abstract in Afrikaans and English / Prestasiebeoordeling is van kritiese belang vir die effektiewe bestuur van 'n welsynsorganisasie. Prestasiebeoordeling van maatskaplike werkers word dikwels afgeskeep, foutiewelik uitgevoer en met groot negatiwiteit bejeen. Hierdie verkennend-beskrywende studie het ten doel om wetenskaplik gefundeerde riglyne daar te stel vir die implementering van prestasiebeoordeling ten opsigte van maatskaplike werkers. Die doel is nie om volledige riglyne vir elke aspek van prestasiebeoordeling daar te stel nie, maar om probleme en leemtes vir toekomstige navorsing te identifiseer. Agt en dertig maatskaplike werkers en vier maatskaplikewerkbestuurders se belewenisse van prestasiebeoordeling is deur middel van vraelyste getoets en beskryf. Dit het geblyk dat prestasiebeoordeling van maatskaplike werkers ontwikkelingsgerig is en dat die maatskaplike werkers en maatskaplikewerkbestuurders baat vind by prestasiebeoordeling. Die maatskaplike werkers is van mening dat prestasiebeoordeling aangewend behoort te word vir die identifisering van leemtes en ontwikkelingsareas in die professionele toerusting van maatskaplike werkers. Aanbevelings ten opsigte van aspekte wat vir verdere navorsing oorweeg kan word, is gemaak. / Performance appraisal is critical to the effective management of a welfare organisation. Performance appraisal of social workers are often neglected, implemented incorrectly or regarded within a negative light. This exploratory/ descriptive study aims to set scientifically grounded guidelines for the implementation of performance appraisal with regard to social workers. The aim is not to provide comprehensive guidelines regarding every aspect of perforance appraisal, but to identify gaps and problems which may be studied in future research. Through questionnaires the perceptions of performance appraisal by 38 social workers and four social work managers were tested and described. It seemed that performance appraisal of social workers is geared towards development, and that social workers and social work managers do benefit from performance appraisal. Social workers were of the opinion that performance appraisal should be employed to identify gaps and development areas in equipping social workers professionally. Recommendations are made regarding aspects for further research / Social Work / M. Diac. (Maatskaplike Werk-rigting)

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M.A. (Linguistics)

‘A critical review of language errors in the writing of distance education students’ examines linguistic competence and investigates the language errors made by a heterogeneous group of 100 entry-level distance education university students with a view to improving their academic writing skills. The research follows a process of error identification and statistical analysis, and reviews intervention strategies based on the findings. Despite the continuing debates on the value of error correction, especially in relation to ‘World Englishes’, language accuracy remains a key factor in determining academic success. This is of particular concern in the South African multi-lingual context and in the light of the under-performance of South African students as evidenced in international comparative studies. The implications of the bimodal pattern of distribution in the review findings are discussed and pedagogically appropriate approaches and intervention strategies are suggested. / English Studies / M.A. (TESOL (Teaching English to speakers of other languages))