Existing scales were modified and factor-analysed through "prepilof' and pilot studies for exploring relations between academic motivation, achievement, and cognitive factors such as locus of control (LOC), attributions, perceived self-determination and ability. Distinct, conceptually meaningful factors emerged. Thirty-seven hypotheses were tested on Unisa students. Among notable findings were: • Internal LOC related to academic motivation, but treating LOC as a set of distinct factors rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external LOC factors related negatively to · achievement). • Little was gained from categorising attributions according to Weiner's dimensions. • Intrinsic motivation and "identified regulation" related positively to motivation. • Students' (especially unsuccessful students') expectations of success and perceptions of their ability were over-estimated. • Different factors related to motivation and achievement in different cultural groups. • Although motivation and achievement are usually positively related, this did not apply to disadvantaged groups. / Psychology / M.A. (Psychology)

The objective of this study was to determine if a statistically significant positive relationship exists between the cognitive tests (APIL and Critical Reasoning Test Battery - NCR2 and VCR2) and the academic performance of students on an MBA programme. A quantitative cross-sectional study was conducted on a non-probability purposive sample (N=329) of MBA students at an institution of higher learning in South Africa. A theoretical relationship was established between the variables. The empirical relationship revealed statistically significant relationships between the cognitive tests and academic performance on an MBA programme. The findings contribute valuable knowledge to the field of psychological assessment that can be applied in the selection of students for higher education. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. / Science and Technology Education / M. Ed. (Natural Science Education)

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study examines the effects of educators’ professional conduct on learners’ academic performance. The researcher used quantitative research methodology and design. Data was collected in eighty primary schools, mostly in a disadvantaged context, in the Vhembe District in Limpopo Province, South Africa. A researcher-designed questionnaire was administered to eighty primary-school principals who were randomly selected. The research revealed that the implementation of the educators’ code of professional ethics may improve the quality of educators. The achievement of high learner academic performance may be determined by the manner in which principals lead, manage and encourage educators to adhere to the tenets of professional conduct. This research also revealed that although educators are aware of professional conduct, they show unprofessional behaviour such as disrespecting learners, leaving class unsupervised, excessive use of mobile phones during lessons, and excessive absenteeism. Learners who lack effective educator support tend to achieve lower results than expected. Learners whose educators behave professionally achieve good academic performance. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2015. / The Western Cape Education Department could not reach their proposed pass percentage of 50% in Grades 3 and 6 for Afrikaans Huistaal/English Home Language and Mathematics in all schools since 2002. Rural primary schools in a Circuit in the region of the West Coast form part of these statistics. The main aim of this study is to identify and discuss the shortcomings and positive aspects in the management practice within this Circuit, draw conclusions and propose recommendations. With this aim the central focus resides within the ambit of the role and function of rural primary school principals as well as the impact of their management acts on learner performance. The accountability of principals comprises managing schools in such a way that learning by learners is a core priority. Several literary genres and philosophies based on professional judgment, views and opinions of experts as well as authorities were researched to find answers to how these approaches can be applied in order to answer the problem statement. To find further answers for the problem statement a combination of quantitative and qualitative research was used. This research process resides within an interpretive research paradigm and is exploratory and descriptive. Selfdesigned questionnaires as well as semi-structured questions for focus group interviews were developed to obtain information from participants, the primary sources. Using this design first-hand knowledge was obtained from participants through the responses in the questionnaires and comments from the interviews. Responses and comments were organised in order to formulate the findings. Both the shortcomings and positive aspects regarding school management in its total extent are highlighted and recommendations are suggested. This study attempts to make a meaningful contribution to the management and leadership accountability function of principals in rural primary schools in order to improve learner achievement.

Submitted in compliance with the requirements for Doctor of Philosophy Degree in Quality, Durban University of Technology, Durban, South Africa, 2017. / Quality has emerged as a necessity in education as we are faced with increasing competition and a demand for better quality of life. There is an enormous gap in South Africa’s education system; 60% of South Africa’s children do not reach the final matriculation school year. Many Grade 12 learners, despite being taught Mathematics, remain effectively mathematically illiterates. The ability to provide quality education is more than ever essential and there is at present a consensus for fundamental reforms in our education sector, with emphasis on Quality. The result of quality education is not only about achieving academic excellence but the total development of the learner. If education does not cater for the future needs and challenges of the new millennium then it is ineffective for the new generation. Low scores in Mathematics are a major concern as learners are not able to meet the challenges in secondary schools to pursue careers in Mathematics. South Africa was placed last out of 41 countries worldwide in terms of Mathematics performance in the Third International Mathematics and Science Study (TIMSS). The World Economic Forum has placed South Africa last amongst 62 countries on the quality of Mathematics and Science Education in their annual report in 2012. Apartheid in South Africa was a complex period that paved the way for the new education dispensation. A paradigm shift was thus imperative and challenging to a democratic South Africa. It is more than two decades into the 21st century and into a democratic South Africa. The effects of apartheid are visible in many areas, more so in education. This study is underpinned by the transformation agenda attached to curriculum policy reform in South Africa. There is an interface in respect of policy construction and Skills, knowledge, attitudes and values (SKAV) constitution from the Department of Education to primary and to secondary schools. The implementation of various curriculum reforms led to a decline in the pass rate of learners in the National Senior Certificate examinations and in the Annual National Assessment. Some of the serious problems articulated by teachers were inadequate subject training in Mathematics, lack of communication, job dissatisfaction and the demanding administrative workload. It is envisaged that the findings of this study will make recommendations for SKAV development in teaching and learning of Mathematics in primary and secondary schools. In this regard, a model to improve quality in Mathematics education was proposed. The ability of education to meet the needs of the future both at individual and societal level is one of the critical elements of quality education. / D

The purpose of the study was to investigate the success of the Extended Programme at Walter Sisulu University, with particular reference to throughput rates. Programmes offered by the institution to students are intervention measures to assist in improving student retention. This research investigated the role of the university with regards to retaining engineering students at Buffalo City. Also discussed will be the impact of financial support or lack thereof to paying for academic education. Lastly, the discussion will focus on Extended Programme courses offered to students and their impact on retention of students. Through Tinto’s model, Koen discussed that institutions have a responsibility for integrating academic and social activities to create holistic competent students (2007:65). It was also discovered that the institution through the Centre for Learning and Teaching Development (CLTD), offers services that benefit both students and lecturers. Merriam found out that the key to understanding qualitative research is the idea that meaning is socially constructed by individuals in their interaction with the world, (2002:3). This study called for qualitative research to get meaning from each participant. The research was conducted using questionnaires to both students and lecturers. The investigation discovered that an education institution is not only about academic studies. Data was collected and analysed using qualitative methods which included coding and colouring of responses. Research deduced that lecturers and students conclusively complained about the poor infrastructure of the university. It has been found that students think about their educational development, their personal growth and development, their employability and their prospects for career preparation or change (Moxley 2001:39). When students have this kind of attitude it means they have the courage to get through the choice no matter what challenges they face (2004: 212). According to Moxley, members of staff who expand their roles into tutorials, independent studies and small group projects, could be a pivotal strategy of the institutional retention mission, (2001:39). This is supported by Coetzee who state that lecturers should provide students with feedback quickly, promote independent thinking, guide and motivate students (2001:31).

MEd ( Guidance and Counselling) / Department of Curriculum Studies / See the attached abstract below

DEd (Educational Management) / Department of Educational Management / Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.