In recent years, many at-risk high school students are showing minimal academic achievement. At-risk students in the United States have been described as a population that needs proper guidance and attention (Ladson-Billings, 2006). The purpose of this mixed methods study was to assess the effectiveness of the 30/30 Program in increasing students academic achievement, school attendance, behavior, and on-time graduation rate (4 years). The 30/30 Program is a mentoring program that was developed by the principal of a public high school. The 30/30 Program was staffed by five adults who worked with 30 at-risk students from the beginning of their sophomore year until graduation, i.e., 30 months. The program was designed to help at-risk students increase their chances of graduating on time. Academic performance (Grade Point Average), school attendance, behavior, and graduation data were collected from freshman year to senior year. The study utilized a longitudinal, non-experimental research design to determine whether the group who participated in the 30/30 Program had greater improvements in academic performance, school attendance, behavior, and graduation rate than a group of 20 at-risk students who were eligible for the program but did not participate. No significant differences in the groups were found in the academic performance or attendance records at baseline (freshman year) or in any of the three subsequent years. While the intervention group had high baseline behavior incidents (38) compared to the comparison group (6), the number modulated in the following two years to 19 and 23, respectively, and ended lower for the senior year (4). After the baseline year, the comparison group had similar numbers of behavior incidents to those of the intervention group. The graduation rate was not significantly different for the groups. While the results were disappointing, it may be that the intervention group's high number of behavior incidents at baseline indicates a group at greater risk for academic performance than the comparison group who may have achieved and attended more readily even without the help of the 30/30 Program. / Ed. D.

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

This study was directed to explore the practicability of play therapy as a support system to primary schools in order to offer the child an optimal learning opportunity. A need exists to support primary schools, to establish therapeutic services which will be available to all children with emotional, behaviour and social problems. Gestalt play therapy can be used as a source of support within the context of the primary school. It is important that the therapist and teacher have sufficient knowledge around the different developmental phases of the child. In this study the focus was on the general characteristics, cognitive, social- and moral development of the primary school child. A qualitative approach and by utilizing semi-structured interviews, were used in order to collect the data concerning the study. Results from the empirical research indicated that there is a definite necessity for therapeutic services, as support systems at primary schools, in order to assist the child to reach his/her maximum potential. / Social Work / M.Diac. (Spelterapie)

This study's aim was to investigate whether self-determined behaviour and achievement motivation impact learner's academic performance. Convenient geographic sampling was used to select three pnmary schools in Soshanguve. A likert type questionnaire was used to collect data from 120 learners. Item analyses were preformed to investigate the reliability of subscales. Three hypotheses were tested using analysis of variance and Pearson product moment correlations. The first, which predicted that intrinsic motivation is positively related to academic achievement, was not supported. Both intrinsically and extrinsically motivated learners achieved better in academic tasks than amotivated learners. The second, which predicted a negative correlation between extrinsic motivation extrinsic motivation and academic performance, was also not supported. The third, which predicted that there is a negative correlation between amotivation and academic performance, was confirmed. General conclusions, recommendations, and limitations of the study are discussed. / Psychology / M.A. (Psychology)

This study deals with the relationship between culture and national development in Angola. It is self-evident that folktales are integral to the cultural heritage of any people, and the Lunda-Cokwe of Angola are no exception. Folktales pass on their knowledge and general cultural heritage to new generation. However, they are rarely regarded as a useful component on development process of a country. In general the development is largely measured in statistics reflecting material wealth. It maintains that, in order to bring about sustainable development and national unity, a holistic approach to personality building as well as nation building is required. The argumentation will not only take into account economic capital generated through national resources, such as diamonds from the Lunda provinces, but also requires other forms of capital, including social and cultural capital as articulated in Bourdieu’s theory of capital. / African languages / M.A. (African languages)

Underachievement is a perennial problem in many secondary schools in South Africa. One of the reasons for this state of affairs, is the inhibitive learning climate in such schools. This study attempts to determine the extent and causes of the problem and to develop guidelines for parents, teachers, learners and school management teams to resolve some of the issues that cause the problem. This is a qualitative study using focus group and individual interviews. The main findings contributing to underachievement among learners, include lack of parental guidance and supervision, negative attitudes of teachers towards learners, inflexible teaching methods, overcrowded classrooms, lack of resources and facilities in schools, lukewarm attitude of learners towards their work and the absence of positive role models in communities. The findings highlight important factors, which contribute to underachievement among learners in an inhibitive learning climate. The recommendations are an attempt towards solving this important issue. / Educational Studies / M. Ed. (Special Needs Education)

Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir die samestelling van 'n sillabus. (2) ldentifisering van die struktuur van musiek en van Klasmusiek. (3) Eksemplariese analise van sillabusse vir die Klasmusiekopleiding van die student ten einde bevindings en aanbevelings wat as riglyne vir herkurrikuleringsaksies in die toekoms mag dien, te formuleer. / This study deals with the education of student teachers for Class Music in the Junior Primary phase. Students who enroll for a Junior Primary Course at Colleges of Education have to follow a compulsory course of at least one year in Class Music during their four year training. Research has indicated however that the training of these students does not bring about the desired results in practice. To identify problems and shortcomings stemming from the training in Class Music, a literature study was undertaken in which the following aspects were dealt with: (1) Consideration of the structure of the curriculum and the formulation of curriculum criteria for the compilation of a syllabus. (2) Identification of the structure of music and Class Music. (3) Analysis of examples of syllabuses for the training of students in Class Music to formulate findings and recommendations to serve as guidelines for curriculum review and restructing in future. / Educational Studies / M. Ed. (Didactics)

Summaries in English and Afrikaans / Text in English / The aim of this investigation was to determine whether values, the style of discipline and father involvement, influence achievement motivation in secondary school pupils. A survey of existing literature on this subject reveals that style of discipline does influence academic achievement. Baumrind's research is a major source of information in this regard. Research also indicates a positive correlation between academic achievement and the father's ability to assume the leadership role in the family. A positive correlation between the choice of values, for example religious, social, etcetera, and academic achievement is indicated in past research on academic achievement. An investigation done in a large rural town in South Africa, however, reveals no significant correlation between the above mentioned factors and academic achievement. However, a negative correlation between achievement and popularity as an important value, suggests that under-achievement is found more frequently among pupils whose parents value popularity highly. / Die doel van hierdie ondersoek was om te bepaal of waardes, die dissiplineringstyl en vaderbetrokkenheid, die kind se akademiese prestasie bei:nvloed. 'n Ondersoek van bestaande literatuur op hierdie gebied, wys daarop dat die dissiplineringstyl, akademiese prestasie bei:nvloed. Baumrind se studie is 'n belangrike bron van inligting in die verband. Navorsing dui op 'n positiewe korrelasie tussen akademiese prestasie en die vader se vermoe om die leierskapsposisie in die gesin te handhaaf Bestaande literatuur oor die onderwerp dui ook daarop dat die keuse van waardes, byvoorbeeld godsdienstige-, sosiale-, ensovoorts, positief korreleer met akademiese prestasie. 'n Ondersoek in 'n groot plattelandse dorp in Suid-Afiika, wys geen beduidende korrelasie tussen die bogenoemde aspekte en akademiese prestasie nie. 'n Negatiewe korrelasie tussen akademiese prestasie en gewildheid as waarde, word wel aangedui, wat suggereer dat leerlinge dikwels onderpresteer wanneer hulle ouers op gewildheid gesteld is. / Psychology of Education / M. Ed. (Psychology of Education)

This study focuses on the identification of traditional and modern sociocultural factors revealed by traditionallyorientated (rural) and modern (urban) Vhavenda people that define the Vhavenda cultural context, and establishes how the Vhavenda view giftedness from their own sociocultural perspective. The literature study reveals that Vhavenda school children are disadvantaged with regard to socioeconomic level, education and geographic isolation. Definitions of intelligence were reviewed as well as those of giftedness that consider sociocultural perspectives. An idiographic, qualitative study was conducted with informants from rural and urban areas. Results show that the sociocultural context of both traditional and modern Vhavenda is characterised by modern rather than traditional sociocultural factors which influence the development, nurturance and manifestation of giftedness in Vhavenda children. Vhavenda learners (13-15 years old) revealed some frequently observed characteristics of giftedness. Consequently, some identification measures of disadvantaged gifted children hold promise for the identification of gifted Vhavenda learners. / Psychology of Education / M. Ed. (Psychology of Education)