M.A. (Clinical Psychology) / This study was an investigation into the problem of the anxiety pre-adolescents experience in a pre-diagnostic context. It was based on the supposition that such anxiety has a negative effect on the performance of pre-adolescents in a diagnostic evaluation. The question was posed whether children are prepared for such a diagnostic experience in South Africa, since preparation could help to familiarize them with the relatively unknown experience of diagnostic evaluation, in order that they would be enabled to derive the maximum benefit from it, not only with regard to the possible solution of their problems, but also with regard to their development. The study included literature surveys of the development of the pre-adolescent', as well as of anxiety and factors that influence anxiety. Subsequently Bandura's theory of self-efficacy was considered in some detail, since it was regarded as relevant for a better understanding of the various factors that have ~bearing on an evaluation situation, especially multi-disciplinary evaluation. In order to identify factors that influence children's anxiety in an evaluation context, fifteen therapists and two secretaries were interviewed at five major clinics in Johannesburg where children with problems are evaluated. On the basis of the information so gleaned it was concluded that the evaluation context in South Africa is loaded in a negative direction, and recommendations were made which could improve the situation. One such recommendation is that evaluation should be conceived within the developmental context of the children to be evaluated so that evaluation could be a meaningful experience, contributing to the testee's growth. In the addendum there are the recommendations made during the interviews by the secretaries and therapists. These are recommendations for. a more meaningful role for the secretary at such a clinic, and specific suggestions as to how children' who are to be evalued and their parents could be helped in order that evaluation might become a more meaningful experience.

This study determined the effect of a water-based programme on the motor proficiency of children with Development Coordination Disorder (DCD). The water-based programme promoted an alternative environment for DCD children, involving all dimensions of movement. Thirty-one (31) children from Port Elizabeth participated, with an experimental group (n=15) following the eight-week water-based programme, while a control group (n=16) carried on with daily activities. Motor proficiency was measured during three tests, utilizing the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP). Results indicated positive effects of the intervention on all the variables of the BOTMP (p < 0.05). Confirming this, three variables obtained practical significance with Cohen’s d > 0.8, and one with 0.2 < d < 0.8. At the end of the three-month duration of the study, the experimental group indicated better performances at the end of the study than at the start, thereby confirming the positive and lasting effect of the water-based intervention programme. Therefore, the use of a water-based programme in improving motor proficiency is supported. However, implementation of the programme over a longer period is recommended.

M.Ed. / However much ideologically diffuse argument there may be about the purposes of education, few would deny that it plays an integral part in the political and economical processes of societies. For the realities of power and the organisation of socio-economic structure are perhaps nowhere more clearly revealed than in a country's educational institutions. Education can maintain the existing social order as well as promote varying kinds of change (Toffler, 1971). Social scientists accept that "education is perhaps the most directly effective socialising activity serving the interests of dominant establishments" (Schlemmer, 1986: 1). Its curricula is a means of inculcating the political values as well as the skills required in the system of control and production in society (Wellington, 1987: 6). Education takes place relatively unobtrusively in homogenous societies but in deeply divided societies, it can become the focus of intense and often violent conflict. "In South Africa education is failing badly in what modern education is supposed to do draw different groups or classes together (Schlemmer, 1986: Preface). Hanf (1980), in addition, argues that education can do little to solve conflict in divided societies. He stresses that the significance of education in some societies lies in its negative role as a focus of conflict. Access to and equality of education for different groups has indeed been at the source of very bitter conflict throughout the world...

This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy. Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)