Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not been addressed by the people involved with the upliftment of disadvantaged students. The aspect which was addressed was the personal growth of the adult learner within the academic situation with consideration of his own personal circumstances and ideals. This means that a micro level approach was generated by creating the Academic Enhancement Programme (AEP). The purpose of the programme is to give adult learners the opportunity to understand themselves and their own value systems better on a micro, meso and macro level, to experience personal growth or self-actualisation and to see how these factors influence the adult learners' interaction with the tertiary academic situation. Eight possible value systems were discussed and introduced to the adult learners who participated in the Academic Enhancement Programme. The adult learners were given the opportunity to measure themselves against the value systems and to evaluate how these influenced their realistic academic self-actualisation. The psycho-andragogical categories were utilised during the application of the programme as criteria to evaluate the effectiveness of the programme. The following recommendations were made • the creation of a faculty specific induction programme • linking study packages directly to the context of adult learners • organising personal academic contact • giving personal academic support • making the evaluation procedures transparent • creating and supporting informal study groups Although the study has certain limitations, it should be of great value to the university system during the transformation phase that it is experiencing at present. The main aim of the study is, however, the contribution to the academic growth of the adult learner in the tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed. Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program as kriteria gebruik om die effektiwiteit van die program te bepaal. Die volgende aanbevelings is gemaak: • dat 'n fakulteit-spesifieke induksieprogram geskep meet word, • dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk gekoppel meet word, • dat persoonlike akademiese ondersteuning gebied meet word, • dat persoonlike kontak op akademiese gebied bewerkstellig moet word, • dat evalueringsprosedures deursigtig gemaak meet word, • dat informele studiegroepe tot stand gebring en onderhou meet word. Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)

This study undertakes to explore the extent to which students at the Elijah Mango College are involved in college decision making structures. The whole process of “carrying” of major subjects was selected to crystallise the extent of this involvement. The varying patterns of meanings attributed by the students to this phenomena were explored. By way of a theoretical contribution, the researcher synthesised features of interpretive and resistance theories in education to further explain this involvement. The empirical component which is attendant on the theoretical elaboration undertakes to explore and capture the patterns of meanings that the students used as a rationale for their reflexive resp^ ,ses to the college decision making structures. The epistemology underlying this investigation also enabled the researcher to gain a sensitivity towards the meanings formulated by the students. / Sociology / M.A. (Sociology)

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

Information literacy is a skill and forms the basis for life-long learning. The aim of this study is to investigate the information literacy skills of first year students at the Vaal Triangle Campus of the North-West University (NWU), with specific reference to the role of the academic library. The NWU‟s Vaal Triangle Campus Library supports first-year students in their studies by helping them to improve their information skills and teach them to find, evaluate and organise information in different formats. The purpose of this is to help first-year students to find relevant information that meet their information requirements. Students who are information literate not only have the necessary skills; but also have insight, comprehension, and knowledge at their disposal, while being life-long learners. A compulsory literacy module forms part of the curriculum for first-year students at the NWU‟s Vaal Triangle Campus, and is presented by academic staff. The credit-earning module (known as AGLE 121) consists of three components, namely computer and information literacy, reading literacy, and academic literacy. This study focuses on the module for basic information literacy, which is mainly of a theoretical nature. First year students were tested by questionnaires and interviews before and after completion of the information literacy module, to determine what contribution the module makes to their information literacy. This studyconcluded that after completing the information literacy module, first-year students have the theoretical knowledge at their disposal, but still do not know where to find databases or information. The role of the campus library regarding information literacy is to expand and improve students‟ information skills as well as being involved in the planning and development of the information literacy module. A recommendation is made that the information literacy module should already be offered during the first semester (instead of the second semester), so that students can use their information skills effectively for their studies. / Information Science / M. (Information Science)

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people to manage tension in a health promoting could positively affect performance. The objective of this study was to investigate how SOC, time-to-degree and academic achievement influence each other in non-traditional students. A cross-sectional survey design was used in this descriptive study. The convenience sample consisted of three hundred and sixty six non-traditional students at a distance learning institution in South Africa. Secondary data for this research came from students who had completed the short form OLQ-13 as part of the official study material for a research module at a particular distance education institution. No theoretical relationship could be found between SOC, time-to-degree and academic achievement. The empirical relationship proved that SOC could not be used as a predictor of time-to-degree and academic achievement of the particular sample under investigation. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: It is the contention of this study that competence in science and mathematics is a necessary condition for access to higher education, but that it is a general interest in science that will inspire learners to pursue careers in science and technology. The objective of this study was to develop a profile of the individual who chooses to study science and engineering. The three research questions were, firstly, what is the background profile of a group of learners who have decided to study science and engineering? Secondly, what are the characteristic features of the school-science experience of these learners? Lastly, what are the factors that learners think most influenced their decision to study science and engineering? This study was formulated as having a descriptive purpose and hence a survey research design was used. Self-reported retrospective data were collected using a questionnaire which was designed with reference to a number of sources (e.g., Woolnough, 1994). After piloting the questionnaire, it was administered to all firstyear students registered in the faculties of Science and Engineering at the University of Cape Town. A total of 204 first-year science and 247 first-year engineering students formed the final sample of this study. Quantitative analysis of the students’ responses showed that 66% of respondents were male. The majority of female students were registered in the science faculty. English was the home language of 55% of the sample, with 32% of students reported speaking one of the other nine official languages at home. Parents, career counselors and teachers most influenced students’ decision to study science or engineering. The vast majority of respondents took Physical Science at school. Students’ experiences of school science were diverse. Students’ responses generally reflected a poor commitment on the part of schools to expose students to noncurriculum activities generally thought to promote an interest in science. Overall, the majority of students reflected an enthusiasm for learning to do science through scientific experiments, albeit with preference for a teacher-driven approach to classroom activities. Personal motivation, receiving a bursary, and access to information were the main factors that students said influenced their decision to study science and engineering. While information received at a careers open day and participating in a school science competition was crucial for science students, engineering students showed a general curiosity for science, for knowing how things work, and for creating and designing things. For most African students information received at a careers open day was important, while a curiosity for science and receiving a bursary were equally important in influencing non-African students to pursue further study in science or engineering. The results of this study suggest that what parents say, and the information that learners have access to, is important to the decisions that learners make in regard to future careers in science and engineering. It is suggested that future strategies for promoting science in general must include parents, teachers and senior learners in the dissemination of general information about science, about people in science, about using science in everyday life, and about the possibilities for further study in science and engineering. / AFRIKAANSE OPSOMMING: Dit is die uitgangspunt van hierdie ondersoek dat vaardigheid in die wetenskap en wiskunde ‘n noodsaaklike voorwaarde is vir toegang to tersiêre onderwys, maar dat ‘n algemene belangstelling in die wetenskap leerders sal inspireer om loopbane in die natuurwetenskappe en tegnologie te volg. Die doel van hierdie ondersoek was om ‘n profiel te ontwikkel van die individu wat die natuurwetenskappe en ingenieurswese kies as studierigting. Die drie navorsingsvrae was, eerstens, wat is die agtergrondsprofiel van leerders wat besluit om in die natuurwetenskappe en ingenieurswese te studeer? Tweedens, wat is die kenmerkende eienskappe van hierdie leerders se skoolervaring? Laastens, watter faktore dink hierdie leerders het hulle besluit om in die natuurwetenskappe en ingenieurswese te studeer, die meeste beïnvloed? Hierdie ondersoek is beskrywend van aard en dus is ‘n steekproef as navorsingsontwerp gebruik. Selfgerapporteerde retrospektiewe data is ingesamel deur middel van ‘n vraelys wat ontwerp is met verwysings na ‘n verskeidenheid bronne (bv., Woolnough, 1994). Die vraelys is versprei aan alle eerste-jaar geregistreerde studente in die Natuurwetenskappe en Ingenieurswese Fakulteite by die Universiteit van Kaapstad, nadat ‘n voortoetsing van die vraelys uitgevoer is. ‘n Totaal van 204 eerste-jaar natuurwetensakppe en 247 eerste-jaar ingenieurswese studente was deel van die finale steekproef van hierdie ondersoek. Die kwantitatiewe ontleding van die studenteterugvoer toon dat 66% van die respondente manlik is. Die meerderheid vroulike studente was geregistreer in die natuurwetenskappe fakulteit. Engels was die huistaal van 55% van die steekproef, en 32% van die studente het aangedui dat hulle een of meer van die ander nege amptelike landstale praat. Ouers, beroepsvoorligters en onderwysers het die meeste invloed gehad op die studente se besluit om in die natuurwetenskappe of ingenieurswese te studeer. Die oorgrote meerderheid respondente het Natuur- en Skeikunde op skool geneem. Studente se skoolervarings en ervaring van die wetenskap op skool was uiteenlopend. Studente se terugvoer het in die algemeen gedui op ‘n swak verbintenis van skole tot die blootstelling van studente aan niekurrikulêre aktiwiteite wat oor die algemeen belangstelling in die wetenskap kweek. Die meerderheid studente het in die geheel ‘n entoesiasme getoon om meer te leer van die wetenskap deur die uitvoer van wetenskaplike eksperimente, hoewel met ‘n voorkeur vir ‘n onderwyser-gedrewe benadering tot klaskamer aktiwiteite. Persoonlike motivering, om ‘n beurs te ontvang, en toegang tot inligting is deur studente aangedui as van die vernaamste faktore wat ‘n invloed op hulle keuse van die natuurwetenskappe en ingenieurswese as studierigting gehad het. Die inligting wat die natuurwetenskappe studente ontvang het by beroepsgeoriënteerde opedae en deelname in ‘n skool wetenskapskompetisie was beslissend in hulle besluit. Die ingenieurswese studente daarteenoor het ‘n algemene nuurskierigheid vir die wetenskap en hoe dinge werk, hoe om dinge te skep en te ontwerp, getoon. Die inligting wat swart studente by beroepsgeoriënteerde opedae ontvang het, was belangrik, terwyl ‘n wetenskaplike nuuskierigheid en die toekenning van ‘n beurs ‘n ewe belangrike invloed gehad het op ander studente se keuse om verdere studie in die natuurwetenskappe of ingenieurswese voort te sit. Die resultate van hierdie ondersoek dui daarop dat wat ouers sê, en die inligting waartoe leerders toegang het, belangrik is vir die besluite wat leerders neem met betrekking tot toekomstige loopbane in die natuurwetenskappe en ingenieurswese. Daar word voorgestel dat toekomstige strategieë vir die bevordering van die wetenskap in die algemeen ouers, onderwysers en senior leerders moet insluit in die verspreiding van algemene inligting oor die wetenskap, oor mense in die wetenskap, oor die gebruik van die wetenskap in die alledaagse lewe, en die moontlikhede van verdere studies in die natuurwetenskappe en ingenieurswese.

This study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa. A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively. Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning. Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences. / Educational Studies / M. Ed. (With specialisation in Adult Education)

The purpose of the study was to investigate students’ perceptions of the role of the library in their studies. A positivist research paradigm was employed and quantitative and qualitative research approaches were followed. The research design was a case study. Three sampling methods were used in the study. To obtain a sample of the students, stratified random sampling and systematic sampling were applied. In the case of the library staff, purposive sampling was used. Data was collected from students and a limited number of library staff using questionnaires and interview schedules respectively. The latter was for the purpose of validating and collecting complete data from students.The findings of the study revealed that students at TUT, PC have positive perceptions of the library and are satisfied with library services. The findings of the study further revealed that students find the library to be user-friendly and they use the library to borrow materials, read their own notes and books, access the internet and study. Factors, such as opening and closing hours, a conducive environment for studying, and knowledge of the library staff helps the library to contribute to students’ achievement outcomes. Moreover, the findings reveal that lack of resources, non-attendance of information literacy programmes by students, a lack of research support, and an inadequate infrastructure hinder the library’s contribution to students’ achievement outcomes. The research recommends that there should be a credit-bearing and compulsory information literacy programme offered as part of the curriculum at all levels of study at TUT, PC. Furthermore, library staff need to engage and interact well with students in order to better meet the needs of individual students. They should have continuous engagement with students and notify them about important events within the library. / Information Science / M.A. (Information Science) / 1 online resource (xii, 94 leaves) ; color charts

Text in English / This study was designed to determine whether a relationship exists between self-reported mindfulness, self-consciousness, adjustment and academic performance in first-year university students. Additionally, the study aimed to assess the predictive quality of mindfulness and self-consciousness towards emotional adjustment (adjustment disorder symptoms, depression and anxiety) and academic performance, and to further determine the contribution of mindfulness and self-consciousness on adjustment to the predictability of academic performance. First-year students (N = 290) at the Tshwane University of Technology (TUT) at the Pretoria West and Ga-Rankuwa campuses completed the selfreported mindfulness measure, Mindfulness Attention and Awareness Scale (MAAS) (Brown & Ryan, 2003), the Self Consciousness Scale- Revised (SCS-R) (Scheier & Carver, 1985), the Beck Depression Scale (BDI) (Beck et al., 1961) the Beck Anxiety Scale (BAI) Beck & Steer,1993) and the adjustment disorder checklist; based on DSM V, (Sadock, Sadock & Ruiz, 2014). Students’ year-end results for the first year of study were used to operationalize academic performance. Results of correlation analyses indicated a significant negative correlation between mindfulness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety), a significant positive correlation between selfconsciousness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety) as well as a significant negative correlation between adjustment disorder symptoms and academic performance. Multiple linear regression analysis was used to test whether mindfulness and self-consciousness significantly predicted students’ depression, anxiety and adjustment disorder symptoms. The results of the regression analysis indicated the two predictors explained 16% of the variance (F (1, 1773) = 29.66, P< 0.0001) (depression), 14% of the variance (F (1, 985) = 24.14, p < 0.0001) (anxiety) and 14% of variance (F (2, 292) = 23.87, p <0.001) (adjustment disorder symptoms). Furthermore, mediation analysis provided information regarding the impact of mindfulness and selfconsciousness on students’ academic performance. The impact of mindfulness and selfconsciousness on students’ academic performance (students’ marks) was found to be mediated by adjustment disorder symptoms. However, the Sobel test indicated a significant effect (0.03) for mindfulness and an insignificant effect (0.09) for self-consciousness. / Psychology / Ph. D. (Psychology)