There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.

This study investigated risk-taking behaviours among 244 first year students (Male=52 and Female=192). The risk-taking behaviours of the students were grouped into Risky and Violent Behaviour, Tobacco Use, Alcohol and Drug Use, Risky Sexual Behaviour and Unhealthy Dietary Behaviour subscales. Statistically significant correlations were found among all the risk-taking behaviour subscales other than Unhealthy Dietary Behaviours, which did not correlate with the other risky behaviours. Statistical significant sex differences were found regarding risk-taking behaviour that implicated males as higher risk-takers than females.

A report on a research study presented to The Department of Social Work, School of Human and Community Development, Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements of the degree, Masters of Arts in Social Development, 2016 / Prior to 1994, education in South Africa was formally and legally segregated according to race. The post-1994 democratic government had the task of implementing educational policies to promote and facilitate equal access in the educational sector. Twenty-one years later, the expectation is that every citizen should be enjoying equal access, regardless of their socio-economic conditions. However, this is not the case, as most people are still excluded in the education sector by one factor or another. This study attempts to understand the factors that contribute to the slow transformation and access of rural learners to institutions of higher learning. Ten Grade 12 learners, consisting of five males and five females from the Vhembe District in Limpopo, were interviewed for the study. A qualitative research method was used with data collected using in-depth interviews supported by a question guide, to facilitate a discussion with the participants. From the findings of the research, three themes emerged, which participants indicated were constraints in accessing institutions of higher learning. These included educational factors, economic factors and socio-cultural factors. The research found that these factors cannot be treated in isolation from one another. This is supported by General Systems Theory, which argues that everything is connected to everything else (Dawson, 2006). Therefore, in addressing the issue of access to institutions of higher learning, improving the quality of school teachers will not automatically lead to access, as factors such as poverty and unemployment will still be prevalent. Thus, a broader more purposeful approach to social reform, as well as more comprehensive and equitable strategies of redistribution of wealth and income are required, to empower disadvantaged communities to access institutions of higher learning in South Africa. / GR2017

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study investigated the support needs of students at Sekhukhune College of Education. The study assessed the effectiveness and efficiency of available support services, AND explored the possibilities for new services based on students' needs, as well as strategies and activities for the delivery of new services. The questionnaire was administered to 182 (one hundred-and-eighty-two) course three learners in JPTD, SPTD and STD classes at Sekhukhune College of Education. Indications from the research findings were as follows: • Recruitment, admission and registration, orientation, library, residence and accommodation, health and medical, as well as academic advising were found to be available student support services at Sekhukhune College. • Among the available student support services, recruitment, orientation, admission and registration were found to be effective and efficient. With regard to the possibilities for new student support services for delivery, it was found that the college is not resourceful enough to deal with those services and strategies that are available. • The focus-group interviews were administered to 13 (thirteen) staff members of Sekhukhune College of Education. The most important findings were: • The issue of academic advising as a way of mentoring learners has been left in the hands of individual subject-lecturers. Hence, the college has not yet adopted any appropriate method of dealing with the issue of mentoring as a student support service. • The library, financial aid and health care centre were found to be the most needed support services for students. The summative conclusion the researcher drew from the study was that the available student support services that are ineffective and inefficient override those that are effective and efficient. The general recommendation was that the college should put more effort into the. improvement of student support services that were found to be ineffective and inefficient. / AFRIKAANSE OPSOMMING: Hierdie navorsmg het die ondersteuningsbehoeftes van studente aan die Sekhukhune Onderwyskollege ondersoek. Die doeltreffendheid en doelmatigheid van beskikbare ondersteuningsdienste is geassesseer, moontlikhede vir nuwe dienste wat op studente se behoeftes gegrond is, is ondersoek, en strategieë en aktiwiteite vir die lewering van nuwe dienste, is verken. Die vraelys is aan 182 (eenhonderd twee en tagtig) derde jaarstudente in JPOD-, SPODen SOD-klasse aan die Sekhukhune Onderwyskollege voorgelê. Die navorsingsbevindingshet die volgende aangedui: • Werwing, toelating en registrasie, oriëntering, biblioteek,. inwoning en akkommodasie, gesondheids- en mediese dienste, asook akademiese raadgewing, was beskikbare ondersteuningsdienste aan die kollege. • Onder die beskikbare studente-ondersteuningsdienste was werwmg, oriëntering, toelating en registrasie doeltreffend en doelmatig. • Met betrekking tot die moontlikhede vir nuwe studente-ondersteuningsdienste en leweringstrategieë, is bevind dat die kollege nie die vermoë het om die beskikbare dienste te hanteer nie. Die fokusgroep-onderhoude is met 13 (dertien) personeellede aan die Sekhukhune Onderwyskollege gevoer. Die belangrikste bevindinge was: • Akademiese raadgewing as 'n wyse om leerders te mentor, is in die hande van individuele vakdosente gelaat. Gevolglik het die kollege nog geen toepaslike model aanvaar om die kwessie van mentorskap as 'n studenteondersteuningsdiensaan te pak nie. Die biblioteek, geldelike bystand en 'n gesondheidsorgsentrum is die ondersteuningsdienste wat as die heel noodsaaklikste vir die studente beskou word. Die summatiewe afleidings wat die navorser gemaak het, was dat die beskikbare studente-ondersteuningsdienste wat ondoeltreffend en ondoelmatig is, dié oorskadu wat wel doeltreffend en doelmatig is. Die algemene aanbeveling was dat die kollege fnbaie groot poging moet aanwend om dié studente-ondersteuningsdienste wat as ondoeltreffend en ondoelmatig bevind is, te verbeter.

The overall purpose of this study was to analyse the perceptions and experiences of students from disadvantaged schools regarding their academic progress at the University of KwaZulu-Natal (UKZN). The study focused on the students’ material and social circumstances, their learning environment while at University, their connections to their home community, and their career aspirations. It set to answer three key research questions, namely: (1) what are the contours of disadvantage that can be discovered through investigating samples of students from disadvantaged schools at UKZN? (2) How do the ‘contours’ seem to co-occur with factors relating to academic progress? (3) What are the perceptions of students from disadvantaged schools at UKZN about their pre-university experience and the learning environment at university? The notion of disadvantage was defined using the Department of Education (DoE)’s classification of schools into the quintile system which is based on measurements of the poverty of the catchment community. Thus, this study shows that the notion of disadvantaged students in higher education can be investigated through class-based, rather than merely racially-based definitions. This study was conducted within a three-fold conceptual framework based on sustainable livelihoods approaches (SLA), social capital theory and social justice ideology. The SLA approach teaches us that livelihoods can only be understood and captured in particular contexts. This research project therefore aimed to gain a clearer understanding of such a context, in this case, the campus environment. Through the phenomenological approach of the openended questions in the interviews, this thesis taps into the perceptions of students themselves about their environment and how they cope. Social capital theory postulates five spheres: the academic, the social, the economic, the support, and the democratic. These were probed in both a survey of a sample of disadvantaged students, and by interviewing eight students. With regard to academic progress, the measurements used were the matric aggregate, the grade point average for salient years and programmes, and the time it took for students to graduate or dropout. Comparisons are made between the norm of students, the disadvantaged (those from low quintile schools), and those in the sample. The purpose of utilizing such measurements is to contribute to the social justice discourse about university education based on Taylor’s notion of Fair Equality of Opportunity (FEO), where disadvantaged students’ abilities and aspirations can best be developed and exercised, leading to the attainment of self-realization. Until disadvantaged students show academic progress that fits the norm, the contours of their disadvantage need to be continually investigated; it is hoped that the findings of this thesis will contribute to further research and concrete proposals which can be implemented to improve conditions so that students who are already disadvantaged as a result of their schooling are not further disadvantaged while at University . / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

Submitted in fulfillment of the requirements for the Degree of Master of Management Sciences: Marketing, Durban University of Technology, Durban, South Africa, 2017. / It is widely evident that the mobile phone industry is facing rapid growth, with the increased introduction of cheaper mobile phones in South Africa intensifying competition between such companies. A number of studies have been conducted in other countries on brand preferences, but there remains a gap in knowledge with regard to the South African market. It was therefore warranted to academically research factors influencing consumer brand preferences when purchasing mobile phones, in order to understand these preferences, and what consumers consider when making such purchases. The rationale of the study was to provide new insights for local marketers into the factors consumers consider most when looking at mobile phone brands. The aim of this study was therefore to determine brand preferences for mobile phones amongst students at a selected higher educational institution in South Africa. The study adopted a quantitative research approach, where the data obtained was descriptive and cross-sectional in nature. The research population was made up of students studying at the Durban University of Technology (DUT), where convenience sampling was performed on a target population of 378 students. The sample size was selected by giving questionnaires to those students most available to the researcher. The results were then analysed using the Statistical Package for Social Sciences (SPSS) Version 24.0 software. Validity was ensured by conducting a pre-test of the questionnaire, and the study’s reliability was measured using Cronbach’s Co-efficient Alpha test. The study findings showed that brand popularity, prices, product attributes, social influences and marketing communications all affect mobile phone brand preferences amongst students. The study results also showed, however, that there were some product attributes and social influences that did not influence these preferences. Recommendations are given to industry players to increase their knowledge of these important factors, to aid with the improvement of their brands and increasing their market preference in this highly competitive industry. / M

M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

Afrikaans text / Die doel van hierdie ondersoek is om sosio-kulturele kenmerke van sekere swart studente aan die Universiteit van Suid-Afrika weer te gee en te bepaal of, op welke wyse, en watter, sosio-kulturele faktore 'n invloed op hul _studie en akademiese prestasie het. Dit is gedoen deur 'n kontekstuele, individualisties-holistiese en biografiese benadering toe te pas op gevallestudies waarvan die besonderhede deur diepte-onderhoude verkry is. Deur middel van die gevallestudies word 'n algemene oorsig van die betrokke studente se kinderjar.e en volwasse lewe buite universiteitsverband gegee. Die volwasse lewe word beskryf aan die hand van gemeenskaplike aktiwiteitsvelde waaraan die individue deelneem. Die universiteit word ook as 'n aktiwiteitsveld beskou en in terme van die betrokke studente se deelname daaraan volledig beskryf met inagneming van die verband daarvan met ander aktiwiteitsvelde. Vervolgens is uit die beskrywing van die kinderjare, die volwasse lewe buite universiteitsverband en die veld van die universiteit faktore geidentifiseer wat 'n invloed blyk te he op die studie en prestasie van die studente in die ondersoekgroep. Die gevolgtrekkinge is dat daar verskeie sosiokulturele en 'n aantal ander faktore is wat studie. en akademiese prestasie beinvloed en dat daar variasie is in die invloed van sodanige faktore by verskillende individue. / The aim of this investigation is to give an exposition of the socio-cultural characteristics of certain black students at the University of South Africa and to determine wheth~r, in what way, and which, socio-cultural factors influence their studies and academic performance. The study entailed the application of a contextual, individualisticholistic and biographical approach to case studies, the details of which were obtained through in-depth interviews. A general overview of the childhood of the students concerned and of their adulthood outside the context of the university, is provided by means of the case studies. Adulthood is described in terms of common fields of activity in which the individuals participate. The university is also regarded as a field of activity and is described fully in terms of the participation of the students involved, with due regard for relations between the university and other fields of activity. From the descriptions of childhood, adulthood outside the context of the university, and also of the field of activity of the university, factors are identified which appear to influence the studies and performance of the students with whom case studies were conducted. Conclusions reached reveal diverse socio-cultural as well as a number of other factors that influence study and academic performance, as well as a variation in the influence of such factors on different individuals. / Anthropology and Archaeology / D. Litt. et PHil. (Antropologie)

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / The primary objective of the current study was to determine the fear-coping mechanisms of a group of late adolescents regarding normal fears and their perceived efficacy of these mechanisms during recall of their early childhood and their perception of their current functioning. The secondary aim of this study was to determine any gender differences in terms of this group of late adolescents' fear-coping mechanisms regarding their early-childhood fears, that were retrospectively recalled by them, and also to determine gender differences in terms of their fear-coping mechanisms in response to their current fears. Within the South African context Loxton (2004) proposed the primary-secondary control model as a suitable model for describing the fear-coping mechanisms of young children (between the ages of 5 and 7 years). The primary-secondary control model is based on studies by Band and Weisz (1988) and Tremewan and Strongman (1991). This model was used as a framework for the current study in order to be able to do a comparative study of the current fear-coping mechanisms of late adolescents and their early-childhood fear-coping mechanisms reported retrospectively. A group of late adolescents enrolled as first-year students at a tertiary institution in the Western Cape, South Africa, were approached to participate voluntarily. The questionnaires were completed by 255 students between the ages of 17 and 27 years, with a mean age of 19.4years (SD=1.49). Of the 255 participants 52 were male and 203 female. The study was a combination of qualitative and quantitative research, which was mainly explorative in nature. The Free-Option-Method Questionnaire which forms part of a bigger research project, was the first questionnaire to be completed by the students. Based on the expression of fears, the focus was aimed at the coping of fears and the perceived efficacy thereof. In order to facilitate appropriate comparisons, the content of the responses as well as the number of responses were coded according to categories identified by Band and Weisz (1988), Loxton (2004) and Tremewan and Strongman (1991). Participants reported that the most efficacious coping mechanisms were also those most frequently used. In terms of the sustainability of fear-coping mechanisms, it seems as though direct problem solving and problem-focused avoidance were two of the three most frequently used as well as the most efficacious coping mechanisms, during both early childhood and late adolescence. No statistical significant differences were found with regard to gender during the retrospective recall of fear-coping mechanisms and the perceived efficacy of early-childhood coping mechanisms. Statistical significant differences were however found between gender groups with regard to fear-coping mechanisms during late adolescence. A recent study by Loxton (2004) relating to fear-coping mechanisms offered support for the majority of findings of the current study.

M. Tech. Business Administration / The study of perceptions on nuclear energy programmes in South Africa was aimed at a small population of students with special focus on first-year students studying in UJ, in any field of study. Quantitative data was collected using a questionnaire. Descriptive analysis was done. The perceptions were directed towards nuclear energy programmes thus determining the causes or reasons behind their perceptions and recommend r aspects to be considered as corrective measures, to combat the perceptions. These include educating the public about nuclear energy, involving the public and allowing their participation at an early stage and using better communication platforms for nuclear related public communication.