School physical science is a prerequisite for science courses at institutions of higher education. Science graduates are an important link in a nation's scientific and technological development which often shapes a country's economic development. The purpose of this study was to investigate psychological and social factors influencing physical science achievement and attitude of black secondary school students in South Africa. The first part of the literature study which was concerned with physical science education in South Africa revealed that few black students chose to study science after standard seven, that failure rates were high and that science education was generally in a state of crisis. The second part of the literature study identified psychological and social factors related to science achievement and attitude. These were home environment variables, teacher and school related variables, personal variables (self-concept, motivation, gender, ethnicity) and students' abilities. The third part was the construction of a Structural Equation Model (SEM) specifying the relationships among the psychological and social factors and their effects on physical science achievement and attitude. The theoretical SEM fit the data reasonably well. The best fitting model, however, was a revised model in which several paths were constrained. The latter accounted for a substantial variance in attitude towards physical science (70.3%) and a meagre 17.7% in physical science achievement. The variables ability, home environment and self-concept had the greatest total effects on physical science achievement. Self-concept, home environment and motivation made the greatest total contributions to physical science attitude. Teacher characteristics and school environment had non-significant effects on physical science achievement and attitude. Multiple-group structural equation modelling analyses found no significant difference in the structural parameters of boys and girls. Theoretical and educational implications of the findings were discussed and specific recommendations for improving educational practice in general and physical science achievement and attitude in particular, were made. / Psychology of Education / D. Ed. (Psychology of Education)

No description available.

The purpose of the study was to identify and transform, as necessary, constructs of communication satisfaction and to develop a hybrid quantitative audit of organisational communication satisfaction for collectivist contexts that is both reliable and valid, using Amos Graphics for structural equation modelling. The objective was also to develop a full latent variable model and to test its fitness to the data collected from a random sample of civil servants across Addis Ababa’s civil service bureaus. The study comprised three sequential parts, namely pilot, exploratory factor analysis (EFA) (Main Study One) and confirmatory factor analysis (CFA) (Main Study Two). These were used as per the existing framework in instrument development and validation. The pilot study indicated the need for more robust data. After a series of tests, principal factor axis factoring with oblique rotation was used as the most appropriate for perceptual data, out of several options on the EFA menu. The initially hypothesised six-factor solution with the dimensions of horizontal communication, personal feedback, supervisory communication, communication climate, relational trust and job satisfaction was found to be unfit for the data on conceptual and statistical grounds and psychometric analyses which involved the use of eigenvalues and the scree plot. A more appropriate two-factor solution based on the more precise parallel analysis strategy was consistent with current research that communication satisfaction is best conceptualised in terms of informational and relational domains as operationalised using the EFA procedure. The two-factor solution led to the formation of a 17-item scale out of the original 30-item measure, with two latent dimensions namely relational satisfaction and informational satisfaction. The items of the new EFA-generated organisational communication satisfaction scale were renumbered consecutively and the scale was cross-validated on a xiv new sample of 288 civil servants from the Addis Ababa City Administration. The cross-validation necessitated model respecification and re-estimation. The respecified model underwent validation at different levels. All seven aspects of validity, namely content validity, construct validity, factorial validity, reliability, convergent validity, discriminant validity and nomological validity, were addressed and found to be adequate. However limitations are also indicated as avenues for further enquiry. / Communication Science / D. Litt. et Phil. (Communication)

Researchers perform multivariate techniques MANOVA, discriminant analysis and factor analysis. The most common applications in social science are to identify and test the effects from the analysis. The use of this multivariate technique is uncommon in investigating the effects of power usage and Province in South Africa on the amounts of the five power modes. This dissertation discusses this issue, the methodology and practical problems of the three multivariate techniques. The author examines the applications of each technique in social public research and comparisons are made between the three multivariate techniques. This dissertation concludes with a discussion of both the concepts of the present multivariate techniques and the results found on the use of the three multivariate techniques in the energy household consumption. The author recommends focusing on the hypotheses of the study or typical questions surrounding of each technique to guide the researcher in choosing the appropriate analysis in the social research, as each technique has some strengths and limitations. / Statistics / M. Sc. (Statistics)

No description available.

This quasi-experimental study explored African American student's sense of belonging (SOBE), academic self-efficacy (ASE), parents' educational attainment (PEA), and academic success (GPA) at historically Black colleges and universities and predominantly white institutions. The purpose of the present study measured how the factors influenced the rate of persistence to see how colleges and universities could assist to retain African American students in the pursuit of full matriculation through an independent samples t-test, multiple regression analyses, confirmatory factor analyses, and structural equation modeling with the results from methods such as item parceling, factor scoring, and sum scoring being compared. Results indicated that the second-order SEM, item parceling, and factor score regression approaches were found to have consistent results in terms of significant predictors. Parental educational attainment was found to not have an effect on academic achievement or collegiate persistence, but sense of belonging and academic self-efficacy were found to be significant predictors of GPA and CP with ASE being the strongest indicator for collegiate persistence and academic achievement. Implications for future research suggest additional schools be included and higher education institutions should seek further assessment to ensure their African American students feel included in an effort to increase overall persistence amongst African American students.

Appendix B (leaves 217-218), Appendix M (leaves 239-247) and Appendix O (leaves 253-259) in English and Amharic / The purpose of this research was to develop HIV testing Health Belief Scale (HTBS) that contains the constructs of Health Belief Model (HBM), and also to analyse HIV testing intention and behaviour among university students. The mixed method approach was used in phases. First, Literature review and in-depth interviews were conducted to develop item pool for HTBS, which was followed by content validity assessment by experts. In the second phase, a pilot survey was conducted on randomly selected 318 university students to refine the HTBS using item analysis and Exploratory Factor Analysis (EFA). Lastly, cross-sectional survey was conducted on representative sample of 612 students in order to further refine the HTBS using Confirmatory Factor Analysis (CFA) and also analyse predictors of HIV testing intention and behaviour. A total of 61 items was written for the HTBS and 23 of these were generated from the in-depth interviews. Content validity assessment by three experts indicated that the average content validity index (CVI) for the 61 items was 91.2% which was more than the recommended cut off point of 90%. The HTBS, after experts review, contained 64 items. EFA indicated that a five factor model which was roughly consistent with HBM was identified and 44 items were retained based on factor loading and reliability analysis. The Cronbach’s alpha for all the six constructs of HBM and HIV testing intention in the HTBS were >0,70. (susceptibility, benefit, self-efficacy and HIV testing intention) fitted the sample data based on chi-square test. However, all the seven constructs demonstrated RMSEA value of less than 0.08 and GFI value of >0.90 indicating acceptable fit. The final HTBS was reduced to 39 items based on factor loading and reliability assessment. All the constructs demonstrated a Cronbach’s alpha value >0.70 except for perceived susceptibility and cues to action. Analysis of multiple linear regression indicated that class year, perceived benefit, perceived self-efficacy and cues to action were significant predictors of HIV testing intention. However, only marital status and cues to action were significant predictors of recent history of HIV testing through analysis of binary logistic regression. / Health Studies / D.Litt. et Phil. (Health Studies)

Appendix B (leaves 217-218), Appendix M (leaves 239-247) and Appendix O (leaves 253-259) in English and Amharic / The purpose of this research was to develop HIV testing Health Belief Scale (HTBS) that contains the constructs of Health Belief Model (HBM), and also to analyse HIV testing intention and behaviour among university students. The mixed method approach was used in phases. First, Literature review and in-depth interviews were conducted to develop item pool for HTBS, which was followed by content validity assessment by experts. In the second phase, a pilot survey was conducted on randomly selected 318 university students to refine the HTBS using item analysis and Exploratory Factor Analysis (EFA). Lastly, cross-sectional survey was conducted on representative sample of 612 students in order to further refine the HTBS using Confirmatory Factor Analysis (CFA) and also analyse predictors of HIV testing intention and behaviour. A total of 61 items was written for the HTBS and 23 of these were generated from the in-depth interviews. Content validity assessment by three experts indicated that the average content validity index (CVI) for the 61 items was 91.2% which was more than the recommended cut off point of 90%. The HTBS, after experts review, contained 64 items. EFA indicated that a five factor model which was roughly consistent with HBM was identified and 44 items were retained based on factor loading and reliability analysis. The Cronbach’s alpha for all the six constructs of HBM and HIV testing intention in the HTBS were >0,70. (susceptibility, benefit, self-efficacy and HIV testing intention) fitted the sample data based on chi-square test. However, all the seven constructs demonstrated RMSEA value of less than 0.08 and GFI value of >0.90 indicating acceptable fit. The final HTBS was reduced to 39 items based on factor loading and reliability assessment. All the constructs demonstrated a Cronbach’s alpha value >0.70 except for perceived susceptibility and cues to action. Analysis of multiple linear regression indicated that class year, perceived benefit, perceived self-efficacy and cues to action were significant predictors of HIV testing intention. However, only marital status and cues to action were significant predictors of recent history of HIV testing through analysis of binary logistic regression. / Health Studies / D.Litt. et Phil. (Health Studies)

Orientation: The safety of any natural being with respect to the processing of their personal information is an essential human right as specified in the Zimbabwe Data Protection Act (ZDPA) bill. Once enacted, the ZDPA bill will affect universities as public entities. It will directly impact how personal information is collected and processed. The bill will be fundamental in understanding the privacy perceptions of students in relation to privacy awareness, privacy expectations and confidence within university. These need to be understood to give guidelines to universities on the implementation of the ZPDA. Problem Statement: The current constitution and the ZDPA are not sufficient to give organisations guidelines on ensuring personal information privacy. There is need for guidelines to help organisations and institutions to implement and comply with the provisions of the ZDPA in the context of Zimbabwe. The privacy regulations, regarded as the three concepts (awareness, expectations and confidence), were used to determine the student perceptions. These three concepts have not been researched before in the privacy context and the relationship between the three concepts has not as yet been established. Research purpose: The main aim of the study was to develop and validate an Information Privacy Perception Survey (IPPS) diagnostic tool and a Student Personal Information Privacy Perception (SPIPP) model to give guidelines to universities on how they can implement the ZDPA and aid universities in comprehending student privacy perceptions to safeguard personal information and assist in giving effect to their privacy constitutional right. Research Methodology: A quantitative research method was used in a deductive research approach where a survey research strategy was applied using the IPPS instrument for data collection. The IPPS instrument was designed with 54 items that were developed from the literature. The preliminary instrument was taken through both the expert review and pilot study. Using the non-probability convenience sampling method, 287 students participated in the final survey. SPSS version 25 was used for data analysis. Both descriptive and inferential statistics were done. Exploratory factor analysis (EFA) was used to validate the instrument while confirmatory factor analysis (CFA) and the structural equation modelling (SEM) were used to validate the model. Main findings: diagnostic instrument was validated and resulted in seven new factors, namely university confidence (UC), privacy expectations (PE), individual awareness (IA), external awareness (EA), privacy awareness (PA), practice confidence (PC) and correctness expectations (CE). Students indicated that they had high expectations of the university on privacy. The new factors showed a high level of awareness of privacy and had low confidence in the university safeguarding their personal information privacy. A SPIPP empirical model was also validated using structural equation modelling (SEM) and it indicated an average overall good fit between the proposed SPIPP conceptual model and the empirically derived SPIPP model Contribution: A diagnostic instrument that measures the perceptions (privacy awareness, expectations and confidence of students) was developed and validated. This study further contributed a model for information privacy perceptions that illustrates the relationship between the three concepts (awareness, expectations and confidence). Other universities can use the model to ascertain the perceptions of students on privacy. This research also contributes to improvement in the personal information protection of students processed by universities. The results will aid university management and information regulators to implement measures to create a culture of privacy and to protect student data in line with regulatory requirements and best practice. / School of Computing / Ph. D. (Information Systems)

<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>