Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The accounting profession has been identified as one of the scarce skills in South Africa. This phenomenon has attracted many students aspiring to tertiary education to enrol for an accounting degree. Regrettably, most of these students drop out of the programmes in the second year of their studies due to many challenges that they were not prepared for and that the institutions are not making any extra efforts to address. The objective of the study is to investigate the key factors that contribute to a high rate of second-year Accounting students drop-out in the Department of Accounting at Tshwane University of Technology in the academic years of 2004 to 2006. The study comprises two phases: the theoretical phase and the empirical phase respectively. The theoretical phase encompasses an in-depth review of relevant literature on issues affecting students to drop out of institutions of higher learning. The empirical phase of the research entails testing the opinions of second-year Accounting students on the factors causing the high drop-out rate among them through the use of a questionnaire and followed by interviews with the relevant stakeholders. The study will further report on the findings and recommendations made by the lecturing staff, academic development practitioners, support staff and students on how to improve on the factors identified as the cause of drop-out of students in institutions of higher learning. The findings and recommendations of the study will assist the institution in formulating appropriate strategies that will provide remedial services and that will lead to the reduction of the drop-out rate, and subsequently lead to high retention rates of students at Tshwane University of Technology. This research should also be extended to other similar institutions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The accounting profession has been identified as one of the scarce skills in South Africa. This phenomenon has attracted many students aspiring to tertiary education to enrol for an accounting degree. Regrettably, most of these students drop out of the programmes in the second year of their studies due to many challenges that they were not prepared for and that the institutions are not making any extra efforts to address. The objective of the study is to investigate the key factors that contribute to a high rate of second-year Accounting students drop-out in the Department of Accounting at Tshwane University of Technology in the academic years of 2004 to 2006. The study comprises two phases: the theoretical phase and the empirical phase respectively. The theoretical phase encompasses an in-depth review of relevant literature on issues affecting students to drop out of institutions of higher learning. The empirical phase of the research entails testing the opinions of second-year Accounting students on the factors causing the high drop-out rate among them through the use of a questionnaire and followed by interviews with the relevant stakeholders. The study will further report on the findings and recommendations made by the lecturing staff, academic development practitioners, support staff and students on how to improve on the factors identified as the cause of drop-out of students in institutions of higher learning. The findings and recommendations of the study will assist the institution in formulating appropriate strategies that will provide remedial services and that will lead to the reduction of the drop-out rate, and subsequently lead to high retention rates of students at Tshwane University of Technology. This research should also be extended to other similar institutions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

In the past two decades much research in the field of Mathematics in Education has dealt with boy- girl differences. In the 1960's sex differences in mathematical achievement played an important role in research. The results of more recent and better controlled studies seem to indicate that overall boy-girl differences in mathematical achievement are probably negligible at the Primary stage and exist at the Secondary stage principally in areas involving spatial visualization and problem solving.

It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence. / MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

It seems as if there is a continued problem with mathematical performances nationally. The rate, at which FET (Further Education and Training) phase learner s discontinue Mathematics as a result of poor mathematical performances, is of great concern. This research study determined how academic self-confidence could have an influence on learners’ abilities to perform in Mathematics. The literature review confirmed that there could be a link between academic self-confidence and mathematical performance. Consequently, the researcher wanted to establish if the same could be found at a school where the emphasis is very much on mathematical achievement. The school is based in Northern Johannesburg (D10) in Gauteng, South Africa. By applying an explanatory mixed method approach (quantitative, followed by qualitative methods), the researcher identified a clear link between this school’s learners’ abilities to perform in Mathematics and their academic self-confidence. Amongst others, positive links were also identified between the learner s’ comprehension of Mathematics, their problem- solving skills as well as educator assistance, which in turn influence their academic self - confidence and consequently al so their performance s. A cycle of mathematical influences was identified that demonstrated that the influence i s not only working one way, but that a cycle forms; academic self-confidence influences the learner’s ability to perform in mathematics and mathematical performance s al so influence academic self - confidence, causing a continuous cycle of influence. / MEd (Learner Support), North-West University, Vaal Triangle Campus, 2013

Magister Public Health - MPH / An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.

The Diploma thesis focuses on the drop-out of beginning teachers. Theoretical part elaborates on the phenomenon of drop-out, it describes the reasons why the beginning teachers leave and why they are the group of teachers which is the most threatened by drop-out. Furthermore, this part describes problems that beginning teachers have to deal with and the most frequent reasons for leaving the profession, their rate and consequences of drop-out. The end of the theoretical part presents options and suggestions that would help solve this problem. The empirical part of the thesis is realized by an on-line questionnaire and in-depth interviews. The research focuses on four main aspects: 1 - the motivation to study the teaching and to practise it, 2 - the main reasons for new teachers to leave, 3 - the possibilities to prevent drop-out and 4 - whether the respondents continue to work with children or not. Last but not least, the research focuses on the possibilities that would help respondents to stay in the profession. The results of the research confirm the reasons for quiting as described by literature. The qualitative description of the reasons for drop-outs provides a deeper understanding of how they interact in an institutional, interactive and cultural level. KEYWORDS Induction period, teacher...

O número de cursos na modalidade a distância tem aumentado consideravelmente no mundo, porém existe um grande receio por parte de muitos que o ensino nessa modalidade tenha qualidade inferior ao apresentado na modalidade presencial. Contudo a qualidade do ensino não decorre da presença de todos os envolvidos num mesmo local, e sim da implementação de ações que facilitem o processo de aprendizagem. Esse trabalho teve como objetivo produzir um módulo didático, em hipermídia, para a disciplina de Fundamentos de Astronomia e Astrofísica, a ser ministrada na modalidade a distância aos alunos do curso de licenciatura em Física e a outros alunos interessados, vinculados à UFRGS, por meio de um ambiente virtual de aprendizagem, que tornasse possível um ensino de qualidade nessa modalidade. Com esse intuito, foi elaborada uma adaptação do hipertexto Astronomia e Astrofísica dos Professores Kepler de Souza Oliveira Filho e Maria de Fátima Oliveira Saraiva, procurando colocá-lo num formato mais adequado para a aprendizagem sem a presença do professor. Para atingir a meta de favorecer uma aprendizagem significativa ausubeliana, os conteúdos das aulas foram organizados de forma a propiciar a diferenciação progressiva e a reconciliação integradora, e no desenvolvimento das atividades propostas, a interação social vygostkyana entre os alunos, no ambiente virtual. O módulo de ensino está dividido em três áreas e contém 28 aulas no total, todas tendo a mesma estrutura básica: objetivos, introdução, desenvolvimento, resumo e atividades de fixação. Também são utilizados aplicativos (applets) de uso livre na rede e outros recursos próprios do ambiente virtual de aprendizagem tais como fóruns e questionários. O material foi aplicado no segundo semestre de 2011, 2011/2, tendo sido trabalhado com uma turma de 25 alunos matriculados. No final de cada uma das três áreas, os alunos foram submetidos a uma avaliação presencial, sendo a nota de cada área estabelecida a partir de uma composição entre as participações nas atividades propostas no ambiente virtual e na prova presencial. A média final foi calculada pela média aritmética das notas de cada área. Os resultados foram bastante satisfatórios do ponto de vista de desempenho e aproveitamento dos alunos participantes, mas não corresponderam à expectativa de diminuição da taxa de abandono da disciplina. O mesmo material, com algumas melhorias, foi reaplicado no primeiro semestre de 2012, com resultados semelhantes aos de 2011/2. Novamente, os alunos que se dedicaram ao estudo conseguiram ter na modalidade a distância um aproveitamento tão bom quanto os alunos dedicados das turmas presenciais; no entanto, o taxa de abandono, principalmente por parte dos alunos de Licenciatura Noturna, permaneceu alta. / The number of online distance learning courses has greatly increased worldwide, but there is a great concern shared by many that this type of teaching modality offers lower quality than that offered by onsite courses. However, we understand that the quality of education does not follow from the onsite presence of all participants, but from the implementation of actions that facilitate the learning process. This study aims at producing a high quality hypermedia didactic module to the online teaching of the Fundamentals of Astronomy and Astrophysics to the undergraduate students and students alike who are linked to UFRGS through a virtual environment. In addition, to achieve such goal, an adaptation of the Astronomy and Astrophysics hypertext by Dr. Kepler Oliveira de Souza Filho and Dr. Maria de Fatima Oliveira Saraiva was accomplished. Also, to carry out the Ausubelian meaningful teaching method class contents were organized in a way to encourage the progressive differentiation and integrative reconciliation of Ausubel. Furthermore, the Vygostkyan social interaction method was applied to the development of activities among the distance learning students. The teaching module is divided into three areas and contains 28 lessons in total, all having the same basic structure: objectives, introduction, development, summary and fixation activities. Freeware applets and other virtual learning environment resources such as forums and questionnaires were used. The teaching resources were applied in the second semester of 2011, 2011/2, to a class of 25 enrolled students. At the end of each of the three areas the students were submitted to an on-site assessment: the score of each area was established from a composition between the participation in the online proposed activities and the test applied. The final average was calculated as the arithmetic average of the ratings for each area. The results were quite satisfactory from the point of view of performance and progress of the participating students, but did not correspond to the expected decrease in the class drop-out rate. The same class material, with some improvements, was reapplied in the first semester of 2012, with results similar to those of 2011/2. Again, dedicated students benefited from the distance learning course as much as the best students of the onsite course. Nonetheless, the drop-out rate, mainly by evening class undergraduate students, remained high.

O número de cursos na modalidade a distância tem aumentado consideravelmente no mundo, porém existe um grande receio por parte de muitos que o ensino nessa modalidade tenha qualidade inferior ao apresentado na modalidade presencial. Contudo a qualidade do ensino não decorre da presença de todos os envolvidos num mesmo local, e sim da implementação de ações que facilitem o processo de aprendizagem. Esse trabalho teve como objetivo produzir um módulo didático, em hipermídia, para a disciplina de Fundamentos de Astronomia e Astrofísica, a ser ministrada na modalidade a distância aos alunos do curso de licenciatura em Física e a outros alunos interessados, vinculados à UFRGS, por meio de um ambiente virtual de aprendizagem, que tornasse possível um ensino de qualidade nessa modalidade. Com esse intuito, foi elaborada uma adaptação do hipertexto Astronomia e Astrofísica dos Professores Kepler de Souza Oliveira Filho e Maria de Fátima Oliveira Saraiva, procurando colocá-lo num formato mais adequado para a aprendizagem sem a presença do professor. Para atingir a meta de favorecer uma aprendizagem significativa ausubeliana, os conteúdos das aulas foram organizados de forma a propiciar a diferenciação progressiva e a reconciliação integradora, e no desenvolvimento das atividades propostas, a interação social vygostkyana entre os alunos, no ambiente virtual. O módulo de ensino está dividido em três áreas e contém 28 aulas no total, todas tendo a mesma estrutura básica: objetivos, introdução, desenvolvimento, resumo e atividades de fixação. Também são utilizados aplicativos (applets) de uso livre na rede e outros recursos próprios do ambiente virtual de aprendizagem tais como fóruns e questionários. O material foi aplicado no segundo semestre de 2011, 2011/2, tendo sido trabalhado com uma turma de 25 alunos matriculados. No final de cada uma das três áreas, os alunos foram submetidos a uma avaliação presencial, sendo a nota de cada área estabelecida a partir de uma composição entre as participações nas atividades propostas no ambiente virtual e na prova presencial. A média final foi calculada pela média aritmética das notas de cada área. Os resultados foram bastante satisfatórios do ponto de vista de desempenho e aproveitamento dos alunos participantes, mas não corresponderam à expectativa de diminuição da taxa de abandono da disciplina. O mesmo material, com algumas melhorias, foi reaplicado no primeiro semestre de 2012, com resultados semelhantes aos de 2011/2. Novamente, os alunos que se dedicaram ao estudo conseguiram ter na modalidade a distância um aproveitamento tão bom quanto os alunos dedicados das turmas presenciais; no entanto, o taxa de abandono, principalmente por parte dos alunos de Licenciatura Noturna, permaneceu alta. / The number of online distance learning courses has greatly increased worldwide, but there is a great concern shared by many that this type of teaching modality offers lower quality than that offered by onsite courses. However, we understand that the quality of education does not follow from the onsite presence of all participants, but from the implementation of actions that facilitate the learning process. This study aims at producing a high quality hypermedia didactic module to the online teaching of the Fundamentals of Astronomy and Astrophysics to the undergraduate students and students alike who are linked to UFRGS through a virtual environment. In addition, to achieve such goal, an adaptation of the Astronomy and Astrophysics hypertext by Dr. Kepler Oliveira de Souza Filho and Dr. Maria de Fatima Oliveira Saraiva was accomplished. Also, to carry out the Ausubelian meaningful teaching method class contents were organized in a way to encourage the progressive differentiation and integrative reconciliation of Ausubel. Furthermore, the Vygostkyan social interaction method was applied to the development of activities among the distance learning students. The teaching module is divided into three areas and contains 28 lessons in total, all having the same basic structure: objectives, introduction, development, summary and fixation activities. Freeware applets and other virtual learning environment resources such as forums and questionnaires were used. The teaching resources were applied in the second semester of 2011, 2011/2, to a class of 25 enrolled students. At the end of each of the three areas the students were submitted to an on-site assessment: the score of each area was established from a composition between the participation in the online proposed activities and the test applied. The final average was calculated as the arithmetic average of the ratings for each area. The results were quite satisfactory from the point of view of performance and progress of the participating students, but did not correspond to the expected decrease in the class drop-out rate. The same class material, with some improvements, was reapplied in the first semester of 2012, with results similar to those of 2011/2. Again, dedicated students benefited from the distance learning course as much as the best students of the onsite course. Nonetheless, the drop-out rate, mainly by evening class undergraduate students, remained high.