The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.

This study examines the use of the Test of Written English (TWE), the essay portion of the TOEFL, as an indicator of academic readiness at Portland State University.

Psychology in South Africa is facing a dire need for valid and reliable mental health instruments for all its citizenry. There presently exists a reliance on instruments of foreign origin. Very often such instruments are used without their psychometric properties having been tested in the local setting. The present study employed a multi-stage process for translating the General Health Questionnaire (GHQ) into Zulu. A simplified English version of the GHQ and the translated Zulu version were subsequently administered to a sample of two hundred and fifty seven (257) bilingual high school students. The data from this sample was used to assess the equivalency between the Zulu version and the English version. At the scale level, both versions of the GHQ showed adequate internal consistency and reliability. Item analysis revealed certain differences between the two versions. Possible explanations regarding semantic differences are discussed. Substantial overlap between the factor solutions of the two versions was found. These factor solutions were found to correspond well with those recorded in the literature. The present sample scored much higher on the GHQ than foreign samples do. Suggestions for raising the cutting scores for South African samples are made. On the whole, the Zulu version displayed evidence of reasonable equivalence to the English version. A comprehensive research programme for the GHQ in South Africa is presented. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

Indiana University-Purdue University Indianapolis (IUPUI) / Type 2 diabetes, a chronic condition affecting millions, continues to rise in epidemic proportions. Type 2 diabetes, managed through lifestyle changes, affects the entire family. Family caregivers provide vital support to these individuals; however, little research has been conducted surrounding the perceived difficulty or ease of caregiver activity and supportive behaviors. The purpose of this dissertation was to develop and psychometrically test a scale that measures this difficulty or ease of activities and behaviors. This was accomplished through the compilation of three distinct manuscripts. First, an integrative review was conducted to identify what is known regarding needs and concerns of family caregivers of persons with type 2 diabetes; findings revealed a need for more research. Then, based on these recommendations, a qualitative study was conducted that explored the needs and concerns identified by 33 American Indian, African American, and White family caregivers. All these caregivers had similar concerns related to needing general diabetes information, providing support to the family member, and taking care of their own health. Study themes were used to develop items for a new instrument, the Diabetes Caregiver Activity and Support Scale (D-CASS) that was psychometrically tested with 101 American Indian, African American, and White family caregivers of persons with type 2 diabetes. This study used a cross-sectional, descriptive-correlational design and provided evidence of internal consistency reliability (α = .82) and two-week test-retest reliability (intraclass correlation coefficient = .70) for the D-CASS. Criterion-related validity was established using a single-item criterion measuring overall how easy or difficult it was for caregivers to provide care for their loved ones (r = .65, p < .01). Unidimensionality was supported by factor analysis, with loadings ranging from .45 to .70, with 32% of the variance explained by the first factor (eigenvalue = 4.02). Model testing through a series of three hierarchical multiple regressions guided by a conceptual model provided further evidence of construct validity for the D-CASS. This dissertation provided better understanding of needs and concerns of family caregivers of persons with type 2 diabetes and led to the development of a psychometrically sound diabetes-specific instrument for future research.

The purpose of this study was to analyze the reliability and validity of three achievement tests, with emphasis given to instructional validity. The tests were used to assess the performance of Business Computer Applications (BCA) students on their achievement of knowledge of computer application software concepts and vocabulary for word processing, spreadsheet, and database. Five concepts and vocabulary categories addressed included: vocabulary, access software, data/text entry, editing, and formatting. Data were also collected from BCA teachers of the students. Teachers were asked to rate each item for the three software types of the achievement test as to whether the concepts and vocabulary corresponding to that item had been taught. A selected sample was used in the study. Classes were divided into three approximately even student groups. Each group completed one of the tests for each software type. Percentage of items correct for the three software types were 53%-word processing, 46%- spreadsheet, and 36%-database. The Kuder-Richardson 20 (KR-20) estimates for the software types were .92--word processing, .92--spreadsheet, and .76--database. Due to a wide dispersion of KR-20 values for items within the 5 concepts and vocabulary categories by software, the items are useful only for group measures. Most of the 8 teachers did not teach a substantial part of the concepts and vocabulary included in the validated test items. This outcome indicates the curriculum related to the items needs to be examined and revised so that teachers can emphasize the most important concepts and vocabulary with their students. Analyses outcomes indicated that 59 of 60 word processing items, 51 of the 59 spreadsheet items, and 45 of the 59 database items were instructionally valid. Teachers selecting items for purposes of examining the achievement of their students related to software concepts and vocabulary cam effectively use items determined to be instructionally valid in this study. / Ph. D.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 522-572). / Electronic reproduction. / Also available by subscription via World Wide Web / xvi, 572 leaves, bound ill. 29 cm