The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the &lsquo / Cape Flats&rsquo / , an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English.<br /> <br /> Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p&lt / 0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p&lt / 0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group.<br /> <br /> Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated.<br /> <br /> The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context.

The purpose of the research was to investigate the knowledge-sharing practices of legal professionals at the Gauteng Justice Centres of the Legal Aid Board (LAB). The rationale for the study was based on the premise that since the LAB is a knowledge-intensive organization, it is well suited to the implementation of knowledge management. Any successful knowledge management implementation plan, is founded upon the knowledge-sharing culture of the organization, hence the motivation for the research. Self-administered questionnaires were used to survey the views of the legal professionals regarding their knowledge-sharing practices. Three hundred and twenty-five (325) questionnaires were distributed, of which 143 were returned. The data received was presented in the form of tables and figures. Percentages and content analysis was used to analyze the data collected. The findings from the survey revealed that while knowledge-sharing and knowledge management took place at the LAB, it was not guided by a strategy of the organization. The findings also revealed that the knowledge-sharing and knowledge management which did take place did so on an ad hoc basis and was woven into the daily activities of the respondents. The researcher drew conclusions based on the analysis of the data and in the context of related literature and proposed a way forward for the implementation of knowledge management and knowledge-sharing practices at the LAB. The researcher recommended that the LAB employ a knowledge officer, who should be responsible for driving the knowledge management process. Furthermore, the researcher recommended that knowledge sharing should be compulsory and be rewarded. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Medical schools have been reviewing their curricula to prepare caring and competent health professionals in the midst of a knowledge and technology explosion. The implementation of problem-based learning curricula signalled attempts to make learning more significant, based on constructivist perspectives that emphasise social interaction for meaning making and understanding. Available literature suggests that learning in PBL should be assessed by authentic, contextual real-life tasks that support and encourage students’ learning. To this end, the Nelson R. Mandela School of Medicine implemented the progress examination (PE) to complement the aims of Curriculum 2001 (C2001). The potential formative function of the PE was specifically appealing in terms of allowing for the development of reflective, self-directed and deep learning. Early explorations revealed an apparent mismatch between the aims of C2001, the expectations of stakeholders and their experiences with the PE at the site and these resulted in a number of adaptations to the examination. Cognisant of the influence of assessment on students’ learning, this study sought to examine whether the educational principles governing the implementation of C2001 also informed the implementation and adaptations of the PE. Using a qualitative case study methodology, the study investigated stakeholders’ understandings of the PE and its goals and the lived experiences of its implementation as a suitable tool to assess students’ cognitive learning. In addition, the study also investigated the possible factors that influenced the reform. Findings suggest that the PE was not suitable to assess students’ learning in C2001. Despite the perceptions of a strong educational need for curriculum reform and the apparent suitability of the PE, some members of staff lacked understanding, skill and confidence to apply and implement its aims. Staff failed to apply transformative practices of teaching and learning, while the principles of the PE and C2001 were not well diffused through the organisation. Members of staff expected the PE to differentiate between high and low performing students, while students came to regard the examination as just another hurdle in an already hostile learning environment. Factors such as the unstable and poor leadership, the restructuring of the health and education sectors, impacted on the implementation of the reform. Curriculum and assessment reform is challenging for students and lecturers, requiring the transforming institution to actively prepare and support stakeholders in a conducive educational climate. This case study highlights the need for comprehensive planning for effective and sustained curriculum reform. Collaborative strategies and educational systems should be sought and implemented to sustain conceptual and practical reform. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the &lsquo / Cape Flats&rsquo / , an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English.<br /> <br /> Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p&lt / 0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p&lt / 0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group.<br /> <br /> Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated.<br /> <br /> The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: As a direct result of having segregated amenities and public services during the Apartheid era where Black individuals were provided with services inferior to those of White individuals, the country is currently challenged by serious and debilitating issues such as a skills shortage across most industry sectors, high unemployment and poverty rates, and inequality in terms of income distribution as well as in terms of racial representation in the workforce. The country is furthermore facing social problems such as high crime rates and high incidence of HIV/AIDS. A discussion is put forward that these challenges are the consequence of a larger problem. The larger problem being the fact that knowledge, skills and abilities are not uniformly distributed across all races. The situation is that in the past, and still now, White South Africans have greater access to skills development and educational opportunities. It is this fundamental cause that must be addressed to in order to create a sustainable solution to the challenges described above. It is therefore argued that a means to overcome the challenges the country faces as a result of Apartheid is through skills development – specifically affirmative action skills development. Affirmative action skills development will entail giving previously disadvantaged Black individuals access to skills development and educational opportunities as to equip them with the currently deficit skills, knowledge, and abilities. It is proposed that affirmative action skills development is one of the most effective mechanisms through which the aforementioned problems facing the country might be alleviated. A need was therefore identified for Industrial Psychology researchers to assist organisations to identify the individuals who would gain maximum benefit from such affirmative action skills development opportunities. To achieve this, an understanding is required of the factors that determine whether or not a learner will be successful if entered into an affirmative action skills development opportunity. Some studies have already been conducted regarding this need. One such study was conducted by de Goede (2007). The primary objective of this study consequently was to expand on De Goede’s (2007) learning potential structural model. Non-cognitive factors were added to the De Goede (2007) learning potential structural model in order to gain a deeper understanding of the complexity underlying learning and the determinants of learning performance. A subset of the hypothesised learning potential structural model was then empirically evaluated. The measurement model was found to have a good fit. However, the first analysis of the structural model failed to produce a good fit to the data. The analysis of the standardised residuals for the structural model suggested the addition of paths to the existing structural would probably improve the fit of the model. Modification indices calculated as part of the structural equation modeling pointed out specific additions to the existing model that would improve the fit. The model was subsequently modified by both adding additional paths. Furthermore, when considering the modification of an initially proposed structural model, the question should not only be whether any additional paths should be added, but should also include the question whether any of the existing paths should be removed. To this end the unstandardised beta and gamma matrices were examined and it pointed to insignificant paths that could be removed. The model was subsequently also modified by removing insignificant paths. The final revised structural model was found to fit the data well. All paths contained in the final model were empirically corroborated. The practical implications of the learning potential structural model on HR and organisations are discussed. Suggestions for future research are made by indicating how the model can be further elaborated. The limitations of the study are also discussed. / AFRIKAANSE OPSOMMING: ‘n Resultaat van Apartheid is dat Suid Afrika dringende uitdagings in die gesig staar soos byvoorbeeld lae vaardigheidsvlakke, hoë vlakke van werkloosheid en armoede, en ongelykheid in terme van inkomste en verteenwordiging in die werksmag. Suid Afrika het onder meer ook die uitdagings van hoë vlakke van misdaad en HIV/VIGS. Hierdie tesis stel voor dat die bogenoemde uitdagings simptome is van ‘n groter probleem, naamlik gebrekkige opleiding en ontwikkeling van vaardighede van Swart Suid Afrikaners. Dit is hierdie gebrek aan vaardighede wat aangespreek moet word om ‘n volhoubare oplossing tot die bogenoemde uitdagings te vind. Die argument word gestel dat ‘n oplossing gevind sal word in regstellende ontwikkeling. Regstellende ontwikkeling behels om voorheen benadeelde Swart Suid Afrikaners toegang te gee tot opleidings en ontwikkelingsgeleenthede. Dit word gestel dat regstellende ontwikkeling die meganisme is waardeur die land se uitdagings aangespreek moet word. ‘n Behoefte is dus geïdentifiseer vir Bedryfsielkundiges om navorsing te doen aangaande die eienskappe van studente wat sal bepaal of hulle suksesvol, al dan nie, sal wees tydens versnelde regstellende ontwikkeling. ‘n Soortgelyke studie is reeds onderneem deur de Goede (2007). Die primêre doelwit van hierdie studie was gevolglik om De Goede (2007) se leerpotensiaal-strukturele model uit te brei. Nie-kognitiewe faktore is tot De Goede (2007) se model toegegevoeg om ’n meer indringende begrip van die kompleksiteit onderliggend aan leer en die determinante van leerprestasie te verkry. ‘n Subversameling van die voorgestelde leerpotensiaal-strukturele model is vervolgens empiries geëvalueer. Dit is gevind dat die metingsmodel die data goed pas. Met die eerste analise van die strukturele model is goeie passing nie verkry nie. ‘n Ondersoek na die gestandardiseerde residue het getoon dat die toevoeging van addisionele bane tot die bestaande strukturele model waarskynlik die passing van die model sou verbeter. Modifikasie-indekse bereken as deel van die strukturele vergelykingsmodellering het spesifieke bane uitgewys wat die passing van die model sou verbeter indien dit bygevoeg word tot die bestaande model. Die strukturele model is dus aangepas deur addisionele bane by te voeg tot die bestaande model. Die strukturele model is ook aangepas deur bane te verwyder wat nie statisties beduidend was nie. Die bevinding was dat die hersiene model die data goed pas. Alle bane in die finale model is empiries bevestig.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa‟s social political past that was led by the Apartheid system has deprived the majority of South Africans of the opportunity to develop and accumulate human capital. As a result, this political system has left this country with a range of challenges including; a shortage of critical skills in the marketplace, high unemployment and poverty rates, inequality in terms of income distribution, unequal racial representation in the workplace, together with other social challenges such as high crime rates, extensive poverty, horrendous living conditions and a consequent increasing dependence on social grants (Van Heerden, 2013). These challenges prohibit this country from realising its global competitive potential. Organisations are primarily affected by these struggles faced by the country, and their continuous fight with these legacies of Apartheid is especially evident when they try to comply with the two responsibilities that form part of the personnel selection function. These include their responsibility to (1) employ the „best‟ employee for the job to result in the production of products and services of high economic utility, and (2) to act under moral, economic, political and legal pressure to diversify their workforce (Theron, 2009). Due to South Africa‟s past political system, the majority previously disadvantaged individuals have underdeveloped job competency potential which currently prohibits them from succeeding in the world of work. Consequently, if organisations try to comply with their first responsibility, the process of selecting the „best‟ employee results in adverse impact. If organisations comply with their second responsibility through traditional affirmative action measures, they allow incompetent employees to be appointed. The incompetence is not due to one race having fundamentally less competency potential then another. It is because South Africa‟s intellectual capital is not, and has not been uniformly developed and distributed across races (Burger, 2012). This current situation faced by organisations should be dealt with for three important reasons. Firstly, a solution could improve the global competitiveness of this country. Secondly, a solution could contribute to solving the social challenges faced by this country, and lastly, not only because the situation could possible become precarious, but simple because it is the right thing to do. It is not implied that affirmative action should be abolished. This study rather suggests that the interpretation of affirmative action should change and the focus of this corrective policy should shift to a more developmental approach. This entails that more emphasis should be placed on providing the previously disadvantaged with the necessary training and development to foster the needed competency potential to succeed in the world of work. However, resources for these developmental opportunities are scarce, and as a result, a need exist to identify a method that could identify individuals who will gain maximum benefit from these suggested affirmative development opportunities. Consequently, a need exist to identify individuals who display the highest potential to learn and to create the conditions conducive for learners with high learning potential to actualise that potential. In order to successfully identify the individuals who display a high level of learning potential and to create the person- and environmental characteristics that have to be present to facilitate successful learning, the learning potential construct must be understood. De Goede (2007), Burger (2012), and Van Heerden (2013) have completed research studies on this specific construct, and to assist in the understanding of the complexity of this construct, it made more empirical sense to build on existing structural models. This should result in the production of a more complete understanding of learning and the determinants of learning performance. The objective of this study was therefore to modify and elaborate the Burger (2012) learning potential structural model by expanding the model with the inclusion of additional non-cognitive variables. The proposed hypothesised learning potential structural model was empirically evaluated. The measurement model achieved good close fit. However, the first analysis of the structural model only obtained reasonable model fit. After the consideration of the full range of fit indices, standardised residuals, modification indices and parameter estimates, a few modifications were made to the model. The final revised structural model achieved good fit. All of the paths in the final model were empirically corroborated. The limitations of the research methodology, the practical implications of this study, and recommendations for future research are also discussed. / AFRIKAANSE OPSOMMING: Suid-Afrika se verlede wat gelei was deur die Apartheidsisteem, het die meeste Suid-Afrikaners die geleentheid om toegang tot ontwikkelingsgeleenthede ontneem. Dit het gelei tot die onderontwikkeling van meeste Suid-Afrikaners se bevoegdheidspotensiaal wat hulle moet help om die eise wat tans in die wêreld van werk aan hul gestel word suksesvol te hanteer. Dié politieke sisteem het veroorsaak dat Suid-Afrika „n reeks probleme ervaar, insluitende; „n tekort aan kritieke vaardighede in die mark, baie hoë werkloosheid en armoede, ongelykheid in terme van inkomste-verdeling en ongelyke rasverteenwoordiging in die werksplek, asook oormatige misdaad, afskuwelike leefsomstandighede vir meeste Suid-Afrikaners, en „n toenemende afhanklikheid van maatskaplike toelaes (Van Heerden, 2013). Hierdie uitdagings verhoed dat Suid-Afrika sy globale mededingendheidspotentiaal realiseer. Organisasies word direk deur hierdie uitdagings beïnvloed, en hulle deurlopende worsteling met hierdie nalatenskap van Apartheid is veral duidelik wanneer hulle probeer voldoen aan twee vereistes wat personeelkeuring stel. Hierdie sluit in (1) om die mees bevoegde werknemers aan te stel wat produkte/dienste van hoë kwaliteit en hoë ekonomiese nut verseker, en (2) om die werksplek onder morele, ekonomiese, politieke en wetlike druk te diversifiseer (Theron, 2009). As gevolg van Suid-Afrika se Apartheidsisteem, het die meeste indiwidue onderontwikkelde werksbevoegdheidspotensiaal wat hulle verhoed om suksesvol te wees in hulle aanstellings. Die gevolg daarvan is dat, sodra organisasies poog om aan die eerste verantwoordelikheid van personeelkeuring te voldoen dan lei die keuring tot nadelige impak. As organisasies aan die ander kant poog om aan die tweede verantwoordelikheid te voldoen deur die implimentering van tradisionele regstellende aksie, dan laat hulle onbevoegde indiwidue toe om in „n pos in te tree. Hierdie onbevoegdheid is nie die gevolg van „n fundamentele verskil in bevoegdheidspotensiaal tussen rassegroepe nie. Dit is die gevolg van die feit dat Suid-Afrika se intellektuele potentiaal nie eweredig tussen rasse ontwikkel is nie (Burger, 2012). Die huidige situasie waarin organisasies hul bevind moet op gelos word om drie belangrike redes. „n Oplossing kan eerstens die globale mededigendheid van die land verbeter. „n Oplossing kan tweedens die druk van die geïdentifiseerde sosiale uitdagings verlig, en laastens, „n oplossing is nodig nie net omdat ons huidige situasie moontlik haglik kan word nie, maar eenvoudig omdat dit die regte ding is om te doen. Daar word glad nie geïmpliseer dat regstellende aksie tot niet gemaak moet word nie. Hierdie studie stel slegs voor dat die interpretasie van regstellende aksie asook die fokus daarvan „n meer ontwikkelings-benadering moet aaneem. Dit behels dat „n groter klem daarop geplaas moet word om lede van voorheen benadeelde groepe die geleenthede te gee om die nodige bevoegdheidspotensiaal te ontwikkel om suksesvol in the werksplek te wees. Hulpbronne vir hierdie ontwikkelingsgeleenthede is egter beperk. Die behoefte bestaan dus om daardie indiwidue te identifieer wat die grootste voordeel hieruit sal trek. Daarom is dit nodig om eerstens indiwidue wat die hoogste vlak van leerpotensiaal het te identifiseer, en tweedens om die omstandighede/kondisies te skep wat hierdie leerpotensiaal sal laat aktualiseer. Om uiteindelik sulke indiwidue te identifiseer asook om die persoon- en omgewingstoestande te skep wat as voorvereistes vir suksesvolle leer geld, moet die leerpotensiaalkonstruk verstaan word. Leerpotensiaalnavorsings-studies deur De Goede (2007), Burger (2012), en Van Heerden (2013) is reeds voltooi, maar om die kompleksiteit van hierdie konstruk ten volle te verstaan moet opeenvolgende studies onderneem word. Hierdie studie het gevolglik gefokus op die uitbreiding van hierdie bestaande modelle om sodoende „n meer volledige begrip van leerprestasie te ontwikkel. Die doel van hierdie studie was daarom om die bestaande Burger (2012) leerpotensiaal strukturele model te wysig en uit te brei deur die toevoeging van addisionele nie-kognitiewe veranderlikes. Die strukturele model was empiries ge-ëvalueer en die metingsmodel het „n goeie passing getoon. Die strukturele model het aanvanklik slegs „n redelike passing bereik, maar na die oorweging van die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse and parameterskattings is „n aantal wysigings aan die model aangebring. Die finaal-gewysigde strukturele model het goed gepas. Al die bane in die finale model is empiries bevestig. Die beperkinge van die navorsingsmetodiek, die praktiese implikasies van die studie en aanbevelinge vir toekomstige navorsing was ook bespreek.

Thesis (MCom)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The current study is an attempt to acknowledge the existing inequalities South Africa faces, while presenting a solution to reach the ideal of equal opportunities so many South Africans strive for each day. The catalyst for the current study is the observed shortage in skills, knowledge and general abilities among those South Africans who were previously denied developmental and equal educational opportunities. Through addressing the challenges faced by those most at risk of not achieving learning performance success, an attempt is launched to uncover the factors that should be considered when evaluating learning potential. The study is directly aimed at addressing the failures of previous affirmative development attempts. The core belief of the author remains in line with the current government‟s view, namely that successful affirmative development is the most effective way to correct the injustices of the South Africa‟s past. Through scientific assistance to the corporate sector, Industrial Psychologists can play a leading role by using the practice of selection as a vehicle to drive the process of affirmative development in a responsible manner through selective developmental opportunities. The author has attempted to identify cognitive and non-cognitive learning performance variables that are to be considered when considering learning performance success. The current study is an elaboration of previous research presented by De Goede (2007) that was based on the findings of Terry Taylor (1989, 1992, 1994, 1997). The current learning potential structural model is an elaboration of the De Goede (2007) learning potential structural model. The author has proposed additional non-cognitive variables as an attempt to gain a more thorough understand with respect to what constitutes success in learning performance. By adding more variables to the existing nomological network that constitute learning performance, the author attempted to uncover a more holistic insight into the construct of learning performance success. The research was conducted using a sample of 395 grade 9 school learners from previously disadvantaged communities in the Cape Town area, including Bonteheuwel, Mannenberg and Goodwood. All the learners in the sample group successfully completed term 1 and 2 passing English first language, Afrikaans second Language, Mathematics and Science. The proposed hypothesised expanded learning potential structural model was empirically evaluated. The fit of the measurement model achieved exact fit. The researcher extended the investigation by considering the full range of fit indices, standardised residuals, modification indices and parameter estimate. From the results obtained the researcher modified the structural model, by removing one of the interaction effects. The results of the final revised structural model achieved good fit. Only five of the paths in the final model were empirically corroborated. Support was found, indicating that a statistical significant positive relationship exist between Learning Motivation and Tenacity, Conscientiousness and Resilience, Parental Quality and Learning Motivation, Grit and Cognitive Engagement as well as Grit and Learning Motivation. In addition to these findings, the researcher also presented some limitation to the research methodology, practical implications as well as recommendations for future research. / AFRIKAANSE OPSOMMING: Die huidige studie verteenwoordig „n poging om erkenning te gee aan die heersende ongelykhede wat Suid-Afrika in die gesig staar, terwyl „n oplossing gesoek word om die ideaal van gelyke ontwikkeling, waarna soveel Suid-Afrikaners elke dag streef. Die katalisator vir die huidige studie is die waargenome ongelykhede in vaardighede, kennis en algemene vermoëns onder daardie Suid-Afrikaners van wie ontwikkeling- en gelyke opvoedingsgeleenthede weerhou is. Deur die huidige uitdagings aan te spreek, wat die individue in die gesig staar met die grootste risiko om nie leerprestasie-sukses te behaal nie, word „n poging geloods om die faktore te identifiseer wat oorweeg behoort te word wanneer leer potensiaal geëvalueer word. Hierdie studie is direk daarop gemik om die mislukkings van vorige regstellende aksie pogings aan te spreek. Die outeur se kernoortuiging is in lyn met die huidige regering se sienswyse, naamlik dat „n suksesvolle regstellende ontwikkelingspoging die mees effetiewe manier is om die ongeregtelikhede van Suid-Afrika se verlede te korrigeer. Deur wetenskaplike ondersteuning aan die korporatiewe sektor, kan Bedryfsielkundiges „n leidende rol vervul deur die gebruik van seleksiepraktyke wat daarop afgestem is om die proses van regstellende aksie aan te dryf op „n verantwoordelike manier, deur selektiewe ontwikkelingsgeleenthede. Die outeur het gepoog om kognitiewe en nie-kognitiewe leerprestasie-veranderlikes te identifiseer wat oorweeg moet word ten einde leerprestasie-sukses te bevorder. Die huidige studie is ‟n uitbreiding van vorige navorsing deur De Goede (2007) gebaseer op die bevindinge van Terry Taylor (1989, 1992, 1994, 1997). Die huidige leerpotensiaal strukturele model is „n uitbreiding van De Goede (2007) se leerpotensiaal strukturele model. Die outeur het addisionele nie-kognitiewe veranderlikes voorgestel in „n poging om dieper insig te verkry in dit wat leerprestasie-sukses konstitueer. Deur die toevoeging van meer veranderlikes tot die bestaande nomologiese netwerk wat leerprestasie konstitueer, poog die outeur om „n meer holistiese insig te openbaar in die konstruk van leerprestasie-sukses. Die navorsingstudie was toegepas om n groep van 395 graad 9 skooliere van voorheen benadeelde gemeenskappe in die Kaapstad omgewing, insluitend Bonteheuwel, Mannenberg en Goodwood. Al die leerlinge in die steekproef het kwartaal 1 en 2 suksesvol geslaag met die vakke Engels eerste taal, Afrikaans tweede taal, Wiskunde en Wetenskap. Die voorgestelde leerpotensiaal strukturele model was empiries ge-ëvalueer. Die passing van die metingsmodel het n presiese passing getoon. Die navorser se ondersoek is uitgebrei deur die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse en parameter skattings te oorweeg. Die resultate het daartoe gelei dat die navorser besluit het om „n wysiging te maak deur een van die interaksie- effekte te verwyder. Die resultate van die finaal-gewysigde strukturele model het n goeie passing getoon. Slegs vyf van die bane in die finale model kon empiries bevestig word. Ondersteuning is gevind wat aantoon dat a statisties beduidende positiewe verhouding bestaan tussen Leer Motivering en Volharding, Pligsgetrouhied en Veerkragtigheid, Ouer Ingesteltheid en Leer Motivering, Volharding en Kognitiewe Inspanning, so wel as Volharding en Leer Motivering. Die navorser het addisioneel tot hierdie bevindinge, ook sekere beperkinge van die navorsings metodiek, praktiese implikasies van die studie, asook toekomstige navorsing bepreek.

This study argues in favour of the distance education student as being a decision-maker and scrutinised his choice criteria against the `open' education background. In particular, the study investigated the relative contribution of influential decision factors, as identified by previous research, in the choice students made when they chose between print-based and on-line modalities. A quantitative study, drawing data from 233 participants in two modules at the University of South Africa, was employed. The study showed that influential decision factors were transferable to a choice between printed or on-line instructional content, but their effects were less significant. Differences pertaining to previous experience with their delivery mode were apparent between students who selected the print-based option and students who selected the on-line option. The results also confirmed that of other research that a significant relationship exists between self-concept and optimal decision-making and self-concept and social environment. / Education Studies / M. Ed. (Psychology of Education)

In developing countries, the mobile phone market has matured in terms of subscription, penetration and mobile centric1 services. In turn, people have integrated mobile phones into their daily lives. The interaction opportunities that have evolved in business and social life have given students at Higher Educational Institutions (HEIs) grounds to anticipate similar opportunities within their learning environments. In the context of developing countries, students primarily access information through mobile phones and there seems to be a disconnection between how HEI provide informational services and how students want to access the services. Therefore, HEIs are challenged with shifting from their traditional information distribution practices into integrating mobile centric services. Literature describes several models of providing mobile centric services in learning settings but there is a paucity of research that address the disconnection between students’ mobile centric needs and expectations against the HEIs’ provision of such services. Therefore, this study proposes a Framework for providing mobile centric services to students at HEIs in Open Distance e-Learning (ODeL) context in South Africa. The potential contribution of the framework is that it can facilitate strategic planning and implementation of mobile centric services whilst ensuring the needed synergies with students and academics. The research is grounded in interpretive philosophy and was undertaken as a single case study. The case study employed mixed method design for data collection. The advantage of mixed method design is that it enables both qualitative and quantitative data to be collected from a variety of sources and triangulation of results to get a complete picture of the phenomenon under study. The research was undertaken in four phases. Phase 1 of the study was a literature analysis carried out to identify the components for providing mobile centric services that facilitate students with information access and interaction. The objective was to provide a conceptual framework that would direct the search for evidence and organise the results. Phase 2 of the study employed the conceptual framework developed in Phase 1 to identify the units of analysis and to design the data collection instruments. Phase 3 of the study focused on collecting data within a single case study with embedded units of analysis. Data collection included Policy document analysis, Tool observation analysis, Student surveys and Lecturer interviews. The data collected from the case study was analysed with the view of enhancing the components of the conceptual framework developed in Phase 1. The enhancement of the components of the conceptual framework carried out in Phase 3 directed the development of the Framework for providing mobile centric services to students at HEIs in ODeL context in South Africa as presented in Phase 4. This adds new knowledge in addressing the literature gap between the mobile centric needs and expectations of students and the provision of mobile centric services at HEIs. The framework has practical value in that its components can guide HEIs in determining the mobile centric readiness of their institutions, the needs of the stakeholders, the context of use, the identification of mobile centric resources and the managing of constraints. Mobile centric refers to the preference of accessing and interacting with information services through a mobile device such as a mobile phone. / Computing / Ph. D. (Information Systems)