Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon J. Lian (chair), Mack L. Bowen, Eddie E. Glenn, Larry D. Kennedy, William L. Tolone. Includes bibliographical references (leaves 107-119) and abstract. Also available in print.

Thesis (MComm)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Training represents an expensive investment organisations make in their human resources. For this reason, it is imperative that the knowledge, skills, attitudes and behaviours gained in training be transferred into visible on-the-job performance and results. Unfortunately, despite the increasing amounts of time, effort and money being spent on organisational training, the so-called “transfer problem” remains a threat. Continued low transfer puts a major portion of the training investment at risk, thus justifying practical efforts to leverage greater transfer of training. This study is one such effort. The primary goal of this study was to develop and test an empirical model of the transfer process so as to establish the effects of trainee ability and motivation on this process. More specifically, it aimed to establish the relationships between the constructs trainee ability to learn, motivation to learn, intention to learn, learning and retention, motivation to transfer, intention to transfer and consequently, transfer. A comprehensive study of the transfer of training literature was conducted so as to gain a better understanding of the issues relevant to the purpose of the study. The sample used for this study consisted of 116 trainees attending an assessor training course provided by the Wholesale and Retail Sector Education and Training Authorities (W&RSETA) in South Africa. Five questionnaires were administered during the course of the study, of which two were developed especially for the purposes of the study. The Motivation to Learn Questionnaire consisted of three sections. Section A was designed to give an indication of the demographic data of the trainees. Section B measured Motivation to Learn and Section C measured Intention to Learn by means of a Likert-type scale. The Motivation to Transfer Questionnaire also consisted of three sections, with Section A providing demographic data, Section B measuring Motivation to Transfer, and Section C measuring Intention to Transfer via a Liker-type scale. A Mental Alertness Scale, giving an indication of ability to learn (i.e. general cognitive ability), as well as a pre- and post Knowledge Test, measuring learning and retention, also had to be administered during the study. These measures were distributed to the various training facilitators for administration according to specified instructions at their respective training sessions. The data was subsequently analysed using SPSS. Unfortunately, not all hypotheses could be corroborated in this study, yet useful insights were nonetheless gained. It was discovered that ability to learn significantly affects the amount of learning and retention that occurs during training. Ability to learn was also positively correlated with motivation to learn the training material. Motivation to learn produced significant relationships with three variables, namely intention to learn, intention to transfer, as well as motivation to transfer learning into on-the-job performance. Intention to learn was also found to positively correlate with intention to transfer. Finally, motivation to transfer indicated a significant correlation with intention to transfer. Consequently, conclusions were derived from the results obtained and recommendations for future research made. / AFRIKAANSE OPSOMMING: Opleiding is ‘n duur belegging wat organisasies in hul menslike hulpbronne maak en daarom is dit uiters belangrik dat die kennis, vaardighede, houdings en gedrag wat tydens opleiding aangeleer word, oorgedra word tot sigbare werksprestasie en resultate. Ongelukkig bly die oordrag van aangeleerde kennis en vaardighede ‘n probleem, ten spyte van die toenemende besteding van tyd, inspanning en fondse aan organisatoriese opleiding. ‘n Groot deel van die belegging in organisatoriese opleiding word op die spel geplaas deur voortdurende lae vlakke van oordrag. Om die rede, regverdig dit praktiese pogings om hoër oordragsvlakke te bewerkstellig. Hierdie studie poog om ‘n bydrae te maak in hierdie verband. Die primêre doel van die studie is om ‘n empiriese model van die oordragsproses te ontwikkel en te toets, en sodoende die effek van leerders se vermoëns en motivering op hierdie proses vas te stel. Meer spesifiek, poog dit om die verband tussen die konstrukte van leervermoë, motivering om te leer, intensie om te leer, leer en retensie, motivering om oor te dra, intensie om oor te dra, en oordrag, vas te stel. ‘n Omvattende literatuurstudie van die oordrag van leer is uitgevoer om sodoende ‘n beter begrip te kry van die konstrukte ter sake. ‘n Steekproef van 116 leerders is in die studie gebruik. Die leerders het ‘n assessoropleidingsprogram bygewoon wat deur die W&R SETA verskaf is. Vyf vraelyste is gedurende die studie toegepas, waarvan twee vir die doeleindes van die studie ontwikkel is. Die motivering-om-te-leer vraelys bestaan uit drie afdelings. Afdeling A verteenwoordig demografiese items, en Afdeling B en Afdeling C meet onderskeidelik motivering om te leer en intensie om te leer met behulp van ‘n 7-punt Likert-tipe skaal. Die oordragmotiveringsvraelys bestaan ook uit drie afdelings, waar Afdeling A weer op demografiese informasie fokus. Afdeling B en C meet onderskeidelik oordragmotivering en oordragintensie met behulp van ‘n 7-punt Likerttipe skaal. ‘n Verstandelikehelderheidsskaal (wat leervermoë gemeet het), sowel as ‘n voor- en na-kennistoets (wat leer en retensie meet) is ook toegepas gedurende die studie. Hierdie vraelyste is aan die verskillende opleiers versprei sodat hulle dit volgens die instruksies in hulle onderskeidelike opleidingssessies kon toepas. Die data is geanaliseer deur die gebruik van die rekenaarpakket SPSS. Al die hipoteses kon nie bevestig word nie, maar nuttige insigte is nogtans ingewin. Resultate toon dat leervermoë ‘n beduidende effek het op die hoeveelheid leer en retensie wat gedurende opleiding plaasvind. Leervermoë het ook ‘n positiewe verband met leermotivering getoon. Leermotivering het beduidende korrelasies met drie veranderlikes getoon, naamlik leerintensie, oordragintensie en oordragmotivering. Leerintensie het ook ‘n positiewe korrelasie met oordragintensie getoon. Laastens is ‘n beduidende korrelasie tussen oordragmotivering en oordragintensie bevind. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is gemaak.

Twenty seven of forty one learners at a remedial school were identified as having negative self-esteem. The learners self-esteem correlated with their barriers to learning. Hypnosis was considered as a possible technique to build positive self-esteem in these learners. The study used hypnotherapy on two learners who were identified as having negative self-esteem. The identification was based on the results of a selfconcept inventory. After a few sessions of hypnotherapy, the test was readministered. The results before and after indicate a positive change in the self-concept scores. This will have to be researched further,but there are significant indications that hypnotherapy may be one of the ways of building positive self-esteem in learners. / Psychology of Education / M. Ed. (Guidance and Counselling)

Made available in DSpace on 2014-11-10T11:09:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2014Bitstream added on 2014-11-10T11:58:21Z : No. of bitstreams: 1 000794291.pdf: 13164737 bytes, checksum: 0f89ffe6c624eee2132ce4c0a4dd54ea (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O uso da informática nos centros escolares está obtendo destaque como importante fator motivador e favorecedor de novas estratégias para o ensino e aprendizagem. Diante a essa realidade, programas computadorizados têm surgido para trabalhar com escolares que apresentam dificuldades de aprendizagem, e seus resultados têm se mostrado promissores. Dessa forma, este estudo teve por objetivo desenvolver dois programas, sendo um avaliativo e outro interventivo e, portanto, foi dividido em: Estudo 1, com o objetivo de desenvolver os programas de avaliação e e intervenção com as habilidades metafonológicas e leitura, para escolares com e sem dificuldades de aprendizagem e Estudo 2, que teve como objetivo a aplicação dos programas de avaliação e intervenção com habilidades metafonológicas e leitura, para escolares com e sem dificuldades de aprendizagem. No Estudo 1 foram estabelecidos os critérios para composição do programa e foi realizada sua estruturação. No Estudo 2 participaram 32 escolares do 2º ao 5º ano do ensino básico fundamental, com e sem dificuldades de aprendizagem, sendo ambos os grupos submetidos ao programa de avaliação das habilidades metafonológicas e leitura em situação de pré-testagem e pós-testagem, sendo os escolares distribuidos em quatro grupos para aplicação do programa de intervenção com habilidades metafonológicas e leitura e composição do grupo controle: GI: 8 escolares com dificuldades de aprendizagem, submetidos ao programa de intervenção metafonológica e leitura; GII: 8 escolares com dificuldades de aprendizagem, não submetidos ao programa de intervenção metafonológica e leitura; GIII: 8 escolares sem dificuldades de aprendizagem, submetidos ao programa de intervenção metafonológica e leitura e GIV: 8 escolares sem dificuldades de aprendizagem, não submetidos ao programa de intervenção metafonológica e leitura. Os resultados foram analisados estatisticamente, utilizando... / The employment of computers in schools is becoming an important motivating factor, comprising new strategies for teaching and learning. Due to this reality, computer programs have been launched, in order to work with students who have learning difficulties, and their results have been promising. Thus, this study aimed to develop two programs, one for evaluation and another for intervention with metaphonological skills and reading, and was divided into Study 1, aiming to develop an evaluation and intervention programs with metaphonological skills and reading for students with and without learning disabilities and Study 2, aiming the application of evaluation and intervention programs with metaphonological skills and reading for students with and without learning difficulties . In Study 1 the criteria for the composition of the program have been established and its structure was performed. In Study 2 involved 32 students from 2nd to 5th grade elementary education with and without learning disabilities, both groups underwent assessment of metaphonological and reading skills in pre -testing program and post-testing , and the students distributed into four groups for the implementation of the intervention program with metaphonological skills and reading and composition of the control group : GI : 8 students with learning disabilities , subject to the metaphonological and reading intervention program; GI : 8 students with learning difficulties submitted to the metaphonological and reading intervention program , GII : 8 students with learning difficulties, not submitted to the metaphonological and reading intervention program; GIII : 8 students without learning disabilities submitted to the metaphonological and reading intervention program, and GIV: 8 students without learning disabilities, not submitted to the metaphonological and reading intervention program. The results were statistically analyzed using the Mann- Whitney test, in order...

Orientador: Simone Aparecida Capellini / Banca: Maria Amélia Almeida / Banca: Elsa Midori Shimazaki / Banca: Tânia Moron Saes Braga / Banca: Sandra Regina Gimeniz Paschoal / Resumo: O uso da informática nos centros escolares está obtendo destaque como importante fator motivador e favorecedor de novas estratégias para o ensino e aprendizagem. Diante a essa realidade, programas computadorizados têm surgido para trabalhar com escolares que apresentam dificuldades de aprendizagem, e seus resultados têm se mostrado promissores. Dessa forma, este estudo teve por objetivo desenvolver dois programas, sendo um avaliativo e outro interventivo e, portanto, foi dividido em: Estudo 1, com o objetivo de desenvolver os programas de avaliação e e intervenção com as habilidades metafonológicas e leitura, para escolares com e sem dificuldades de aprendizagem e Estudo 2, que teve como objetivo a aplicação dos programas de avaliação e intervenção com habilidades metafonológicas e leitura, para escolares com e sem dificuldades de aprendizagem. No Estudo 1 foram estabelecidos os critérios para composição do programa e foi realizada sua estruturação. No Estudo 2 participaram 32 escolares do 2º ao 5º ano do ensino básico fundamental, com e sem dificuldades de aprendizagem, sendo ambos os grupos submetidos ao programa de avaliação das habilidades metafonológicas e leitura em situação de pré-testagem e pós-testagem, sendo os escolares distribuidos em quatro grupos para aplicação do programa de intervenção com habilidades metafonológicas e leitura e composição do grupo controle: GI: 8 escolares com dificuldades de aprendizagem, submetidos ao programa de intervenção metafonológica e leitura; GII: 8 escolares com dificuldades de aprendizagem, não submetidos ao programa de intervenção metafonológica e leitura; GIII: 8 escolares sem dificuldades de aprendizagem, submetidos ao programa de intervenção metafonológica e leitura e GIV: 8 escolares sem dificuldades de aprendizagem, não submetidos ao programa de intervenção metafonológica e leitura. Os resultados foram analisados estatisticamente, utilizando... / Abstract: The employment of computers in schools is becoming an important motivating factor, comprising new strategies for teaching and learning. Due to this reality, computer programs have been launched, in order to work with students who have learning difficulties, and their results have been promising. Thus, this study aimed to develop two programs, one for evaluation and another for intervention with metaphonological skills and reading, and was divided into Study 1, aiming to develop an evaluation and intervention programs with metaphonological skills and reading for students with and without learning disabilities and Study 2, aiming the application of evaluation and intervention programs with metaphonological skills and reading for students with and without learning difficulties . In Study 1 the criteria for the composition of the program have been established and its structure was performed. In Study 2 involved 32 students from 2nd to 5th grade elementary education with and without learning disabilities, both groups underwent assessment of metaphonological and reading skills in pre -testing program and post-testing , and the students distributed into four groups for the implementation of the intervention program with metaphonological skills and reading and composition of the control group : GI : 8 students with learning disabilities , subject to the metaphonological and reading intervention program; GI : 8 students with learning difficulties submitted to the metaphonological and reading intervention program , GII : 8 students with learning difficulties, not submitted to the metaphonological and reading intervention program; GIII : 8 students without learning disabilities submitted to the metaphonological and reading intervention program, and GIV: 8 students without learning disabilities, not submitted to the metaphonological and reading intervention program. The results were statistically analyzed using the Mann- Whitney test, in order... / Doutor

Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007 / With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.

Bakgrund: I Sverige finns cirka 60 000 individer som har epilepsi varav 17 % är barn under 16 år. Epilepsi är en neurologisk sjukdom som innebär att det sker en plötslig och oprovocerad urladdning av hjärnbarkens nervceller vid mer än ett tillfälle. Profylaktisk behandling med karbamazepin går ut på att stabilisera nervcellernas membran vilket eventuellt skulle kunna påverka minnesfunktioner och inlärningsförmåga. Lagring av bearbetad information verkar nämligen kräva högfrekvent stimulering av hjärnans nervceller som leder till synaptisk plasticitet och effektivisering. Syfte: Syftet med studien var att undersöka om behandling med karbamazepin påverkar minnesfunktioner och därmed inlärningsförmåga. Metod: Denna litteraturstudie baserades på åtta vetenskapliga artiklar som söktes i databasen PubMed. Artiklarna som valdes berörde olika faktorer (förutom antiepileptika) som skulle kunna ha betydelse för minnesfunktionen samt karbamazepins eventuella effekter på minnet hos friska frivilliga, efter utsättning, hos epilepsipatienter och vid djurtester. Resultat: Påverkan av faktorer som elektrokonvulsiv behandling (human studie) samt korta kontra långa anfall (djurstudie) på minnesfunktioner visade en försämring vid både subjektiv och objektiv bedömning respektive neuronförlust i hippocampus med 14-26 % kontra 34-50 %. Effekter av karbamazepin på neurofysiologiska minnesfunktioner hos gnagare gav en sänkning av långtidspotentieringens storlek med cirka 55 % vid jämförelse med kontrollgrupp (p < 0,01). Humana studier visade inga entydiga resultat utifrån beräkningar gjorda från olika objektiv bedömningar. Slutsats: En del djurstudier ger indikationer på att karbamazepin och epileptiska anfall har en negativ effekt på långtidspotentiering samt spatialt minne, som båda verkar vara beroende av NMDA-receptoraktivering i hippocampusområdet. Att extrapolera till humana effekter med terapeutiska doser kan vara svårt eftersom gnagare är mer outvecklade men det kan ändå ge värdefull information. De humana studierna som undersökte karbamazepins effekter på minnesfunktionen gav ingen tydlig information för att kunna dra någon slutsats om vare sig negativ eller positiv påverkan. / Background: Epilepsy is a neurological disease in which there is a sudden and unprovoked discharge of neocortical neurons at more than one occasion. Pharmacological treatment with carbamazepine is the first choice for partial onset seizures with or without secondary generalization. Both seizures and carbamazepine can cause patients to experience impaired memory functions which also their relatives notice. Epileptic seizures depend on high-frequency stimulation in cerebral nerve cells. The drug carbamazepine acts by stabilizing neuronal membranes and thereby reduces neuronal excitability. The storage of processed sensory information seems to require stimulation that activates glutamate release, AMPA receptors and NMDA receptors which are mechanisms that may be disturbed by carbamazepine. Objective: The aim of this study was to investigate whether treatment with carbamazepine is affecting memory functions and thereby learning ability. Methods: This literature study was based on eight scientific articles that have been searched for at PubMed in January 2015. They related to different factors (in addition to antiepileptic drugs) that could be important for memory functions and how carbamazepine (antiepileptic drug) might influence memory in healthy volunteers, after withdrawal, in epilepsy patients and in animal tests. Results: The influence of factors such as electroconvulsive therapy (human study) and short versus long seizures (animal study) on memory functions showed a reduction in both subjective and objective assessment and neuron loss in the hippocampus with 14-26 % against 34-50 %. In rodent brain slices carbamazepine caused a reduction in long-term potentiation size by 55 % compared to the control group (p < 0.01). Human studies investigating the effects of carbamazepine on memory functions showed ambiguous results. Conclusions: Some animal studies indicate that carbamazepine and epileptic seizures have a negative effect on long-term potentiation and spatial memory, which both seem to be dependent on NMDA-receptor activation in the hippocampus area. Extrapolating to human effects at therapeutic doses can be difficult since rodents are less developed. The human studies on carbamazepine effects on memory functions gave no clear information to draw any conclusions from. Randomized and blinded studies with sufficiently large populations, with comparable groups, conducted in epilepsy seizure-free patients with carefully selected, standardized objective tests could possibly provide answers with clinical relevance.

Magister Philosophiae - MPhil / This study explored the learning experiences of black working class women in the context of the National Skills Development Strategy. The research focused firstly, on how the National Skills Development Strategy facilitated women's learning and secondly, what has helped and hindered their learning and how their learning experiences related to the literature on women's learning. / South Africa

Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.

This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 percent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68.4percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.