Dissertation submitted in fulfilment of the requirements for the degree Master of Technology: Business Information Systems in the Faculty of Business and Management Sciences at the Cape Peninsula University of Technology / This study has investigated the role of Education Technology as means to transform education at the Cape Peninsula University of Technology. The department of Office Management and Technology was selected for the case study. The research focused on determining the significance of modern Education Technology on teaching and learning strategies at the Cape Peninsula University of Technology. A quantitative approach was used for data collection, while this was done by using questionnaires, which employed 5 point Likert scales. The responses from 54 participants were recorded and analysed, and these results show that respondents held strong views about the significance of the role of Education Technology in teaching and learning strategies at the Cape Peninsula University of Technology. Furthermore, the results show that Education Technology helps to improve teaching and learning strategies at the institution. The significance of this research is that the results may be interpreted within a broader South African context. The study, therefore, contributes to the body of knowledge concerning the impact of Education Technology at Universities of Technology in South Africa.

Doctor of Education / Department of Special Education, Counseling and Student Affairs / James M. Teagarden / Students with emotional and behavioral disorders (EBD) have academic and behavioral deficits that impact their school success. For example, reading achievement of students with EBD is lower than typically developing peers and fails to improve over time without intervention. Despite this, the academic deficits of students with EBD often get overlooked and there are limited evidence-based practices for reading instruction to support them. This study sought to address this limitation by applying the Peer Assisted Learning Strategies (PALS), which has supportive evidence when applied to students with learning disabilities. The study involved eight 5th grade students, three were identified with EBD. The intervention, implemented by the classroom teacher, failed to result in gains in oral reading fluency, comprehension, and targeted social skills due to a variety of factors to be discussed. Limitations and future research are discussed, including considerations for future research.

The main objective of this thesis is to establish whether or not there is a relationship between (foreign) language aptitude, pronunciation learning strategies (PLSs), and pronunciation performance. Also, embedded in the major objective is the aim of uncovering which PLSs are most frequently used and which PLSs have been used for the longest period of time. Following a positivistic approach to research, through a correlational and statistically descriptive methodology, all participants were asked to take three tests, each of which was intended to gather data for the three major variables under consideration, namely an adapted version of the Strategic Pronunciation Learning Survey (SPLS), the first two sections of the Modern Language Aptitude Test (MLAT), and a Pronunciation Test (PT), developed by the researcher. The study was conducted at a teacher education university in Chile, with a sample of 43 students, 24 of whom were Year 2 students and 19 were Year 3 students at the time of data collection. The results suggest that there is a good deal of coincidence between those PLSs that are used with the highest frequency and those used with the greatest duration. The results also indicate that the PLSs that are more frequently used and that have been used for the longest period of time by the participants seem to be of a cognitive type, following Oxford’s (1990) broad classification of learning strategies. Finally, the Spearman correlation tests and the diverse statistical models applied reveal that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy in particular. Similarly, research seeking to establish correlations between (a new version of) PLSs, grouped into factors through factor analysis, and pronunciation accuracy is recommended. Lastly, language aptitude – viewed, conceptualised, and quite possibly measured differently, considering differentiating elements (Robinson, 2007; Winke, 2013), is to be further examined to establish whether it can explain pronunciation accuracy in a larger sample of participants.

Rhythm is one of the most fundamental and important elements of musical performance, but many scholars maintain that rhythm sight-reading remains one of the biggest challenges for musicians in high school ensembles. The purpose of this study was to determine the rhythm sight-reading strategies of accomplished high school instrumentalists and whether the strategies they used were aligned with their respective visual, aural, kinesthetic, or read/write learning styles as determined by their VARK Questionnaire responses. The five questions that guided this inquiry were: (1) What learning strategies do Florida All-State musicians demonstrate while previewing challenging notated rhythm rhythms? (2) What learning strategies do Florida All-State musicians demonstrate while sight-reading challenging notated rhythms? (3) What sensory learning styles (visual, aural, read/write, and kinesthetic) do these demonstrated learning strategies represent? (4) Which sensory learning styles do these All-State musicians generally prefer while learning, according to their VARK Questionnaire results? (5) How do the learning strategies used successfully and unsuccessfully by these All-State musicians while sight-reading notated rhythms relate to their sensory learning style preferences? The 30 participants included 11th- and 12th-grade band musicians who had successfully auditioned into the Florida All-State Band or Orchestra multiple times. The verbal protocol analysis (VPA) technique was used to identify each student’s rhythm sight-reading strategies as they previewed and performed challenging rhythms on a keyboard. Data were coded and scored a minimum of two times. Each student musician’s strategies were then compared with his or her learning style preferences as determined by their responses to the VARK Questionnaire. The findings revealed that the participants used a wide variety of sight-reading strategies during both their preview time and while performing rhythms. Participants’ modality preferences, as determined by their responses to the VARK Questionnaire, were aural (83.3%), kinesthetic (73.3%), read/write (56.7%), and visual (53.3%). A comparison of the participants’ learning strategies to their preferred learning style preferences revealed that all 30 of the participants aurally or internally vocalized the rhythm patterns using “dut” or “1-e-&-a” syllables. Additionally, all but one of them utilized kinesthetic pulse strategies. The results of the study suggest that musicians may benefit from learning varied kinesthetic pulse and aural rhythm pattern strategies, as well as visual strategies, in order to select the ones that they like to use and best facilitate the execution of rhythms successfully. Additional findings indicate that high school musicians should be given adequate practice time so they can develop and apply their preferred strategies.

博士(学術) / 甲第636号 / 186 p. / Hitotsubashi University(一橋大学)

Las estrategias de aprendizaje de la lectoescritura en chino han sido estudiadas con anterioridad (Shen, 2005); sin embargo, se ha investigado poco sobre estas estrategias aplicadas en un contexto latinoamericano de educación superior. Este trabajo estudia las estrategias de aprendizaje que emplean los universitarios para mejorar su aprendizaje del idioma chino. El presente estudio identificó las estrategias enfocadas en la lectoescritura y obtuvo la valoración de los estudiantes en torno a estas. Los instrumentos empleados fueron encuestas y un grupo focal, los cuales se aplicaron a un total de 18 estudiantes de diferentes niveles de chino. Los resultados del estudio indican cuáles fueron las estrategias más usadas entre los estudiantes y, además, este propone una categorización de estas estrategias cognitivas, metacognitivas, input-based y output-based. Asimismo, el estudio muestra una noción de efectividad que tienen los estudiantes respecto a las estrategias que utilizan. / Learning strategies for Chinese literacy have been previously studied (Shen, 2005). However, very little research exists regarding the application of these strategies in a Latin American context of higher education. This research studies the learning strategies that university students use for improving their Chinese learning. The present study identified learning strategies focused on Chinese literacy and got students’ assessment on them. Surveys and a focus group were the tools used in this research and were applied to a total of 18 students at different instances of Chinese learning. The results of this study point out the most used strategies among students and, moreover, suggest a classification for the strategies (cognitive, metacognitive, input-based and output-based). Besides, this study shows a notion of effectivity that only these students have towards the strategies they prefer. / Trabajo de investigación

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This study investigates the effects of sketchnoting, a visualized approach of notetaking, on learning strategies. The main questions asked were: What are the effects of sketchnoting on learners' learning strategies, including cognitive strategies (rehearsal, elaboration, organizational) and metacognitive strategies? Forty-eight undergraduate participants were divided into two groups, an experimental group, and a control group. Findings demonstrated a significant increase in cognitive learning strategies and metacognitive strategies in the experimental group. Other findings revealed that the aesthetic appeal of sketchnoting is the major reason motivating participants' sketchnoting behavior and the corresponding connection between design strategies and the learning strategies is the key of positive impacts of sketchnoting on learning strategies. Additional insights and implications are discussed.

Poor learner performance in mathematics is consistently observed throughout the education system in South Africa and starkly pronounced in historically disadvantaged schools in historically disadvantaged environments. Despite interventions such as nofee paying policy, a National Strategy for Mathematics, Science and Technology and National School Nutrition Programme, poor learner mathematics performance remain endemic. Learner achievement studies have mainly focused on identifying individual characteristics, ignoring the protective processes that promote mathematical resilience. This study aims to explore how disadvantaged learners in disadvantaged environments learn mathematics in the Further Education and Training band. A two-stage or phased sequential exploratory mixed-method design, with the qualitative phase preceding the quantitative phase was anchored within the socioecological resilience perspective. The study framework that draws from the work of Vygotsky, Carroll and Skovsmose, focuses on the dynamic interactions between learners and the connection between the home and the school. In this framework, learner mathematics achievement is a means towards the learner’s foreground. Mathematical learners who displayed improvement in their mathematical achievement, as identified by their previous achievements within the Further Education and Training band were targeted in this study. A total of nine Grade 12 learners (five boys and four girls) learning mathematics in disadvantaged environments from Johannesburg West and Johannesburg Central Education Districts were purposively selected for Phase 1 and one-on-one semi-structured interviews were conducted with them. A questionnaire that was supported by findings from the interviews was administered to 461 respondents (55% (253) female and 45% (208) male) learning mathematics in Grade 10, 11 or 12 in Phase 2 to develop a Mathematical Resilience Scale within a South African context. Thematic analysis and exploratory factor analysis are the two main data analysis techniques sequentially utilised in the study. Results of this study reveal a variety of processes undertaken by mathematical learners to develop mathematical resilience. These processes include access to social-relationships that give rise to the use of assessment feedback as a learning strategy for learning mathematics. / Thesis (PhD)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / PhD / Restricted

A comparative essay between the findings of research and practical methods in the English classroom conserning vocabulary learning in a foreign language. / En jämförande uppsats mellan forskningsrön och praktisk tillämpning i klassrummet rörande ordinlärning inom undervisning i engelska.