This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants in the posttest condition: (M = 67.54, SD = 19.06) responded with less total mathematics anxiety than participants in the pretest condition (M = 73.22, SD = 19.78), F (1, 133) = 40.61, p < .001, d = -.29; (M = 41.56, SD = 11.82) responded with less learning mathematics anxiety than participants in the pretest condition (M = 45.36, SD = 12.98), F (1, 133) = 38.56, p < .001, d = -.31; and (M = 25.98, SD = 8.03) responded with less mathematics test anxiety than participants in the pretest condition (M = 27.88, SD = 7.74), F (1, 133) = 29.55, p < .001, d = -.24. Also, there was a significant increase in the percentage of positive expressive writing tasks by PAC participants pre (N = 27) (M = .40, SD = .49) versus post (N = 56) (M = .84, SD = .37) intervention; p < .001 (2-sided); and no-PAC participants pre (N = 24) (M = .35, SD = .48) versus post (N = 60) (M = .88, SD = .33) intervention; p < .001 (2-sided). The results of this study can inform leadership and policy related to educator preparation.

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is reeds onderneem om hierdie verskynsel te verklaar omdat wiskundeprestasie van kardinale belang is vir enige ontwikkelende land. Navorsing het onder meer aangetoon dat wiskundeprestasie op skoal een van die beste voorspellers van sukses op tersiere vlak is en dat daar 'n statistiese betekenisvolle verband bestaan tussen wiskundeprestasie en aspekte van studie-orientasie in wiskunde (insluitende studiegewoontes, wiskunde-angs, houding jeens wiskunde, effektiewe tydsbestuur, ouerverwagting, asook leerders se sosiale en ervaringswereld in wiskunde). Verskeie ander faktore beïnvloed ook wiskundeprestasie, met inbegrip van bekwaamheid, belangstelling, leerders se agtergrond en die gehalte van onderrig. Oor die afgelope 20 jaar fokus navorsers op onder meer die invloed van sosiale, kognitiewe en metakognitiewe, konatiewe en affektiewe fasette van prestasie in wiskunde. Die doel van hierdie studie was om ondersoek in te stel na die fasette van emosionele intelligensie en die dimensies van studie-orientasie in wiskunde wat moontlik 'n rol kan speel in die middel-adolessent se wiskundeprestasie. Die studie het veral gefokus op die aard van emosionele intelligensie en studie-orientasie in wiskunde, die aard en betekenis van wiskundeprestasie, die mate waartoe ('n kombinasie van fasette van) emosionele intelligensie en studie-orientasie middeladolessente se wiskundeprestasie voorspel en hoe verskillende taal-, geslag- en graadgroepe (in hierdie studie verteenwoordig) se prestasie in hierdie opsig vergelyk. Die studie het plaasgevind vanuit 'n sosio-konstruktivistiese paradigma wat uit die interpretivistiese paradigma ontwikkel het. Seide kwantitatiewe en kwalitatiewe datainsamelingstegnieke (KWAN-kwal) is in hierdie studie ge"implementeer ten einde die moontlike verband tussen emosionele intelligensie, studie-orientasie in wiskunde en die middel-adolessent se wiskundeprestasie te ondersoek en te beskryf. Altesaam 435 leerlinge in graad 9 en 11 aan die drie Engelsmedium-hoerskole in die Mafikeng area het aan die studie deelgeneem. Die kwantitatiewe komponent van die studie het bestaan uit die implementering van twee gestandaardiseerde vraelyste. Leerders is gevra om 'n El-vraelys, naamlik die Bar-On EQ-i: YV™ en die Studieorientasievraelys in Wiskunde (SOW) te voltooi. Kwalitatiewe tegnieke wat in hierdie studie ge"implementeer is, sluit in fokusgroeponderhoude, observasie, veldnotas en die gebruik van 'n reflektiewe joernaal. Daar is een fokusgroeponderhoud by elk van die drie deelnemende skole gevoer om die leerders wat aan die navorsing deelgeneem het se menings en opinies rakende wiskunde en wiskundeprestasie te peil. Die resultate het aangedui daarop dat 'n kombinasie van die fasette van emosionele intelligensie en die dimensies van studie-orientasie as moontlike voorspellers van die middel-adolessent se wiskundeprestasie beskou kan word. Die volgende Elkomponente het as voorspellers van wiskundeprestasie na vore getree: Algemene gemoedstoestand, Aanpasbaarheid en lntrapersoonlike gedrag. Die volgende SOW dimensies was voorspellers van wiskundeprestasie: Probleemoplossing, Studiegewoontes, lnligtingverwerking en Wiskundeangs. Temas wat uit die kwalitatiewe aspek van my studie na vore getree het as moontlik bydraend tot leerders se ontoereikende wiskundeprestasie, verwys spesifiek na uitdagings op makro-, meso- en mikrovlak binne die Suid-Afrikaanse konteks. ENGLISH : There is both internationally and nationally great concern about the poor achievement of learners in mathematics. Inadequate performance in mathematics is a substantial problem in post-apartheid South Africa. Numerous studies have been undertaken to explain this phenomenon, since mathematics achievement is of cardinal importance to any developing country. Research has shown inter alia that mathematics achievement at school is one of the best predictors of success at tertiary level and that there is a statistically significant correlation between mathematics achievement and aspects of study orientation in mathematics (including study habits, mathematics anxiety, attitude towards mathematics, effective time management, parents' expectations, learners' social world and mathematics experience). Various other factors also affect mathematics achievement, including competence, interest, learners' background and the quality of tuition. Over the past 20 years, researchers have focused on issues such as the impact of social, cognitive and metacognitive, conative and affective facets on achievement in mathematics. The aim of this study was to examine the facets of emotional intelligence and the dimensions of study orientation in mathematics that might play a role in the mathematics achievement of the middle adolescent. The study focused especially on the nature of emotional intelligence and study orientation in mathematics, the nature and meaning of mathematics achievement, the extent to which (a combination of facets of) emotional intelligence and study orientation predict(s) the mathematics achievement of middle-adolescents and also compared the performance of the different language, gender and grade groups (represented in this study). The study was based on a socio-constructivist paradigm, which had developed from the interpretivist paradigm. Both quantitative and qualitative data-gathering techniques (QUAN-qual) were implemented so as to examine and describe the possible relationship between emotional intelligence, study orientation in mathematics and the mathematics achievement of the middle adolescent. Altogether 435 learners in Grades 9 and 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires. Learners were asked to complete an El questionnaire, the Bar-On EQ-i: YV™, and the Study Orientation Questionnaire in Mathematics (SOM). Qualitative techniques implemented in the study included focus group interviews, observation, field notes, and the use of a reflective journal. One focus group interview was conducted at each of the three participating schools to gauge the views and opinions of learners participating in the research on mathematics achievement. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent's mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: General mood, Adaptability and Intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety. Themes that emerged from the qualitative aspect of my study as potential contributors to learners' inadequate mathematics achievement refer specifically to challenges at the macro, meso and micro level within the South African context. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

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