The primary objective of this mini-dissertation was to investigate whether a relationship exists between rewards, intrinsic motivation, work engagement among school teachers in South Africa. A further aim was to determine if work engagement has a moderating effect on the relationship between rewards and intrinsic motivation. The researcher further investigated whether demographic differences occurred across the three constructs studied. The study made use of quantitative research to achieve the above-mentioned objectives. The researcher made use of Ulrechs Work Engagement Scales (UWES), Intrinsic Work Motivation Scale (IWMS) and the Organisational Rewards Scale (ORS) to measure the mentioned relationships. The ORS was qualitatively piloted on a sample of primary school teachers in a Non-governmental institution. After refinement, a composite questionnaire was electronically completed by 207 teachers within South Africa. Data analysis was conducted in the form of descriptive and inferential statistics, including Cronbach’s alpha testing, Pearson’s Product Moment Correlations, t-tests, analysis of variance and structural equation modelling. The quantitative findings suggested that rewards lead to higher levels of Work Engagement, which in turn causes higher levels of Intrinsic Motivation. Thus, there was full mediation of rewards onto intrinsic rewards through work engagement From a demographics perspective, practically significant differences were discovered between NGO’s and Government High Schools for Rewards. In addition to these results, age differences were discovered across Work Engagement and job level differences were discovered for Intrinsic Motivation, together with significant correlations between the three constructs. These results theoretically contribute to the validation of the newly developed Intrinsic Work Motivation Scale. Furthermore, the results make a valuable contribution to the field of rewards management for teachers in South Africa.

Admissions assessment batteries at most South African higher education institutions augment matriculation results with assessment data from cognitive and non-cognitive measures, in order to identify potentially successful students. The Motivated Strategies for Learning Questionnaire (MSLQ) is a non-cognitive measure, developed in the United States of America to assess the motivational orientation and use of learning strategies among college students. Numerous international studies have confirmed the reliability and validity of the MSLQ. Presently only three quantitative studies have been conducted in the South African higher education context, and in these, researchers have focused on the predictive validity, construct validity and reliability of the MSLQ when used with multicultural and multilingual groups of test-takers. An overview of these studies revealed a confirmation of adequate reliability of the MSLQ, and whereas it was established that nine of the fifteen subscales of the MSLQ are significantly related to the academic success of undergraduate students, limited support was found for the construct validity of the measure. As a result of these findings, a lack of qualitative methods for confirming or disconfirming the quantitative results was noted. The general aim of this study was to explore the applicability of the MSLQ in a higher education South African context, with respect to aspects related to bias, through assessing the item content with specific reference to language and cultural appropriateness. This was to ensure that items on the MSLQ did not favour or disadvantage any cultural and language groups. Investigations in this regard are a necessity in a country like South Africa in an effort to promote fair assessment practices. In order to achieve the above-mentioned aim, a quantitative and qualitative approach was utilised following an exploratory-descriptive research method. The researcher employed a non-probability, purposive sampling procedure to select post-graduate participants employed at the Nelson Mandela Metropolitan University (NMMU) to act as expert reviewers. A Bias Review Form was the primary mode of data collection and this enabled the researcher to collect the biographical details of the expert reviewers, their ratings of the language and cultural appropriateness of each item, and their comments, suggestions and recommendations for improving identified problematic items. Descriptive statistics were used to analyse the reviewers’ responses to the short biographical questionnaire included on the Bias Review Form, while frequency counts were calculated based on the reviewers’ responses to the language and cultural appropriateness of each item. The reviewers’ comments were analyzed into themes using Tesch’s model of content analysis. Three main themes relating to potential bias were identified, namely, language, culture and item characteristics. Guba’s model was employed for assessing the trustworthiness of the qualitative data and for data verification.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Twenty-first century youth have been privy to regular exposure to digital technology, both in their schools and in the home, which has resulted in a change of both lifestyle and educational practice from that enjoyed by prior generations. Parallel to the technology market trajectory that has arguably influenced the psychological and psycho-social development of contemporary youth is the burgeoning industry of learning technology. Integration of such technology into South African schools is relatively in its infancy when compared to global initiatives, and has sparked debate as to the place of technology within education in a country fraught with divided resources. In consideration of the influence of technology on education, research which investigates the motivating role of technology upon learning, particularly from the perspective of the learners themselves, is amiss. This study aimed to discover the extent to which technology tools used in education motivate the twenty-first century South African learner to learn, and whether the use of such technology would create a more engaging, relevant educational environment. In order to investigate the topic, exploratory qualitative research as underpinned by the constructivist paradigm and within a social constructivist theoretical framework was conducted as a case study. Purposive sampling was employed to select Grade 11 learners in order to gain their perspectives and those of their teachers who bear witness to their learning at one private co-educational high school in the Western Cape. Qualitative content analysis was utilised to interpret the data collected from a semi-structured focus group interview conducted with eight learners, as well as from learner and teacher questionnaires which provided valuable contextualisation for the focus group interview. The research findings from the study indicated that the learner participants could identify the role of intrinsic motivation to learn, and demonstrated awareness of the factors that contributed to the facilitation thereof, of which learning technology played a prominent role. The participants noted the importance of the complementary role of learning technology; a means to an end and not an end in itself. Important considerations were highlighted, such as the potential for distraction, personal learning preferences, and conceptualisations of learning required for technology to be successfully integrated into the twenty-first century learning environment. / AFRIKAANSE OPSOMMING: In teenstelling met vorige generasies word die jeug van die 21ste eeu gereeld blootgestel aan digitale tegnologie, tuis sowel as in hul skole, wat ‘n verandering in beide hul leefstyl en die onderwyspraktyk tot gevolg het. Parallel aan die baan van ontwikkeling van die tegnologiemarkte, wat ʼn betwisbare invloed het op die sielkundige en psigososiale ontwikkeling van die hedendaagse jeug het, is die ontluikende industrie van leertegnologie. Die integrasie van sulke tegnologie in Suid-Afrikaanse skole is nog in sy kinderskoene as dit vergelyk word met globale inisiatiewe en dit het debat oor die plek van tegnologie in ‘n land met oneweredig verdeelde hulpbronne ontlok. As die invloed van tegnologie op opvoeding in ag geneem word, is navorsing wat die motiverende effek van tegnologie op leer ondersoek, veral vanuit die perpektief van die leerders self, beperk. Die doel van hierdie studie was om vas te stel tot watter mate tegnologiese hulpmiddels in die onderwys die Suid-Afrikaanse leerder van die 21ste eeu motiveer om te leer en of die gebruik van sulke tegnologie ʼn meer deelnemende, relevante onderwysomgewing sal skep. Hierdie verkennende, kwalitatiewe gevallestudie binne die konstruktivistiese paradigma het sosiale konstruktivisme as die onderliggende teoretiese raamwerk gehad. Doelbewuste steekproefneming is uitgevoer om die Graad 11 leerders uit 'n enkele private hoërskool in die Wes-Kaap te selekteer om sodoende hul perspektiewe asook dié van hul onderwysers, wat van hul leerproses kan getuig, te bekom. Data is deur middel van ʼn semi-gestruktureerde fokusgroeponderhoud asook vraelyste aan beide die leerders en onderwysers ingesamel, wat waardevolle kontekstualisering vir die fokusgroeponderhoud voorsien het. Die ontleding van die navorsingsdata is met behulp van kwalitatiewe inhoudsanalise uitgevoer. Die bevindings van hierdie studie het aangedui dat die leerderdeelnemers die rol van intrinsieke motivering om te leer kon identifiseer en hulle het ʼn bewustheid getoon vir die faktore wat dit bevorder. Leertegnologie het ʼn prominente rol gespeel in hierdie faktore. Die deelnemers het gewys op die belangrike komplementêre rol van leertegnologie; ʼn weg tot ʼn doel en nie die doel self nie. Belangrike oorwegings is uitgelig, soos die potensiaal vir aandagafleiding en ook persoonlike leervoorkeure en konseptualiserings van leer benodig vir suksesvolle integrasie van tegnologie in die 21ste eeuse leeromgewing.

Thesis submitted in fulfilment for the degree MASTERS IN EDUCATION in the FACULTY OF EDUCATION AND SOCIAL SCIENCES, 2010 / Motivation is an important element in reading success. There is a concern that many learners are not choosing to read on their own and that independent reading opportunities during the school day appear to be diminishing. Research suggests that if children do not read on their own, they may lose some reading ability. The Department of Education conducts systemic evaluation tests to determine the literacy and numeracy levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high proportion of learners are scoring below the required level for the grade. There are a number of reasons why the learners are not performing at the required level for the grade but educators are determined to improve learners’ reading and comprehension skills. Many educators therefore ask, “How do I get my learners to read?” Not all learners are reluctant to read. Some learners do show an eagerness to read and write and they enjoy reading. These engaged readers are intrinsically motivated and value reading. In contrast, disengaged readers are inert and inactive and avoid reading. Often extrinsic measures such as punishment or rewards would coerce these learners to read. The aim of this study is to determine which teaching practices would motivate learners in a grade 6 class to read. Key theories which underpin this study are social constructivism, social learning theory and socio-cultural learning theory. Qualitative data and quantitative data were collected from interviews and questionnaires. The research tool which was used to measure the learners’ self concepts as readers and the value of reading is referred to as the Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling and Mazzoni (1996:520). Because the study followed an action research model, an intervention strategy was implemented which allowed the researcher to measure effects and to reflect on teaching practices and reading methodology.

M.Ed. (Educational Psychology) / The Constitution of South Africa and its Bill of Rights places a lot of emphasis and importance on the Rights of children. This is further emphasized by the UN Convention on the Rights of the Child, which states that every child has the inherent right to life, and the State shall ensure, to the maximum, child survival and development. Beside the State, the parents also have the primary responsibility for a child's upbringing (UN Convention, 1998). The South African constitution is regarded as one of the best in the world. The process was consultative and the constitution is the supreme law of the country. Among other things, the constitution ensures that all citizens are equally entitled to the rights, privileges and benefits of citizenship. This includes the children who are protected by the Bill of Rights. The Bill of Rights enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality, and freedom (Act 108 of 1996: chapter 2).

The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors.

Dissertation (PhD)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: The passing of the South African Schools Act in 1996 marked the beginning of the formal process of transformation in education in South Africa. The application of a new national education policy based on the principle of equity gave rise to a process of rationalization and re-deployment - a process guided by financial constraints. Many educators and principals took voluntary severance packages, resulting in the abolition of thousands of teaching posts. Hundreds of newly appointed principals were left in 1997 with the daunting task of running their schools efficiently and effectively with a reduced staff. In addition to the much less favourable educator-learner ratios the process of transformation is characterised by inter alia the abolition of corporal punishment, the institution of a new qualifications framework, the introduction of Curriculum 2005 and an inclusive education policy. The whole of this process implies a drastic and pervasive change in thinking and conduct, leaving many educators in a state of uncertainty. Transformation and paradigm shifts brought about changed and changing values, convictions, interests, needs and new role players. All these changes together with new and greater demands on educators, and employment uncertainty, raise the issue of their effect on the motivation and occupational experience of educators. Thus the aim of the present research was to examme the effect of the process of transformation on the motivation and occupational experience of educators. Educator motivation is dealt with in the literature study in terms of specific motivational and personality theories. It also focuses on the nature of transformation and change in education in South Africa, especially in the Western Cape. A mainly quantitative approach has been adopted in the present research. It was designed as an exploratory and descriptive study. The target population consisted of educators in the service of the Western Cape Education Department. The accessible population was confined to a selection from two of the nine areas in the Western Cape, namely Athlone and Worcester. For the purpose ot proportional representation of educators a stratified sampling of educators from: primary and secondary schools, from larger and smaller schools and from former education departments was used. Of the grand total of6186 educators 20% (1258) were selected. A questionnaire survey was done to examine the effect of a wide range of applicable aspects of education transformation on the motivation and occupational experience of educators. More than one-third of the respondents indicated that the process of transformation in education was negatively influencing their motivation and occupational experience. Educators in non-promotion posts reported a more negative influence than educators in promotion posts. Respondents from the former Department of Education and Training reflected a more positive perception in respect of the effect of transformation on their motivation and occupational experience than did respondents from the two other ex-departments. In both cases the most negative influences were reported by educators from the former Cape Education Department. Regarding educators' expenence of contentment approximately 30% of respondents indicated that they were not happy in their profession. The reasons for educators' desire to leave their posts revolved largely around the management of change. The vast majority of educators were also very unhappy at the prospect of having to contend with learners with special educational needs in their ordinary classes. It would appear that educators experience frustration and feelings of uncertainty as a result of inadequate preparation and training for the drastic change of approach to their task. Consequently serious attention will have to be devoted to the training of principals and circuit managers in the management of change. It was found that educators were very happy with various aspects of democratisation in education. The new structure of governing bodies (on which learners and educators may also serve), the application of the principle of gender equity, and multicultural education are but a few examples. The majority of respondents were satisfied with policy matters like that on admission of learners and school attendance by all races - an indication that most educators were in favour of multi-cultural education. Transformation bears important implications for education management, in-service and pre-service training. Since many educators do not enjoy financial and job security, their need for security is not satisfied. As a result their self-actualisation can be jeopardised. Their motivation and occupational experience is further hampered by a lack of a sense of physical safety and the presence of an unpleasant physical work environment. Because these basic and social needs are not met, self-actualisation cannot be realised. The majority of educators felt that at the time of the study (April 2000) they had less control over their own responsibilities than five years earlier. This finding holds serious implications for principals as managers and for education authorities. Management structures and systems should be designed in such a way as to pose ambitious, though attainable targets and challenges to enable educators to develop and assume responsibilities. One of the key reasons why educators experienced their profession as unpleasant and wanted to quit their profession is the state of discipline in schools. Although the vast majority of respondents are satisfied with the code of conduct for learners most educators were unhappy with the abolition of corporal punishment. The negative tendencies regarding educators' occupational experience were illustrated further by the disparity between their current perceptions (April 2000) and those of five years before. In the estimation of the vast majority of educators their job was no longer pleasant or meaningful. Transformation in education had a negative impact on the motivation and occupational experiences of a large percentage of educators. Education authorities will have to reflect carefully on those aspects of policy that make educators unhappy and lower their morale. Factors that demotivate educators or have no motivational value, will have to be eliminated or changed. However, change and innovation will always happen in education. Perspectives emanating from this research can be utilised for a better undersstanding and implementation of change and innovation. / AFRIKAANSE OPSOMMING: Met die aanvaarding van die Suid-Afrikaanse Skolewet van 1996 het die proses van transformasie van die onderwys in Suid-Afrika formele beslag gekry. Die toepassing van 'n nuwe nasionale onderwysbeleid en die beginsel van gelykberegtiging, met fiskale beperkinge as faktor, het onder meer 'n proses van rasionalisering en herontplooiing meegebring. Nadat baie onderwysers en prinsipale vrywillige skeidingspakkette geneem het, is talle poste afgeskaf Honderde nuut-aangestelde prinsipale is teen 1997 die taak gelaat om met fn verskraaide personeel hul skole doeltreffend en effektiefte bestuur. Benewens groter onderwyser-Ieerderratios word die transformasieproses onder meer gekenmerk deur faktore soos die afskaffing van lyfstraf, die instelling van 'n nuwe kwalifikasieraamwerk, die instelling van Kurrikulum 2005 en 'n inklusiewe onderwysbenadering. Hierdie proses impliseer omvattende en drastiese transformasie van anders dink en doen, wat vir baie onderwysers met groot onsekerheid gepaard gaan. Met die proses van transformasie en gepaardgaande paradigmaverskuiwings kom veranderde en veranderende waardes, oortuigings, belange en behoeftes asook nuwe rolspelers, na vore. Vanweë bogenoemde veranderinge, nuwe en hoër eise wat dit aan die onderwyser stel, en beroepsonsekerheid wat baie onderwysers beleef, ontstaan die vraag watter effek dit op onderwysers se motivering en beroepsbelewing het. Die doel met die studie was derhalwe om die effek van die transformasieproses op die onderwyser se motivering en beroepsbelewing te ondersoek. In die literatuurstudie word onderwysermotivering aan die hand van bepaalde relevante motiverings- en persoonlikheidsteorieë behandel. Die aard van onderwystransformasie en -verandering in Suid-Afrika, maar meer spesifiek in die Wes-Kaap, word ook onder die loep geneem. In hierdie studie is oorwegend 'n kwantitatiewe benadering gevolg. Die ondersoek is ontwerp om verkennend sowel as beskrywend van aard te wees. Die teikenpopulasie was onderwysers III diens van die Wes-Kaapse Onderwysdepartement. Die bereikbare populasie is beperk tot die seleksie van twee van die nege onderwysareas in die Wes-Kaap, naamlik die Athlone- en Worcester-areas. 'n Gestratifiseerde steekproef is gebruik ter wille van proporsionele verteenwoordiging van onderwysers van die twee areas, primêre en sekondêre skole, groter en kleiner skole en voormalige onderwysdepartemente. Twintig persent van die totale bereikbare populasie, naamlik 1258 van die moontlike 6186 onderwysers, is geselekteer. 'n Vraelysondersoek IS onderneem om die effek van 'n wye reeks relevante aspekte van onderwystransformasie op onderwysers se motivering en beroepsbelewing te ondersoek. Meer as 'n derde van die repondente het aangedui dat hul motivering en hul belewing van die onderwysberoep negatief beïnvloed is deur die proses van onderwystransformasie. Onderwysers wat nie-bevorderingsposte beklee is skynbaar meer negatief beïnvloed deur die transformasieproses as die senior onderwysers. Die respondente van die voormalige Departement van Onderwys en Opleiding het meer positiewe persepsies ten opsigte van die effek van transformasie op hul motivering en beroepsbelewing gerapporteer as die respondente van die ander twee departemente. In beide gevalle het die voormalige KOD-Iede die negatiefste invloed gerapporteer. Wat onderwysers se gelukbelewing betref het sowat 30% van die respondente aangedui het dat hulle nie gelukkig is in die onderwys nie. Die redes waarom onderwysers hul beroep wil verlaat, sentreer in 'n groot mate om die bestuur van verandering. Die oorgrote meerderheid onderwysers is ook baie ontevrede oor die feit dat hulle nou leerders met spesiale onderwysbehoeftes in hul gewone klasse moet onderrig. Dit blyk dat onvoldoende voorbereiding en opleiding vir hierdie ingrypende veranderinge groot frustrasie en onsekerheid by baie onderwysers meebring. Ernstige aandag behoort dus gegee te word aan die opleiding van prinsipale en kringbestuurders om verandering te bestuur. Die bevindinge toon verder aan dat onderwysers baie tevrede is met verskeie aspekte van die demokratisering van die onderwys. Die nuwe samestelling van die beheerliggaam waarin ook leerders en opvoeders nou kan dien, die toepassing van geslagsgelykheid en multikulturele onderwys is maar enkele voorbeelde. Wanneer ander spesifieke beleidsaspekte, soos toelatingsbeleid en bywoning van skole deur alle rasse ter sprake kom, is die meerderheid van die respondente hiermee tevrede. Dit is 'n aanduiding dat die meerderheid onderwysers ten gunste van multikulturele onderwys is. Transformasie hou dus belangrike implikasies in vir onderwysleierskap, indiensopleiding en voordiensopleiding. Omdat baie onderwysers me finansiële en beroepsekuriteit beleef me, word hul sekuriteitbehoeftes nie bevredig nie. As gevolg daarvan kan selfaktualisering bemoeilik word. Die afwesigheid van fisieke veiligheidsbelewing en die aanwesigheid van onaangename fisiese werksomstandighede in die skool bring ook mee dat hul motivering en beroepsbelewing negatief beïnvloed word. Aangesien hierdie basiese en sosiale behoeftes nie bevredig word nie, kan selfaktualisering nie plaasvind nie. Een van die kardinale redes waarom onderwysers hul beroep as onaangenaam beleef en die onderwys wil verlaat, is die kwessie van dissipline in skole. Alhoewel die oorgrote meerderheid van die respondente tevrede is met die gedragskode vir leerders op die dissiplinering van leerders, voel die meerderheid ontevrede oor die afskaffing van lyfstraf Die genoemde negatiewe tendense ten opsigte van die onderwysers se beroeps- en gelukbelewing word verder geïllustreer deur die verskille tussen hul belewinge ten tyde van die ondersoek (in April 2000) in vergelyking met vyf jaar tevore. Vir die oorgrote meerderheid van die respondente is die onderwys nie meer aangenaam en sinvol nie. Die meerderheid van die onderwysers het gevoel dat hulle ten tyde van die ondersoek (in April 2000) minder beheer oor hul eie verantwoordelikhede gehad het as vyf jaar tevore. Hierdie bevinding hou ook ernstige implikasies in vir prinsipale as bestuurders van skole en vir die owerhede. Bestuurstrukture en -stelsels behoort op so 'n wyse ontwerp te word dat hulle hoë dog bereikbare teikens en uitdagings daarstel wat onderwysers in staat sal stelom te ontwikkel en verantwoordelikheid te aanvaar. Onderwystransformasie het 'n groot persentasie van die onderwysers se motivering en beroepsbelewing negatief beïnvloed. Die onderwysowerhede sal dringend moet besin oor daardie beleidsaspekte wat die onderwysers ongelukkig maak en hul moreel laat daal. Faktore wat onderwysers demotiveer of geen motiveringswaarde het nie, sal geëlimineer of gewysig moet word. Verandering en vernuwing sal egter altyd in die onderwys pl~asvind. Die bestuur van hierdie verandering is van groot belang. Die insigte wat uit hierdie navorsing bekom word, kan vorentoe gebruik word om ook vernuwing beter te vérstaan en te implementeer.

Master's degree in Research Psychology Research report, University of the Witwatersrand, 2016. / This study explored the stories of South African black female postgraduates, in particular, focusing on family dynamics in their childhoods and the role these relationships played in their academic development. South African higher education is a site of contestations as access opens up for students previously excluded from universities. However access and success continue to be racialized and gendered hence black women are unevenly represented in higher education particularly at postgraduate level. This study brings forth stories of women who have succeeded in this context, exploring questions of social and cultural capital (Bourdieu 1994).Thematic analysis highlights predominant themes across the narratives of these women. There is a very strong thread across the narratives that these women feel that their academic achievement is primarily due to hard work and a ‘natural’ or intrinsic intellectual talent that was recognised by their families and teachers from a young age. Despite the emphasis on individual aptitude, the findings also highlight participants’ recognition of the value of support from family in their schooling and even continuing into their lives as young adult postgraduate students. The nature of family dynamics in these women’s childhood and adult lives was revealed, including, the friendship that characterises daughter-mother relationships, the absence of fathers, and the role of grandmothers and other members of the extended family and community networks . It is worth noting that all participants talk of the sudden movement from public township schools to private or Model C schools that disrupts their narratives of schooling. The lack of reading in the childhood homes of some of these women contradicts the common assumption that a reading home environment is vital for the development of the appropriate cultural capital necessary for academic success. Instead, it is evident that these multigenerational families provide a range of support that allows learning to take place, including emotional and financial support, providing critical social capital. / GR2017

A research project submitted in partial fulfillment of the requirements for the degree of MA in Social and Psychological Research in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2016 / The use of various information technologies in education is becoming more prevalent due to the fact that they are thought to have several advantages over traditional pen and paper as well as the fact that they are seen as a means to decrease the digital divide and ensure equal access to educational resources. In South Africa, initiatives such as the Smart Schools program aim to make schools paperless in the near future through the use of smartboards and tablets. With such emphasis on the success of the integration of educational technology it is imperative that we understand the factors which influence this process. Current research points to the idea that the mere provision of educational technology is not sufficient to garner success and that there are also intrinsic factors which need to be considered when integrating educational technology. This study follows on from this premise of intrinsic factors in that it investigates learner attitudes towards tablet usage in a blended learning environment. An extended version of the Technology Acceptance Model which posits that perceived usefulness, perceived ease of use and perceived enjoyability are the factors which need to be taken into account when exploring learner attitudes is used as the theoretical basis for this study. Other factors which are thought to influence attitudes as well as the success of tablet integration (as measured by learner achievement) are learning style preferences, motivation as well as access to various form of technology and thus familiarity with such technology. These factors were also explored through this research. Access to technology, learning style preference and motivation as predictors of overall attitudes and the three components of attitudes were thus explored. This study further investigated whether attitudes (and the three components of attitudes), learning style preferences or learner motivation best predicted academic achievement. The sample consisted of 276 learners from one independent and one public school in Johannesburg where tablets had already been introduced into the learning environment. A questionnaire consisting of an Attitudes Towards Tablet Usage Scale, a Learning Styles Scale, a Motivation Scale and an Access Scale was used. The results of this study indicated that overall attitudes towards tablet usage were relatively positive. The most positive component was perceived ease of use followed by perceived usefulness and then perceived enjoyability. Attitudes towards ECT (and the three components) were influenced by learning style preferences, motivation and access to technology while learner achievement was influenced by learner attitudes as well as learning style preferences. This provides valuable insights into the tablet integration process in that we conclude that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent reduction in the digital divide. / GR2017

Submitted in compliance with the requirements for the Master’s Degree in Business Administration, Durban University of Technology, 2017. / Technology, student diversity, socio-economic factors, student attrition and retention has significantly affected the teaching and learning environment at university. A first-year student’s life is significantly affected by this changing environment and many first-year students at universities experience difficulties adapting to the new environment and being successful in their academic tasks. The aim of this study was to determine the factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying. The study used the quantitative method approach where questionnaires were given to the first-year students and the first-year lecturers (lecturing the first-year students). Questionnaires were administered to 126 first-year students comprising the target population but only 121 completed questionnaires were received. Findings from this study emphasise the need for lecturers to engage in alternate study methods, such as the use of the blackboard and visual aids to assist students. Students need to be adequately informed about the support systems available to them so that they can have a satisfying cultural, social and academic life. There was also a need for better equipped lecturing facilities. The absenteeism of students had a negative impact on the morale of lecturers. Absenteeism has a two-fold effect, in that it disrupts the morale of the lecturer as well as that of the students who attend class. The marketing strategy of both the Department as well as the university needs to be re-visited in terms of recruiting students and in particular the misunderstanding that exists amongst students regarding the different programme offerings. The above issues are critical to ensure a transformative higher education agenda and DUT’s strategic goals of engagement and student centredness. The study recommends that a greater extent of student centredness, student-lecturer engagement and innovative teaching and learning approaches could increase the motivational level of first-year students in the Department. / M