Text in Afrikaans, summary in English / The object of the study was to determine if the use of different types of music would have an influence on the study effectiveness of the high school pupils. The music was used by the educational psychologist together with study methods. An empirical study was done in which three groups of students were used. The first group had no music, the second group had pop music and the last group had baroque music in their study session. The empirical study showed that music and then specifically baroque music had an influence on the study effectiveness of pupils. A program was compiled in which guidelines were given for study, the program is now used in a study program for high school students. Recommendations were made for the use of music with study methods for the Educational Psychologist, teachers and pupils / Educational Studies / M. Ed. (Voorligting)

Text in Afrikaans, summary in English / The object of the study was to determine if the use of different types of music would have an influence on the study effectiveness of the high school pupils. The music was used by the educational psychologist together with study methods. An empirical study was done in which three groups of students were used. The first group had no music, the second group had pop music and the last group had baroque music in their study session. The empirical study showed that music and then specifically baroque music had an influence on the study effectiveness of pupils. A program was compiled in which guidelines were given for study, the program is now used in a study program for high school students. Recommendations were made for the use of music with study methods for the Educational Psychologist, teachers and pupils / Educational Studies / M. Ed. (Voorligting)

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)

The thesis proposes solutions for the Seventh-day Adventist Church in the Newcastle area to perform Christ’s mission work effectively. It examines how mission could be meaningful in contemporary society, which is challenging mission so gravely. The study challenges all churches, including youth, women, men and clergy towards mission. An analysis of a mission perspective is delineated, aware of the social contexts for mission in Newcastle. The context of culture has been dealt with, encouraging the Church to be culturally sensitive, and to use cultural means to reach people. God uses cultural means to reveal himself. Evil cultural practices, for example, ancestral ‘worship’ and ‘talking to the dead’ are exposed and denounced. Bible readings promote mission in the Adventist Church. The teacher of the Bible is to study it thoroughly, ensuring that he/she is able to proclaim the gospel. Creative teaching of the Bible includes different levels of understanding, namely, a rote level, a recognition level, a repetition level, an interactive and a realisation level. The gospel is to be applied in life. Different hermeneutical approaches to the Bible are summarised, for example, a postmodern approach. Strategic planning regarding evangelism is vital. ‘Gift-based’ ministry would inspire all believers to perform mission work according to people’s ability. All Christians should be able to evangelise others, leading people as acknowledged sinners to accept Christ as Saviour and Lord, and to establish the reign of God in society according to his justice. The heart of the thesis is as follows:- The gospel of Christ is a missionary message to reach all people with the gospel of salvation and societal renewal - The church of Christ is a missional church, which stands and falls by its missionary task to proclaim Christ as Saviour and his reign and justice as ultimate in society / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)

The thesis proposes solutions for the Seventh-day Adventist Church in the Newcastle area to perform Christ’s mission work effectively. It examines how mission could be meaningful in contemporary society, which is challenging mission so gravely. The study challenges all churches, including youth, women, men and clergy towards mission. An analysis of a mission perspective is delineated, aware of the social contexts for mission in Newcastle. The context of culture has been dealt with, encouraging the Church to be culturally sensitive, and to use cultural means to reach people. God uses cultural means to reveal himself. Evil cultural practices, for example, ancestral ‘worship’ and ‘talking to the dead’ are exposed and denounced. Bible readings promote mission in the Adventist Church. The teacher of the Bible is to study it thoroughly, ensuring that he/she is able to proclaim the gospel. Creative teaching of the Bible includes different levels of understanding, namely, a rote level, a recognition level, a repetition level, an interactive and a realisation level. The gospel is to be applied in life. Different hermeneutical approaches to the Bible are summarised, for example, a postmodern approach. Strategic planning regarding evangelism is vital. ‘Gift-based’ ministry would inspire all believers to perform mission work according to people’s ability. All Christians should be able to evangelise others, leading people as acknowledged sinners to accept Christ as Saviour and Lord, and to establish the reign of God in society according to his justice. The heart of the thesis is as follows:- The gospel of Christ is a missionary message to reach all people with the gospel of salvation and societal renewal - The church of Christ is a missional church, which stands and falls by its missionary task to proclaim Christ as Saviour and his reign and justice as ultimate in society / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)