Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 52-58).

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Beverly S. Rich (chair), Sherry L. Meier, Graham A. Jones, George A. Padavil, Larry D. Stonecipher. Includes bibliographical references (leaves 166-172) and abstract. Also available in print.

Thesis (M.S.)--Northern Michigan University, 2008. / Bibliography: leaves 58-61.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 50-56).

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students’ genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya. / Department of Biology

In South Africa, many health and social problems such as HIV/AIDS, substance abuse, teenage pregnancy, truancy and violence are constantly on the increase. Measures to combat these problems have until now proved unsuccessful. As a result the social functioning of young people become detrimentally affected. Therefore it is necessary to find new ways of preventing these pathological phenomena, since the future demography of the country depends on the physical, psychological, emotional and cognitive aspects of the present generation. The study was undertaken to assess life-skills education at schools. The researcher felt that it is important because inadequate life-skills education make children vulnerable to social pathologies. The major tools used for data collection were questionnaires and literature reviews. A sample of 43 schools was drawn in the North-West and Mpumalanga Provinces. The findings revealed that the schools and parents do not prepare children for life. That is schools do not offer Life-Skills education or the time spent on Life Skills education is minimal and educators are insufficiently equipped to offer Life-Skills education programmes. It is also found that children receive their sex education from their peers. This shows that parents do not play their role with regard to the proper socialisation of children. The study suggests that life-skills education programmes and more in-service training be organised for educators so that they can offer effective Life-Skills education to learners. Finally, the study submits that, to be successful, prevention should focus on comprehensive team approach. Prevention is not a limited function of educators, social workers or health professionals, but it can be provided in a concerted effort by all these professionals, parents as well as the community. Through this, the increase of health and social problems can be minimised among young people. / (M. SWK.) North-West University, Mafikeng Campus, 2003

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 50-56).