ABSTRACT This research report comprises two parts: a theoretical introduction and a creative component. The theoretical introduction explores the extensive impact of militarism in South Africa during the South West African Border Wars of the 1970s and 1980s. It also reflects on some of the literary issues that were encountered during the research period. The creative component consists of three short stories that examine some of the reverberations of living in a militarised state.

PhD (Xitsonga) / Eka Senthara ya M. E. R. Mathivha ya Tindzimu ta Afrika, Vutshila na Ndhavuko / Xikongomelo xa ndzavisiso lowu i ku xopaxopa swivuriso swa Xitsonga leswi tshuriweke ku suka eka swiharhi swa le nhoveni na swiharhi swa le kaya (swifuwo) ku endlela ku kombisa hilaha swi paluxaka mahanyelo ni mavonelo ya vutomi ya Vatsonga eka swiyenge swa vutomi leswi landzelaka: rirhandzu na vukati, mavabyi na matshungulelo ya wona, rifu na swikholwakholwana, milandzu na maahlulelo ya yona, mitirho, vusiwana, rifuwo, vukhongeri, rivengo, vukungundzwana, nyimpi, vutlhari, dyondzo, makhombo, maambalelo, swakudya na swakunwa na swin‟wana na swin‟wana. Ndzavisiso lowu wu aviwile hi swiyenge swimbirhi leswikulu, xiyenge xo sungula xi kongomisiwe eka swivuriso leswi tshuriweke ku suka eka swiharhi swa le nhoveni kasi xiyenge xa vumbirhi xi kongomisiwe eka swivuriso leswi tshuriweke ku suka eka swiharhi swa lekaya (swifuwo). Xiyenge xo sungula xi tlhela xi aviwa hi swiyengentsongo swinharhu, ku nga, xiphemu lexi vulavulaka hi swivuriso leswi tshuriweke ku suka eka swiharhi swa le nhoveni leswi dyaka swimilana ntsena, swiharhi swa le nhoveni leswi dyaka nyama, na swiharhi swa le nhoveni leswi dyaka swimilana na nyama. Xiyenge xa vumbirhi na xona xi aviwa hi swiyengentsongo swinharhu, ku nga, swivuriso swa swiharhi leswi tshuriweke ku suka eka swifuwo leswi dyaka swimilana ntsena, swivuriso swa swifuwo leswi dyaka nyama na swivuriso swa swifuwo leswi dyaka swimilana na nyama. Vuxokoxoko bya ndzavisiso lowu byi tekiwile ku suka eka Vutlhari bya Vatsonga (Machangana) ku nga tsalwa ra swivuriso swa Xitsonga leri tsariweke hi HP Junod (1978). Swivuriso leswi swi xopaxopiwa hi tihlo ra vuxoperi hi ku tirhisa maendlelo ya Lakoff, G na Johnson, M (1980) ya thiyori ya mianakanyo ya vugego (Conceptual Metaphor Theory) Eka thiyori leyi ku vuriwa leswaku mhakankulu leyi lawulaka matirhelo ya swivulwana swa vugegovutlhokovetseri a hi ririmi, kambe i mianakanyo. Thiyori leyi yi tirhisa mpananiso (cross domain mappings), laha mhaka ya nkoka ku nga xitikoxihlovo (source domain) na xitikoxikongomisiwa (target domain). Hi ku ya hi thiyori leyi, nchumu wo karhi wu twisiseka kahle hi ku wu pimanisa na wun‟wana. Hileswaku, xitikoxikongomisiwa xi twisiseka ku antswa hi ku xiya xitikoxihlovo.

Diversity efforts implemented by the National Collegiate Athletic Association (NCAA) hope to improve the Association through the addition of multiple voices in athletics. Notably, the Senior Woman Administrator (SWA) designation is intended to encourage and promote the involvement of female administrators in meaningful ways in the decision-making process in intercollegiate athletics. This role, created under Article 4.02.4 of the NCAA constitution, is to be filled by the highest ranking female in each NCAA athletic department or member conference (Levick, 2002; Raphaely, 2003). Given the evolving definition and nature of the SWA designation and of female managerial roles (Eagly & Karau, 2002), there exists a question as to whether the SWA designation has provided the scope of decision-making and authority suggested in the NCAA definition of the designation. Research must show if SWAs are able to use their power and give different opinions. It must also uncover if there is still a need for the SWA role and if the title is still appropriate for this designation.

The objective of this thesis was to understand the factors that affect the selection of remedial treatments for the complex staining of masonry materials on cultural resources located in environmentally sensitive sites such as Fort Livingston, Louisiana, on the Gulf Coast of the United States and other locations impacted by pollutants including crude oil. After the Deepwater Horizon oil spill in April 2010, the brick-and-tabby Fort was stained by crude oil. The EPA recommends SWA for removal of oil from solid surfaces such as masonry; however, limited research has been conducted into SWA effective for removal of crude oil from masonry, particularly in remote and environmentally sensitive locations. Research was conducted collaboratively at NCPTT and UT-Austin to identify a series of suitable SWA and to develop methods for evaluating SWA effectiveness in the laboratory. Products were selected for laboratory evaluation that do not require long dwell times, are easy to transport to the site, can be applied with portable equipment, produce effluent that can be collected for off-site disposal, and are listed on the EPA-published NCP Product Schedule. Two sets of 36 brick samples each were soiled with crude oil from the Fort. One set of samples was artificially weathered and one set was unweathered prior to being cleaned with selected six SWA. Laboratory evaluation shows that the primary factor affecting cleaner selection for remediation of brick masonry stained by light crude oil is the extent of weathering of oil on the masonry. For light crude oil, such as that spilled in the Gulf, organic solvent-based cleaners may be most effective if cleaning is possible soon after the staining occurs. Aqueous surfactant cleaners are most effective for removing weathered light crude oil from masonry. The following SWA listed in order of performance are recommended for field trials at Fort Livingston: 1. Cytosol; 2. SC-1000; 3. De-Solv-It APC; 4. De-Solv-It Industrial followed by De-Solv-It APC; 5. De-Solv-It Industrial followed by SC-1000. / text

In a dynamically monitored environment the analyst team need timely and accurate information to conduct proactive action over complex situations. Typically, there are thousands of reported activities in a real time operation, therefore steps are taken to direct the analyst’s attention to the most important activity. The data fusion community have introduced the information fusion model, with multiple situational assessments. Each process lends itself to ranking the most important activities into a predetermined order. Unfortunately, the capability of a real time system can be hindered by the knowledge limitation problem, particularly when the underlying system is processing multiple sensor information. Consequently, the situational awareness domains may not rank the identified situation as perfect, as desired by the decision-making resources. This thesis presents advanced research carried out to evaluate the ranking capability of information from the situational awareness domains: perception, comprehension and projection. The Ranking Capability Score (RCS) has been designed for evaluating the prioritisation process. The enhanced (RCS) has been designed for addressing the knowledge representation problem in the user system relation under a situational assessment where the proposed number of tracking activities are dynamically shifted. Finally, the Scheduling Capability Score was designed for evaluating the scheduling capability of the situational awareness system. The proposed performance metrics have been successful in fulfilling their objectives. Furthermore, they have been validated and evaluated using an analytical approach, through conducting a rigorous analysis of the prioritisation and scheduling processes, despite any constraints related to a domain-specific configuration.

In a dynamically monitored environment the analyst team need timely and accurate information to conduct proactive action over complex situations. Typically, there are thousands of reported activities in a real time operation, therefore steps are taken to direct the analyst’s attention to the most important activity. The data fusion community have introduced the information fusion model, with multiple situational assessments. Each process lends itself to ranking the most important activities into a predetermined order. Unfortunately, the capability of a real time system can be hindered by the knowledge limitation problem, particularly when the underlying system is processing multiple sensor information. Consequently, the situational awareness domains may not rank the identified situation as perfect, as desired by the decision-making resources. This thesis presents advanced research carried out to evaluate the ranking capability of information from the situational awareness domains: perception, comprehension and projection. The Ranking Capability Score (RCS) has been designed for evaluating the prioritisation process. The enhanced (RCS) has been designed for addressing the knowledge representation problem in the user system relation under a situational assessment where the proposed number of tracking activities are dynamically shifted. Finally, the Scheduling Capability Score was designed for evaluating the scheduling capability of the situational awareness system. The proposed performance metrics have been successful in fulfilling their objectives. Furthermore, they have been validated and evaluated using an analytical approach, through conducting a rigorous analysis of the prioritisation and scheduling processes, despite any constraints related to a domain-specific configuration.

MA (Xitsonga) / MER Mathivha Centre for African Languages, Arts and Culture / ni/kumbe swi ri hava maendli yo vulavula hi swa miehleketo eka Xitsonga. Ku xopaxopiwa ntsena maendli yo pfumala xiendliwa ni maendli ya xiendliwa xin’we eka dyondzo leyi. Maendli ya miehleketo ya swiendliwa swinharhu a ya katsiwangi eka ntirho lowu. Dyondzo leyi yi langutana ngopfu ni tinxaka tinharhu ta maendli ya swa miehleketo, ku nga maendli lama khumbaka swa miehleketo, maendli yo vulavula hi ntsako, na maendli yo vulavula hi nchavo. Tinhlamuselo leti talaka ku kumeka ni leti nga taliki ku kumeka eka swihlambanyisi leswi nga tirha eswivulweni ni maendli lama kumbe leswi nga tirhangiki na wona ma kaneriwa eka dyondzo leyi. Thiyori leyi landzeleriwaka eka dyondzo leyi i ya Lakoff (1992) ya Conceptual Theory of Metaphor. Ku ya hi thiyori leyi matirhelo ya swivulwa swa xivumbeko xa vutlhokovetseri swavugego ma le ka ririmi eka miehleketo. Thiyori leyi yi tirhisa mpimanyiso wa swilo leswi kumekaka eka michumu mimbirhi, laha nchumu wo karhi wu twisisekaka ku antswa hi ku xiya nchumu lowu pimanyisiwaka na wona. Eka dyondzo leyi, miehleketo yo pimanyisa milongoti leyi kumekaka eka michumu mimbirhi yo hambana yi tirhisiwaka eka ku xopaxopa swihlambanyisi swa Xitsonga leswi tirhaka na maendli ya swa miehleketo. Mahungu lama kamberiwaka eka ndzavisiso lowu ma tirhisiwa eka swivulwa hi xikongomelo xo kuma mikhuva ya tinhlamuselo leti humelelaka.

Text in English with abstracts in English, Sesotho and isiXhosa / The importance of investment information seeking cannot be overemphasised. Seeking information to support investment decision-making is a key component of every successful investment business. The literature review revealed that informed investors make greater use of accounting disclosures and non-earnings information in order to form more precise earnings expectations. By contrast, a lack of accurate investment information makes it difficult for investors to decide when to buy, hold or sell their investment. This study investigated information needs and seeking behaviour of black investors in the MTN Asonge scheme in Capricorn District of Limpopo Province. The study endeavoured to acquire understanding of investors’ information needs and how they seek information to support their investment decisions. To this end, a qualitative phenomenological research approach was followed. Purposive snowball sampling was applied to sample the study respondents who were later interviewed. Semi-structured, face-to-face interviews were conducted with six investors to collect data which were subsequently analysed thematically. The three types of information sources identified as core to investment decision-making include personal, online and printed information. The findings showed that although the majority of MTN Asonge investors were aware of different formats in which investment information is available, they did not use modern electronic information storing and retrieval strategies, such as conducting online internet searches to access information published on corporate websites. The respondents experienced various challenges when seeking investment information, opting to rely on personal sources such as friends, close relatives and colleagues. Furthermore, the investors appeared not to be aware of personal information sources such as investment advisors, information brokers, roundtables and one-on-one discussions. The study recommended intensive investor education as well as a comparative investigation of information seeking behaviour amongst other members of BEE investment schemes in South Africa. / Bohlokwa bja go nyaka tshedimošo ya peeletšo bo ka se gatelelwe go fetišiša. Go nyaka tshedimošo ya go thekga tšeo ya sephetho ke karolo ye bohlokwa ya kgwebo ye nngwe le ye nngwe ya peeletšo ye a atlegilego. Tshekatsheko ya dingwalo e utolotše gore babeeletši ba go ba le tsebo ba šomiša ka tshwanelo dikutullo tša tšhupamatlotlo le tshedimošo ye e sego ya go tsenya letseno, go bopa gagolo ditetelo tše itšeng tša letseno. Ka go le lengwe, tlhokego ya tshedimošo ya peeletšo ye e nepagetšego e dira gore go be boima go babeeletši go tšea sephetho sa gore ke neng mo ba rekago, swarelelago goba go rekiša peeletšo ya bona. Nyakišišo ye e nyakišišitše dinyakwa tša tshedimošo le mokgwa wa go nyaka tshedimošo ya babeeletši ba bathobaso ka gare ga sekema sa MTN Asonge ka seleteng sa Capricorn sa Profentshe ya Limpopo. Nyakišišo e lekile go hwetša kwešišo ya dinyakwa tša tshedimošo ya babeeletši le ka fao ba nyakang tshedimošo ya go thekga diphetho tša peeletšo ya bona. Go fihla mo, mokgwa wa khwalithethifi wa nyakišišo wa diponagalo o latetšwe. Go dira sampole ya koketšo ya nepo go šomišitšwe go dira sampole ya bakgathatema ba nyakišišo bao go boledišanwego nabo. Dipoledišano le batho ka o tee ka o tee tša dipotšišo tše di bulegilego di didirilwe ka babeeletši ba selela, go kgoboketša datha yeo morago e sekasekilwego ka tekanyetšo. Mehuta ye meraro ya methopo ya tshedimošo yeo e hlaotšwego bjalo ka ya motheo tšeong ya diphetho tša peeletšo e akaretša ya motho ka noši, onelaene le ya go gatišwa. Dikutullo di laeditše gore le ge bontši bja babeeletši ba MTN Asonge ba be ba lemoga mehuta ya go fapana yeo tshedimošo ya peeletšo e hwetšegago ka yona, ga se ba šomiše mekgwa ya sebjalebjale ya go hwetša le go lota tshedimošo ya ilektroniki, go swana le go dira diphuruphutšo tša inthanete tša onelaene go fihlelela tshedimošo ye e phatlaladitšwego diweposaeteng tša dikgwebo. Bakgathatema ba itemogetše ditlhohlo tša go fapana ge ba nyaka tshedimošo ya peeletšo, ba kgetha go tshepha methopo ya bona ka noši go swana le bagwera, maloko a kgauswi le bašomišane. Gape, babeeletši ba bonagetše ba sa lemoge methopo ya tshedimošo ya batho ka noši go swana le baeletši ba peeletšo, dientšente tša tshedimošo, dikopano le dipoledišano tša batho ka o tee ka o tee. Nyakišišo e šišintše thuto ya babeeletši ye e tseneletšego, le nyakišišo ya papetšo ka go mokgwa wa go nyaka tshedimošo magareng a maloko a mangwe a dikema tša peeletšo tša BEE ka Afrika Borwa. / Nkoka wa ku lava vuxokoxoko bya vuvekisi wu nga ka wu nga tsongahatiwi. Ku lavana na vuxokoxoko bya ku seketela ku endliwa ka swiboho hi vuvekisi i xiyenge xa nkoka swinene eka bindzu ra vuvekisi rin'wana na rin'wana ro humelela. Ku hlayiwa ka matsalwa swi kombe leswo vavekisi lava va nga na vutivi va tirhisa ngopfu ku paluxiwa ka vutivi hi swa malawulelo ya swa timali na vutivi lebyi byi nga vuyeseriku, ku endla leswo ku languteriwa vuvuyerisi byo kotlana swinene. Loko swi pimanisiwa, ku pfumaleka ka vutivi bya vuvekisi swi endla leswo swi nonon'hwa eka vavekisi ku endla swiboho loko va xava, va khoma kumbe ku xavisa vuvekisi bya vona. Dyondzo leyi yi endle vulavisisi hi swilaveko swa vutivi, na matikhomelo yo lava vutivi bya vavekisi va vantima eka xikimu xa MTN Asonge eka distriki ya le Capricorn eka xifundzhankulu xa Limpopo. Vulavisisi lebyi byi na xikongomelo xa ku kuma ku twisisa hi swilaveko swa vutivi eka vavekisi na leswo xana va byi lavisa ku yini vutivi ku seketela swiboho swa vona swa vuvekisi. Mayelana na leswi, ku landzeleriwe fambiselo ra ndzavisiso wa qualitative phenemenological. Ku tirhisiwe sampuli ya fambiselo ra purposeful snowball sampling ku kuma sampuli ya ndzavisiso hi vateka xiavo lava ku nga endliwa mabulu ya interview na vona. Ku endliwe ti-interview na vanhu hi wun'we wun'we leri vitaniwaka semi-structured interview, leswi nga endliwa na vavekisi va ntsevu, ku hlengeleta data, leyi endzhaku ka swona yi nga xopaxopiwa hi tinhlokomhaka to karhi. Minxaka minharhu ya swihlovo swa vutivi swi ve swi voniwa tani hi swa nkoka eka ku endla swiboho hi vuvekisi, ku nga leswi katsaka munhu xiviri, ku kuma vutivi eka inthanete (online) na leswi printiweke. Vuyelo lebyi kumiweke byi kombise leswo hambi loko vunyingi bya vavekisi va MTN Asonge a va twisisa hi tifomete to hambana laha ku kumekaku kona vuviti bya vuvekisi, vavekisi a va tirhisangi vutivi bya elektroniki lebyi hlayisiweke na maqhinga yo byi humesa vutivi bya kona, yo fana na ku secha eka online hi inthanete ku fikelela vutivi lebyi paluxiweke eka ti-website ta khampani. Lava nga hlamula swivutiso va ve na mintlhontlho yo hambana-hambana loko va lava vutivi bya vuvekisi, leswi nga endla leswo va tshembela eka vutivi bya vanhu xiviri, byo fana no byi kuma eka vanghana, va ndyangu na maxaka na vatirhikulobye. Ku ya emahlweni, vavekisi va kombisa ku kala ku twisisa hi swihlovo swa vuviti swo fana na vatsundzuxi hi swa vuvekisi, tibrokhara ta vutivi bya vuvekisi, tinhlengeletano ta vanhu to tsundzuxa na mabulu yo khoma na munhu hi wun'we wun'we. Dyondzo leyi ya ndzavisiso yi bumabumela leswo ku endliwa dyondzo ya vuvekisi, na tindlela to lava vutivi hi ku pimapimanisa eka swikimu swa BEE swa vuvekisi eAfrika Dzonga. / Information Science / M. Inf.

The study investigated the strategies used in teaching geometry in primary six as well as the perception of teachers on geometry vocabulary teaching, how geometry vocabularies were taught and, lastly, how the teaching of geometry vocabulary influenced primary six learners’ performance in geometry. The Van Hiele Theory of geometrical thinking and the Constructivist Theory of learning guided the study. The study conveniently sampled 250 primary 6 learners and 7 primary 6 mathematics teachers from three privately-owned primary schools in the Greater Accra Region of Ghana. It combined quantitative and qualitative approaches, using O1–X–O2 design. Data collection instruments were 5-point Likert type scale questionnaires (one for teachers, one for learners), a pre-test and post-test of basic geometry, and a semi-structured one-on-one audio-recorded interview of a selected number of learners and all seven teachers. An intervention was carried out in-between the pre-test and post-test, where the researcher taught geometry vocabulary to participants. Quantitative data were analysed using tables, charts, and simple tests while the qualitative analysis involved the transcription of interviews that were coded, categorised and themed. The study found that geometry vocabularies were not taught and that the most commonly used strategy for teaching geometry was the drawing of 2-D shapes and models of 3-D objects on the board. The pre-test and post-test scores were analysed using a paired t-test and the results indicated that the intervention had a positive effect. The qualitative and quantitative results confirmed that the teaching of geometry vocabulary improved learners’ performance in geometry. The study developed a prototype lesson plan for teaching 3-D objects, a geometry vocabulary activity sheet, a sample assessment for prisms and pyramids and recommends a curricular reform to inculcate the teaching of geometry vocabulary in the curriculum with a geometry vocabulary list for learners in each year group, as contribution to knowledge in mathematics education. The study recommends further research to investigate the effect of geometry vocabulary teaching on learners’ performance in geometry across all year groups in the primary school. / Dyondzo a yi lavisisa maendlelo lawa ya tirhisiwaka ku dyondzisa geometry ya tidyondzo ta le hansi ta ka ntsevu, mavonelo ya vadyondzisi eka madyondziselo ya marito ya geometry, tindlela leti tirhisiweke ku dyondzisa marito ya geometry xikan’we ni ndlela leyi madyondziselo ya marito ya geometry ya khumbheke matirhelo ya vadyondzi va tidyondzo ta le hansi ta ka ntsevu. Dyondzo ya ndzavisiso yi leteriwile hi ehleketelelo ra Van Heile ra maehleketelelo ra ndlela ya geometry ni ndlela yo dyondzisa leyi pfumelelaka vadyondzi ku vumba vutivi ku nga ri ntsena ku teka vutivi ku suka eka mudyondzisi. Dyondzo ya vulavisisi yi hlawurile vana va 250 va tidyondzo ta le hansi ta ka ntsevu na 7 wa vadyondzisi va tnhlayo ta tidyondzo ta le hansi ta ka ntsevu kusuka eka swikolo swinharhu swo ka swi nga ri swa mfumo e Greater Accra etikweni ra Ghana. Yi hlanganisile qualitative na quantiutative aapproach, yi tirhisa O1–X–O2 design. Switirhisiwa swo hlengeleta data a swi ri swivutiso hi muxaka wa 5-point scale(yin’we ya vadyondizi, yin’we ya vadyondzi), xikambelwana xo rhanga na xo hetelela xa geometry ya masungulo, xikan’we na nkandziyiso wa mburisano wa vanhu vambirhi eka nhlayo ya vadyondzi ni vadzyondzisi hinkwavo va nkombo. Ntirho wo nghenelerisa wu endliwile exikarhi ka xikambelwana xo rhanga ni xo hetelela laha mulavisisi a nga dyondzisa marito ya geometry eka vanhu lava ngheneleleke. Quantitative data yi hleriwile hi ku tirhisa matafula, ti charts ni swikambelwana swo olova kasi vuhleri bya qualitative byi nghenise kutsariwa ka miburisano leyi hundzuluxiweke yi nyika tinhlamuselo leti tumbeleke. Leti vekiweke hi ku ya hi mintlawa ni maendlelo ya tona. Dyondzo ya ndzavisiso yi kume leswaku marito ya geometry a ya dyondzisiwanga ni leswaku maendlelo yo toloveleka ya ku dyondzisa geomeyry i ya drawing ya xivumbeko xa 2-D ni mfanekiso wa nchumu wa 3-D eka bodo. Mbuyelo wa Xikambelwana xo sungula na xo hetelela wu hleriwile hi ku tirhisa t-test (xikambelwana xa T) lexi hlanganisiweke naswona mbuyelo wu komba leswaku maendlelo himkwawo ya vile ni xiave lexinene. Mbuyelo wa Qualitative na Quantitative wu tiyisisile leswaku ku dyondzisiwa ka marito ya geometry swi antswisa matirhelo ya vadyondzi eka dyondzo ya geometry. Dyondzo ya vulavisisi yi antswisile kumbe ku kurisa prototype lesson plan ya ku dyondzisa 3-D objects, sheet ya migingiriko ya marito ya geometry na ku bumabumela circular reform ku dyondzisa madyondziselo ya marito ya geometry eka kharikhulamu leyi ng na nxaxamelo wa marito ya geometry ya vadyondzi eka ntlawa wa lembe na lembe, ta ni hi mpfuneto wa vutivi eka dyondzo ya tinhlayo. Dyondzo ya vulavisisi yi bumabumela leswaku vulavisisi byi ya emahlweni ku lavisisa xiave xa madyondziselo ya marito ya geometry eka matirhelo ya vadzyondzi eka geometry eka malembe ni mintlawa hinkwayo exikolweni xa le hansi. / Thuto ye e nyakisisitse ditsela tseo di somiswago go ruteng ga geometry go mphato wa bo tshelela, temogo ya barutisi go ruteng tlotlontsu ya geometry, tsela yeo ditlotlontsu tsa geometry di rutilwego ka gona go akaretswa le, sa mafelelo, ka mokgwa wo thuto ya tlotlontsu ya geometry e tutueditsego mabokgoni a barutwana ba mphato wa bo tshelela go dithuto tsa geometry. Thuto ya van Hiele ya geometrical thinking le ya constructivist theory of learning di hlahlile thuto ye. Thuto ye e somisitse ga bonolo mohlala wa barutwana ba 250 ba mphato wa 6 le barutisi ba dipalo ba supa ba go ruta mphato wa 6 go tswa dikolong tsa tlase tse tharo tsa go ikema seleteng sa Greater Accra Region of Ghana. Thuto ye e kopantse mekgwa ya bontsi/dipalopalo (quantitative) le boleng (qualitative), go somiswa tlhamo ya O1-X-O2. Didiriswa tsa kgobaketso ya boitsebiso e bile 5-point Likert Type Scale Questionnaire (ye tee ya barutisi, ye tee ya barutwana), moleko wa pele le moleko wa morago wa geometry ya motheo, le poledisano yeo e gatisitswego ya tlhamego ya sewelo (semi-structured) ya barutwana bao ba kgethilwego ga mmogo le barutisi ka moka ba supa. Thekgo e ile ya phethagatswa/fiwa magareng ga moleko wa pele le moleko wa morago moo monyakisisi a rutilego tlotlontsu ya geometry go batseakarolo. Boitsebiso bja bontsi (quantitative data) bo sekasekilwe ka go somisa ditafola, ditshate, le teko e bonolo mola ditshekatsheko tsa boleng (qualitative analysis) di akareditse go ngwalolla dipoledisano tseo di thulagantswego, tsa hlophiwa le go beakanywa ka sehlogo. Thuto ye e itullotse gore ditlotlontsu tsa geometry ga se tsa rutwa ebile mekgwana yeo e somisitswego ya setlwaedi go ruta geometry ebile go thala dibopego tsa 2-D le mehlala ya didiriswa tsa 3-D letlapeng. Dintlha tsa moleko wa pele le moleko wa bobedi di sekasekilwe ka go somisa mokgwa wa go phera moleko wa t (t-test). Dipoelo di supeditse gore thekgo yeo e filwego e bile le khuetso ye botse. Dipoelo tsa bontsi le boleng di netefaditse gore go ruta tlotlontsu ya geometry go kaonafatsa mabokgoni a barutwana dithutong tsa geometry. Nyakisiso ye e tsweleditse lenaneothuto la go dira diteko go ruteng didiritswa tsa 3-D le papetlatshomelo ya tlotlontsu ya geometry gape le go kgothaletsa mpshafatso ya lenaneo-thuto go tsenyeletsa thuto ya tlotlontsu ya geometry ka gare ga lenaneo-thuto gammogo le lelokelelo la tlotlontsu ya geometry ya barutwana go dihlopha tsa mengwageng ka moka. Se e tla ba e le tlaleletso ya tsebo go thuto ya dipalo. Thuto ye e kgothaletsa dinyakisiso tsa go ya pele go nyakolla mafelelo a go ruta tlotlontsu ya geometry go tiro ya, goba dipoelo tsa, barutwana go thuto ya geometry go dihlopha tsa mengwaga ka moka tsa sekolo sa tlase. / Mathematics Education / Ph. D. (Mathematics Education)

Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study focused on the challenges Form III learners faced regarding critical thinking. The findings of the research could assist to reveal the role of critical thinking in the secondary education system of Zimbabwe and other countries. A qualitative study method adopting the interpretive phenomenological approach was employed for the purpose of discovering participants’ experiences. The method was the most appropriate for the study since it enabled the researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed their experiences with the development of critical thinking in the History learners in secondary schools. The study used semi-structured interviews, focus group interviews, lesson observations and document analysis to generate data. The study’s main findings reflected a lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major categories of factors. These are: (a) the characteristics of the teaching and learning environment such as deficiency in teaching and learning resources, inadequate infrastructure and poor learning and teaching routines; (b) personal factors connected to the negative attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated matters being an obstacle to learners’ development of critical thinking such as policies that embrace enrolment of learners, the History syllabus, the system of public examinations and the creation of the examination-oriented education system. The study revealed that several approaches such as the provision of essential learning resources and the improvement of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical thinking in the curriculum could contribute positively to the improvement of the Zimbabwean education system. The study recommends that the Zimbabwean government, Ministry of Primary and Secondary Education, the secondary school authorities, universities and teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo, na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo. Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe. Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego. Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego, bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)