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M.Tech. (Education) / Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.

D.Ed.

This study explores the question of religion and ethnicity as a source of family diversity and ideology. An ideal-typical "traditional Muslim family ideology" was developed and tested. Eight Indian Muslim students at Rhodes University were asked about their attitudes and perceptions of marriage and family life, to determine the particular type of family ideology that these students embraced. Family-related issues such as marriage; the division of labour; gender roles; the extended family system; divorce; and polygamy were addressed. On the basis of the research results, it was found that these students largely adopted the "traditional Muslim family ideology". Religion and ethnicity were found to play an important role, in the make-up of these students' perception of marriage and family life, and a strong preference for the extended family was shown.

The problem of this study was to ascertain the relationship of students' differential perception of a campus environment to some personality characteristics. The following correlates of perception were considered: personality traits, length of stay in college, sex, college entrance scores, academic marks, and leadership roles. The major conceptual framework of this study included Kelly's (1955) psychology of personal constructs and Snygg and Combs' (1959) phenomenological determinant of behavior postulate. The subjects of this study included 594 students enrolled at the Bukidnon Normal College, Philippines, during the school year 1970-71. The College and University Environment Scales of C. Robert Pace (1966) and the new Edwards Personality Inventory (1966) were the two major instruments used in the study. In addition, the class advisers evaluated the students' leadership qualities using the Leadership Rating Form. Means, standard deviations, analysis of variance, the F test of significance, Duncan's New Multiple Comparison Test, and the Pearson Product-Moment Correlation Coefficient were the statistical techniques used in the analysis of data. The results showed that the freshmen, sophomore, junior and senior students had a consensus of the various dimensions that make up the school environment. It was found that the negative perceivers of campus environment tended to have some aggressive personality traits, while positive perceivers of campus environment tended to have some passive personality traits. In general, students tended to rate the campus environment lower as they stayed longer in the campus. Males were found to rate the campus environment lower than females. Furthermore, it was found that the students' perception of a campus environment was negatively related to individual academic performance and leadership roles. Implications from the findings were made for counselors, faculty members and school administrators for the improvement of various educational programs at the college. The major conclusion of the study is that students in the college have a consensus perception of the campus environment and that those with positive and negative perceptions of the environmental press have some personality characteristics related to their manner of evaluating the institutional image. / Education, Faculty of / Graduate

The purpose of this study was to assess student attitudes toward teacher behaviour and program content within physical education in grades 3, 7, and 10. Prior to examining the data, five hypotheses were generated. It was hypothesized that: 1. Student attitudes toward teacher behaviour within physical education are different in grade 3, grade 7, and grade 10. 2. Student attitudes toward program content within physical education are different in grade 3, grade 7, and grade 10. 3. Male and female attitudes toward teacher behaviour within physical education are different from each other at each grade level. 4. Male and female attitudes toward program content within physical education are different from each other at each grade level. 5. Those students who like their physical education classes have different attitudes toward teacher behaviour from those students who do not like their physical education classes. 6. Those students who like their physical education classes have different attitudes toward program content from those students who do not like their physical education classes. A thirty statement questionnaire was developed for use in the study. Fifteen statements pertained to teacher behaviour, fourteen statements pertained to program content, and one statement asked students whether they liked their physical education classes. Five grade 3 classes, five grade 7 classes, and five grade 10 classes were randomly selected to partake in the study. The data involving grades were analyzed using a one way analysis of variance. The data involving gender and preference for physical education classes were analyzed using a t-test. Results indicated that a positive attitude existed toward teacher behaviour and program content by males and females in each of the grades. However, it was found that there was a significant difference in student attitudes toward teacher behaviour and program content in grades 3, 7, and 10. Furthermore, no significant difference was found in male and female attitudes toward teacher behaviour in grade 3 or grade 10, although, there was a significant difference in male and female attitudes toward teacher behaviour in grade 7. No significant difference was found in males' and females' attitudes towards program content in grade 3, 7, and 10. A significant differencewas found between students who liked their physical education classes and those who did not like their physical education classes for both teacher behaviour and program content. Recommendations for future research suggest that the survey instrument be limited to statements on either teacher behaviour or program content. It is also recommended that a larger sample size be used and that students of both physical education specialists and non-specialists be compared. It appears that more research is also needed to determine why grade 7 student attitudes are not as positive as those of grade 3 or grade 10 students. Finally, future research could look at physically fit and/or highly skilled students in relation to poorly fit and/or low skilled students to determine the effect these factors may have on student attitudes toward physical education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. / Please refer to full text to view abstract

It is critical that low socioeconomic families promote the value and worth of reading as a tool for lifelong learning. The significance of this study is to determine the relationship between reading ability and the value placed on reading by at-risk students.

Academic integrity is an important part of higher education. This is especially true in nursing education programs. Nurses must be able to think critically, have sound clinical judgement, and make autonomous decisions. If there are concerns of academic integrity violations during nursing programs, these skills become questionable when the student enters the nursing profession. Nursing students believe that the severity of academic integrity violations occur along a continuum, which impacts their acceptance of these violations. Severity may also impact a student’s willingness to report a peer for a violation of academic integrity. This cross-sectional, correlational study assessed baccalaureate nursing students’ perceptions on various aspects of academic integrity violations using McCabe’s Academic Integrity Survey-Modified for Nursing Students (MAIS-MNS) and a knowledge assessment. Correlations, t tests, and regression analysis were used to identify relationships among variables and potential predictive factors between classroom and clinical violations, willingness to report peers, and perceived program supports. This study also considered the theory of neutralization as a factor in student acceptance of academic integrity violations. Results suggest that the perceived severity of cheating in the classroom can predict the perceived perception of severity in the clinical setting. Results also showed that students who neutralize their actions, do not perceive those actions as severe. Finally, the perception of severity does predict a student’s willingness to report peer violations of academic integrity. Creating a culture of academic integrity has the potential to reduce academic integrity violations. Creating this culture, partially through education on academic integrity and violations of academic integrity, is needed to enhance nursing education programs and ensure the continued excellence expected of nurses.

Attitude is a very subjective quality, but has a great deal of influence on a classroom teaching and learning situation. This is especially true of a performance oriented class even when the main objective is not performance for performance sake. Attitudes can be affected by many variables but the one to be considered in this project is whether an effective grading system has positive affects on the students' attitudes. This study was implemented with a Junior High Band made students had played for at least one year or more. Due to ! up of both boys and girls, grades six through eight. These their attitude problem when I first arrived, I tried to deduce what seemed to be the problem. My purpose was to try various grading systems that would hold the students accountable for their actions as well as trying to improve their low self-esteem which in turn seemed to affect their attitude. The grading system was established at the beginning of school. Each quarter thereafter it was changed slightly in response to the students' attitudes. The majority of the students felt little or no consequence in relation to grades at the beginning of the school year, but as the grading system changed, performance quality and musical knowledge elevated, as did their self-esteem and their attitudes. Due to the research done with these students and comparing it to related research, I feel that we can safely say that attitudes are affected by many different variables, and, more importantly, they are all interrelated.