This research project explores the role of the school governing body in the formulation and implementation of a code of conduct for learners. The study was conducted in Durban, in KwaZulu-Natal, where two schools were purposefully selected as research sites. Democratic school governance is still new in South Africa, therefore confusion and misinterpretation are bound to manifest. This study therefore aims to examine whether school governing bodies participate in the formulation and implementation of the code of conduct for learners, as well as how and why they participate. This qualitative study, which is located within an interpretive paradigm, is underpinned by democratic theories. International and national scholarly literature was interrogated to glean further insight into the research topic. Ethical issues were observed prior to data generation. To ensure the trustworthiness of the findings, data were obtained using semi-structured interviews, observation and document review. The data collected during interviews were transcribed, evaluated and analysed in accordance with the phenomenological stages of an analytical framework, as set out in Marshall and Rossman’s (1999) six stages. The findings emanating from this study indicate that while members of school governing bodies do participate in the formulation and implementation of a code of conduct for learners, their participation is limited. Learner and parent stakeholders were found not to exercise the participative roles afforded to them under the South African Schools Act (1996).A variety of factors were found to infringe on the democratic participation of these stakeholders, including a lack of training for members to be able to perform their duties, a neglect of the code of conduct, unequal power relations, and limited time to attend meetings. The researcher’s findings, and the conclusions drawn in this study, have informed specific recommendations aimed at translating the status quo of our schools and ensuring a good understanding of democratic school governance, so that members of school governing bodies can be transformed from mere passive participants to active participants who contribute meaningfully towards the smooth running of their school. / Educational Leadership and Management / M. Ed. (Education Leadership and Management)

This study examines the current level of library patronage among accounting students both in the distance and a contact learning institution in South Africa. There is a relative absence of studies of academic library usage by accounting students. The low level of library usage, that is, low level of library visits and poor research skills of undergraduate accounting students has been attributed to the difficulty in integrating accounting curriculum with information literacy. However, the challenge facing academic librarians is persuading both academic faculty and accounting students to integrate information literacy into their curriculum and to convince individual students to make time in their schedules for library usage. In South Africa, this problem is compounded when it is a requirement of the accreditation body, The South African Institute of Chartered Accountants (SAICA), which requires academic departments to integrate library usage into the accounting curriculum for their programme to be accredited. The study examines the current level of library patronage among accounting students both in a distance and a contact learning institution in South Africa. The sub-objectives of the study were to investigate the reasons for low level of library patronage among accounting students in South African Universities; to determine what features would make the use of a library for locating information that is relevant and attractive to university accounting students in a contact and a distance learning institution in South Africa; and to investigate what, if any, improvements to library service can be made to make the use of the library of significant importance. Using a survey research method that utilises a structured questionnaire, this study gathered data from a sample of 500 accounting students from a distance and a contact learning institution in South Africa, out of which 379 returned completed questionnaire, representing 76%. The finding indicates that as with most accounting students across the world, South African students are no exception because of the peculiarity and design of their programme curriculum that provides recommended texts for students’ usage. The findings further show that the apathy of library services patronage among university accounting students in South Africa is exacerbated by lecturers who seldom give assignments or tasks that require the students to search for information beyond the recommended textbooks. Findings indicate that the most significant factor that influences accounting students of universities to patronise library resources are the expertise and interaction of the library staff. This is supported by the Expectation-Confirmation Theory framework which posits that patrons will continue to use library services only if their perceived perception of the usefulness of the services are satisfied. In this case, accounting students from both institutions examined in this study confirm the Expectation-Confirmation Theory framework of satisfaction being based on the perception of the library services they receive. The study recommends that in motivating accounting students to patronise library services, library management needs to understand the discipline-specific teaching and learning practices and collaborate with curriculum developers in the accounting discipline to incorporate the use of library services in their programme. Further study is encouraged to include all universities that offer accounting programmes in South Africa for a more robust finding. / Information Science / M. Inf. (Information Science)

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

Alcohol use among university students is a worldwide social and clinical reality. Understanding and addressing this phenomena is an imperative recognised by the government of South Africa and its Higher Education institutions, where student drinking has a plethora of negative consequences. This study builds on the work of Young and de Klerk (2012) with Rhodes University students by adding drinking motives to their findings of demographic correlates. The motivational model of alcohol use (Cox & Klinger, 1988) posits that drinking motives are a proximal predictor of alcohol use. The model further delineates four drinking motives (social, enhancement, coping, and conformity) which are hypothesized to lead to phenomenological distinct patterns of alcohol use. An online survey method was utilized to collect data and a representative sample of 501 students participated. Descriptive and inferential statistics were computed to address five research questions: (1) to establishing the current alcohol use trend; (2) to investigate the demographic factors associated with alcohol use; (3) to describe students‘ drinking motives; (4) to explore the correlates of drinking motives; and, finally, the primary aim was (5) to investigate whether students‘ drinking motives predicted alcohol use when controlling for the effects of descriptive drinking norms and demographic variables. The results indicate that 68.5% of participants currently consume alcohol, and 51.0 % of these drinking students consume five or more drinks during a drinking session. 20.7 % of the drinking students used alcohol at the harmful or alcohol dependent levels. Increased alcohol use was associated more with males, undergraduates, early onset drinkers, more disposable income, and students‘ perceptions of their peers‘ drinking. Students endorsed enhancement motives marginally more than social motives, followed by coping and conformity motives. Males, early onset drinkers, black students, and at risk (of alcohol use disorders) students endorsed more motives, especially social and enhancement motives. Of primary concern was the role of drinking motives on alcohol use after controlling for the effects of descriptive drinking norms. The four block hierarchical regression model which was run explained 38% of the variance in alcohol use. Drinking motives, particularly enhancement motives, displayed a statistically significant impact on alcohol use adding 11% to the variance. Additionally, age of alcohol use onset, monthly pocket money, age, and gender predicted alcohol use separately. The results of this study indicate that alcohol use has multi-factorial influences. Of note, the results confirmed the motivational model of alcohol use by indicating that alcohol use is partially motivational and that drinking behaviour is not a unitary phenomenon but instead it represents heterogeneity based on the affective change individuals anticipate to gain by drinking. The high binging rate (51%) among this sample may speak to the greater endorsement of enhancement motives, which have been shown in previous studies to be associated with heavy drinking. Enhancement motives are attempts to attain positive affect which, due to the psychoactive properties of alcohol, require greater consumption and intoxication. Additionally, as a result of the greater quantities of alcohol, individuals who drink for enhancement motives would be more prone to alcohol consequences. The results suggest that a multi-level intervention framework targeting individual students, the university community, and the surrounding community, is indicated. Furthermore, intervention may be tailored-made to address specific drinking motives.

Department of Advanced Nursing Science / MCur

Department of Curriculum Studies and Education Management / MEd

MA (Psychology) / Department of Psychology / See the attached abstract below

MPH / Department of Public Health / Globally, substance use is a significant public health problem around the world. Many schools encounter the challenge of learners using substances in and outside of the school premises. This problem affects the education system because learners who use substances display behaviours that negatively affect the quality of learning and teaching. The study aimed to determine the educators’ knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo Province. A descriptive research design was employed, and the participants were selected using purposive sampling. Data was collected utilising a structured questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 25 programme. The study findings show substance use as a significant public health problem in schools. Some of the factors identified that contributed to substance use among learners by most educators were low-self-esteem, poor self-control, depression, meagre finances, academic environment, background, peer pressure, accessibility and availability of substances. Based on the findings a number of recommendations were made such as capacitating parents on parenting skills and also on strategies to assist teachers to fight against substance use by students. Instead of the media only displaying lucrative advertisements of alcohol, it must also provide education and awareness about substance use/abuse and its consequences. Further research is necessary to investigate learners’ and parents’ knowledge of the factors contributing to substance use. / NRF

MCur / Department of Advanced Nursing Science / Nursing students’ absenteeism has become a very serious concern in every higher educational institution in the whole world especially those of nursing. This study was conducted to investigate factors leading to student nurses’ absenteeism in Limpopo College of Nursing during Psychiatric Nursing Science clinical placement. A quantitative approach using descriptive design was used. Purposive sampling method was used to get a sample of two hundred and six (206) of students who have absented themselves before. Data was collected through a self-report scale in the form of questionnaires of structured questions, entered and analysed using SPSS version 24. Ethical considerations were adhered to throughout. The correlation between clinical factors and absenteeism was determined. The main reported factors for absenteeism were: student nurses being treated as a workforce in the clinical areas; shortage of staff in the clinical areas; study for tests and examinations; inadequate supervision of student nurses by professional nurses; and being inconsiderate of student nurses request for days off in the clinical area. This study recommends that the college should make a provision of one week of study for student nurses between the period of clinical placement and tests or final examinations as most of the respondents indicated that they absent themselves due to study for tests and examinations. The Department of Health should find a way of not overworking students due to shortage of staff in the wards but consider them for experiential learning. A research study should be conducted to develop a model to reduce student nurses absenteeism. / NRF

Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000). / Institute of Science and Technology Education / M.Sc. (Mathematics, Science and Technology Education)