Academic achievement in the context of the school necessarily involves a whole range of factors. The education system and schools in particular, have assumed the primacy of cognitive attributions in the learner over that of any other factors in the shaping and honing of individual academic achievement. However, the literature revealed that the learning process within the school environment feeds on a plethora of explanations for academic success or otherwise. Much work by researchers has focused on factors other than the cognitive, in an attempt to explain good or weak academic achievement. Certainly the separation of the cognitive from the affective in terms of achievement is impractical, as revealed by the literature. However the literature also contradicts received wisdom which suggests the omniscience of the cognitive as an explanatory tool for academic performance. This investigation focused on factors other than the cognitive in order to seek reasons for academic success. Three important affective factors were selected from the literature in order to ascertain whether these factors played a role in academic achievement or indeed if there was a relationship between these factors and scholastic success or otherwise. An empirical investigation was conducted which consisted primarily of a questionnaire for form four students in English classes. The questionnaire consisted of four sections with a total of 81 items. It was completed by 271 students attending five schools in Mutare Zimbabwe. Statistical analyses revealed that the affective factors attitudes towards English, self-concepts of academic ability and student perceptions of their teachers of English correlated significantly. The analyses also revealed that the selected factors took up 33% of the variance and that within that 33% the area in which students lived was the most important factor contributing to academic achievement whilst I.Q. and student self-concept of academic ability followed closely. The results of the literature study and the empirical investigation demonstrated that there are factors other than the cognitive which are important in terms of academic success in school As a result recommendations were made regarding school based programmes where the aim is to enhance affective factors and therefore achievement. / Educational Studies / D.Ed. (Psychology of Education)

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

Academic achievement in the context of the school necessarily involves a whole range of factors. The education system and schools in particular, have assumed the primacy of cognitive attributions in the learner over that of any other factors in the shaping and honing of individual academic achievement. However, the literature revealed that the learning process within the school environment feeds on a plethora of explanations for academic success or otherwise. Much work by researchers has focused on factors other than the cognitive, in an attempt to explain good or weak academic achievement. Certainly the separation of the cognitive from the affective in terms of achievement is impractical, as revealed by the literature. However the literature also contradicts received wisdom which suggests the omniscience of the cognitive as an explanatory tool for academic performance. This investigation focused on factors other than the cognitive in order to seek reasons for academic success. Three important affective factors were selected from the literature in order to ascertain whether these factors played a role in academic achievement or indeed if there was a relationship between these factors and scholastic success or otherwise. An empirical investigation was conducted which consisted primarily of a questionnaire for form four students in English classes. The questionnaire consisted of four sections with a total of 81 items. It was completed by 271 students attending five schools in Mutare Zimbabwe. Statistical analyses revealed that the affective factors attitudes towards English, self-concepts of academic ability and student perceptions of their teachers of English correlated significantly. The analyses also revealed that the selected factors took up 33% of the variance and that within that 33% the area in which students lived was the most important factor contributing to academic achievement whilst I.Q. and student self-concept of academic ability followed closely. The results of the literature study and the empirical investigation demonstrated that there are factors other than the cognitive which are important in terms of academic success in school As a result recommendations were made regarding school based programmes where the aim is to enhance affective factors and therefore achievement. / Educational Studies / D.Ed. (Psychology of Education)

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this study was to explore the knowledge, attitudes and behaviours regarding HIV and AIDS of university in Zimbabwe using the Health Belief Model (HBM) as the theoretical framework. The ultimate aim was to find out how at risk university students were of contracting HIV and AIDS. A quantitative, non-experimental descriptive, explorative and correlational research design was used, using self-designed questionnaires for data collection. Respondents were sampled through systemic stratified random sampling resulting in 403 undergraduate university students. Descriptive and inferential statistics were calculated using SPSS version 21 software program. Most students were knowledgeable about HIV transmission; the prevention of HIV and AIDS and sexual risk behaviours pertaining to HIV transmission. Students also did show positive attitudes towards PLHIV. Most students did not perceive themselves to be at high of contracting HIV and AIDS. Up to 52% who were sexually active had more than one sexual partner. The respondents knew that HIV and AIDS were not treatable but continued to indulge in risky sexual behaviours. Most respondents received information about HIV and AIDS from the media and peers. The findings would assist policy makers, programme planners and educators in developing in developing and implementing programmes to improve the health of university students. / Health Studies / M.A. (Health Studies)

Text in English / Cervical cancer accounts for 34.6% of all the female cancers in Zimbabwe. The purpose of this study was to explore the knowledge, attitudes and perceptions of female student nurses regarding cervical cancer in Zimbabwe using the Health Belief Model (HBM) as a theoretical framework. The ultimate aim was to analyse female student nurses’ risk perception of contracting cervical cancer. A quantitative, cross-sectional descriptive research design was used, using a structured questionnaire for data collection. One hundred and thirty-two (132) respondents were conveniently selected. Descriptive and inferential statistics were calculated using Statistical Package for Social Sciences (SPSS) version 21 software program. The study revealed that 57.9% of the respondents perceive that they are at risk of developing cervical cancer. They believe that screening for cervical cancer is not embarrassing. Knowledge improved with increase in the level of study, there was lack of knowledge of HPV and cervical cancer link. More emphasis on cervical cancer should be put on curricula taught in undergraduate education earlier on in the programme. / Health Studies / M.A. (Nursing Science)

The purpose of this study was to explore the knowledge, attitudes and behaviours regarding HIV and AIDS of university in Zimbabwe using the Health Belief Model (HBM) as the theoretical framework. The ultimate aim was to find out how at risk university students were of contracting HIV and AIDS. A quantitative, non-experimental descriptive, explorative and correlational research design was used, using self-designed questionnaires for data collection. Respondents were sampled through systemic stratified random sampling resulting in 403 undergraduate university students. Descriptive and inferential statistics were calculated using SPSS version 21 software program. Most students were knowledgeable about HIV transmission; the prevention of HIV and AIDS and sexual risk behaviours pertaining to HIV transmission. Students also did show positive attitudes towards PLHIV. Most students did not perceive themselves to be at high of contracting HIV and AIDS. Up to 52% who were sexually active had more than one sexual partner. The respondents knew that HIV and AIDS were not treatable but continued to indulge in risky sexual behaviours. Most respondents received information about HIV and AIDS from the media and peers. The findings would assist policy makers, programme planners and educators in developing in developing and implementing programmes to improve the health of university students. / Health Studies / M.A. (Health Studies)

Text in English / Cervical cancer accounts for 34.6% of all the female cancers in Zimbabwe. The purpose of this study was to explore the knowledge, attitudes and perceptions of female student nurses regarding cervical cancer in Zimbabwe using the Health Belief Model (HBM) as a theoretical framework. The ultimate aim was to analyse female student nurses’ risk perception of contracting cervical cancer. A quantitative, cross-sectional descriptive research design was used, using a structured questionnaire for data collection. One hundred and thirty-two (132) respondents were conveniently selected. Descriptive and inferential statistics were calculated using Statistical Package for Social Sciences (SPSS) version 21 software program. The study revealed that 57.9% of the respondents perceive that they are at risk of developing cervical cancer. They believe that screening for cervical cancer is not embarrassing. Knowledge improved with increase in the level of study, there was lack of knowledge of HPV and cervical cancer link. More emphasis on cervical cancer should be put on curricula taught in undergraduate education earlier on in the programme. / Health Studies / M.A. (Nursing Science)