Poor urban learners' long walks to school and the influence on their school activities. My study is about poor urban learners who walk long distances to school. I explore how their school trip affects their participation in school activities - co-curricular and extra curricula activities, and their understandings about the educational implications. The purpose of this study is two-fold: to understand poor urban learners' school trips through their own voices; and to reflect on the school management implications of the findings. In a case study of one school located in the Cato Manor redevelopment area of Durban, I explore Grade 10 learners' accounts of their walks to and from school and how this affects their early morning and afternoon school activities and what they understand might be the reasons and consequences in their futures. My findings are that poor urban learners encounter security risks daily on their way to school and they use various strategies to navigate those risks; learners experience unsympathetic and negative responses from some staff relating to their long walks to reach school; and the learners say that school regimes rather than the long distances they walk are jeopardising their educational aspirations. At the outset my theoretical perspective was that the school trip is an obtacle to poor urban learners' education capabilities. However my conclusion is that some school regimes are unresponsive to poor urban learners' needs and may obstruct the educational opportunities for learners to better their futures more than does their walking long distances to school. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

This study investigated the preparedness of technikon trained library science diplomates for the work situation. The views of both diplomates and their employers were sought in order to determine the preparedness of the former for the work situation. Both the diplomates and employers were requested to rate the various tasks for which diplomates were trained according to the degree of preparedness of diplomates. Respondents were also asked to identify weaknesses and strengths ofthe diploma. Results indicated that generally diplomates were employed as library assistants and were therefore not performing tasks for which they were trained. However, those diplomates who were performing tasks for which they were trained , were prepared in terms of their skills although certain problem areas were identified. There was no consensus on what could be identified as weaknesses ofthe diploma. Areas that should have been developed according to diplomates included communication skills, computer literacy and practical work. Employers identified areas that were peculiar to their kinds of libraries as areas that should have been developed but were not, for example, story telling, community information services, on-line searching, and others. Cooperative training, exposure to technology and the practical nature of the programme were identified as strengths of the diploma. What also emerged was that diplomates were underutilised as half of those who responded were performing at library assistant level in their work places. This indicated the reluctance of employers to afford diplomates the opportunity of undertaking para-professional tasks. Recommendations were made to conduct a survey of all employers in order to establish which employers have positions for para-professionals. This would indicate what job opportunities exist for diplomates. Another recommendation was that this study needs to be duplicated by other technikons in order to establish the preparedness of diplomates. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1998.

This study will take the form of a case study of a group of Deaf Information Technology (IT) students and their Sign Language interpreters at Durban University of Technology (DUT). These students are enrolled under a Programme for the Deaf run by the Information Technology Department. The department provides additional assistance in the form of Sign Language interpreters who attend all their lectures and also provide extra tutorials for them. The aim of the research is to identify the main challenges encountered by this group of students at DUT. I first became aware of the existence of these students while engaged in an action research project at the beginning of 2005 and realised that this was an area that needed further study. There is a lack of research on Deaf students in tertiary institutions in South Africa and there are not many tertiary institutions which enrol Deaf students and provide them with a Sign Language interpreter. I realised that this was an area which needed to be researched and that the resulting findings could make a difference to the lives of Deaf students at DUT by identifying the main problems and perhaps suggesting ways in which these could be addressed. Group interviews with the Deaf participants were conducted with the assistance of a Sign Language interpreter in order to explore their challenges. Further interviews were conducted with the interpreters who were interviewed individually. The study was limited to Deaf students enrolled under the undergraduate Programme for the Deaf at DUT and, as a result, might not reflect challenges faced by any other deaf students at DUT or other tertiary institutions. The findings identified, amongst others, problems such as poor literacy levels of the Deaf students and lack of communication between the Deaf students and hearing staff and students on campus among other problems. The Deaf students felt marginalised and largely ignored on campus. There was very little awareness of Deafness among hearing students and staff at DUT. Some possible solutions to these problems were suggested such as including deaf awareness in the orientation of hearing staff and students. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Questions have been raised regarding factors influencing fertility in South Africa, particularly within the different population groups. Various studies have focused on fertility in South Africa and other developing countries, based on racial differences, socio-economic statuses and geographical or environmental factors. It is clear that the major omission in the existing studies is the much-needed investigation of cultural influences on fertility outcomes. Therefore, this study is an investigation of the role of culture in influencing fertility behaviour among young women at the University of Kwa-Zulu Natal, Durban. The central question of this paper is therefore: how does culture influence fertility behaviour among young university women? To respond to this question, the study used John Bongaarts' theory on proximate determinants of fertility as lenses for this investigation. A qualitative research design was used to collect data through 14 individual in-depth interviews with multiracial and multicultural women between the ages of 22 and 31. A thematic analysis revealed that culture still plays a significant role in determining fertility outcomes. Although the participants are aware of the conservative stand of their cultures and religions, the results indicate that their personal choices for fertility behaviour are influenced by education and desire for success in their careers. In addition, the findings showed that the extent to which culture influences fertility behaviour is different across the various racial groups in South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

The marginalization of black people from the formal economy has led them to the informal economy. This is due to the country’s macroeconomic policies which have made the country’s economy develop unevenly. The uneven development draws black people who lack skills and are unable to find employment, to engage in informal economic activities. Engaging in informal economic activities enables those marginalised by the formal economy to generate a livelihood from the informal economy. As a result, parents and guardians of the youth struggle to pay tertiary fees and provide a sustainable livelihood for their sons and daughters. In turn, these sons and daughters begin to engage in informal economic activities by selling goods and providing services to other students in their rooms at residence. The selling of goods and providing services is a means to generate a livelihood in order to survive at tertiary, subsequently students become businessmen and businesswomen who own their own small businesses irrespective of the scale of the business. From the government’s perspective, there have been many initiatives, strategies and frameworks to promote small businesses and youth entrepreneurship amongst the youth. However, the policies, strategies and frameworks do not cater for students engaging in these survivalist-enterprise activities of the informal economy as students look to generate a livelihood. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

The main issue in this study is how students conceptualise mathematical learning in the context of calculus with specific reference to the chain rule. The study focuses on how students use the chain rule in finding derivatives of composite functions (including trigonometric ones). The study was based on the APOS (Action-Process-Objects-Schema) approach in exploring conceptual understanding displayed by first year University of Technology students in learning the chain rule in calculus. The study consisted of two phases, both using a qualitative approach. Phase 1 was the pilot study which involved collection of data via questionnaires which were administered to 23 previous semester students of known ability, willing to participate in the study. The questionnaire was then administered to 30 volunteering first year students in Phase 2. A structured way to describe an individual student's understanding of the chain rule was developed and applied to analyzing the evolution of that understanding for each of the 30 first year students. Various methods of data collection were used namely: (1) classroom observations, (2) open-ended questionnaire, (3) semi-structured and unstructured interviews, (4) video-recordings, and (5) written class work, tests and exercises. The research done indicates that it is essential for instructional design to accommodate multiple ways of function representation to enable students to make connections and have a deeper understanding of the concept of the chain rule. Learning activities should include tasks that demand all three techniques, Straight form technique, Link form technique and Leibniz form technique, to cater for the variation in learner preferences. It is believed that the APOS paradigm using selected activities brought the students to the point of being better able to understand the chain rule and informed the teaching strategies for this concept. In this way, it is believed that this conceptualization will enable the formulation of schema of the chain rule which can be applied to a wider range of contexts in calculus. There is a need to establish a conceptual basis that allows construction of a schema of the chain rule. The understanding of the concept with skills can then be augmented by instructional design based on the modified genetic decomposition. This will then subject students to a better understanding of the chain rule and hence more of calculus and its applications. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.

Introduction e-Learning has been integrated and implemented in education and training to the level that it is now a well-established global practice. If used judiciously, e-Learning is a tool that enables active, individual and flexible learning. When integrated into medical education, it offers features that allow lecturers to be not merely content distributors, but also facilitators of learning. Aim The aim of this study was to assess the readiness of students to make the shift from traditional learning, to the technological culture of e-Learning. Methods An observational, cross-sectional, analytical study design was used and data was collected using a validated questionnaire. The sample comprised of all students enrolled in the first year nursing programme at the Durban University of Technology registered for anatomy and physiology in 2013. Informed consent was obtained from each participant prior to conducting the study. Results Three quarters (77/101 76%) of the participants were females. The psychological readiness score was noted to be high in the “could be worse” category (pre-72%, post- 64%). The technological readiness score was noted to be in the “dig deeper” category (pre- 58%, post- 65%) whilst the equipment readiness score fell in the e-Learning “not ready category” (pre- and post- 68%). Discussion The Chapnick Readiness Score Guide was used to analyse psychological, technological and equipment readiness. e-Learning has been identified as a multi-disciplinary field, which is dominated by information technology. Technological and equipment readiness factors of e-Learning are easier to resolve than the psychological readiness factor. Recommendations Although e-Learning could be a key tool in nursing education, a few factors require attention before it can be effectively implemented in this tertiary level education facility. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, Durban, 2014.

Background: Case-based learning (CBL) is one approach which is gaining popularity. The selected School of Nursing adopted this approach to learning in 2000. The school reviewed all the old case studies and introduced new ones in 2010. These new case studies were used for the first time with the 2011 Decentralised PHC programme. Hence, the need for a study that explored students perceptions towards case-based learning. Research Methodology: A quantitative approach and descriptive exploratory design were adopted in this study. A total number of 101 students were from the three Decentralised Primary health care (PHC) programme participated in this study. Data was collected from three decentralised sites used to offer PHC programme to students; Durban, Port Shepstone and Pietermaritzburg. Data was collected by means of a questionnaire – a self-reporting instrument which included 62 structured questions. Data was analysed statistically for frequency distributions and the relationship between the results from three sites were explored using a Chi Square Pearson Test, with a p value set at .005. Results: The results of this study show that, overall, students view case-based learning in a positive light. Although the majority reported that cases were distributed in case study booklet form (n=66) 65.3%, other modes such as cases presented to students in each class session using transparencies (n=52) 51.5% as well as through emails was reported. Regarding benefits about (n=90) 90.1% of the respondents stated that cases presented added a lot of realism. The researcher also explored to see if there were any variations of results across the three delivery centres. The findings of this study demonstrated that there was a significant difference for seven items, some of these items included teachers feedback and advise after class was relevant for students to cope on their own p<.000; case studies preparing student for working in PHC institutions in South Africa p<.042; preferred lectures more than CBL p<.003 and CBL was too demanding in terms of preparation and the content p<.004. Discussion: Students enjoyed the experience but also identified their own limitations and mistakes. They were able to plan their own learning needs. The students experienced personal and professional growth using cases which represented the real-life challenges. They had the opportunity to apply the theory, their experiences and their newly developed skills from the use of CBL in there clinical practice. The end product was visible and of benefit to the clinical settings as students was now competent in analyzing cases and solving practical problems systematically. Providing a real-life challenge to students in CBL instead of teaching a predominantly theoretical course proved to be beneficial. Recommendations: The researcher felt that a follow-up study, taking into account all six sites where students are placed could result in a difference in the students’ perceptions of CBL as a teaching methodology, as the students in the other three sites are in the more rural areas which limits their resources. There was some inconsistency with presentation and distribution of cases also feedback to students, staff may require development with teaching skills to co-ordinate all centres in a similar way. Port Shepstone and Pietermaritzburg struggle with CBL, maybe they are not incline with Self directed learning (SDL), therefore a follow up study in these centres would assess in students are inclined with SDL. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

Background: The Private Nursing School was founded in 1999 in Durban when the first nursing students started the Nursing program. In 2006 there was an upgrade to the Private Nursing School when a clinical skills laboratory was introduced to enhance the students’ clinical skills. The clinical skills laboratory was furnished with the equipment needed for demonstrations, role-plays and lectures to take place, and a need arose to evaluate the laboratory. Purpose: The purpose of this study was to conduct a process evaluation to evaluate the clinical skills laboratory at the Private Nursing School with regard to the quality of equipment, satisfaction of the students and the efficiency of clinical facilitators. Methodology: A process evaluation was conducted of the clinical laboratory, including a quantitative survey to evaluate the students’ satisfaction (n=97), a quantitative audit of the quality of the equipment, a review of the utilisation of the clinical skills laboratory and semi-structured interviews with the four clinical facilitators. Students from two years were purposively selected for the study as they made the most use of the clinical skills laboratory. Survey tools were developed by the researcher. Findings from the surveys and audits were described and Chi-square test and Mann-Whitney to compare satisfaction and beliefs of the students. Information from the clinical facilitator interviews were analysed for common themes on usage and satisfaction. Results: The students and facilitators reported overall satisfaction with the running of the clinical skills laboratory. The findings of the evaluation showed that the clinical laboratory was reaching the target groups with all students making use of the clinical skills laboratory for the purpose of viewing demonstrations, subjecting skills to assessment or practising skills. The students felt that learning did take place in the clinical skills laboratory with most of the students (94, 96.2%) reporting that knowledge was gained from demonstrations and practice. Almost two thirds of the students (59.8%) felt that the support from the clinical facilitators was beneficial to them. Some quality issues in terms of equipment were identified where damaged equipment could not be used by the support staff and facilitators stating that there was a need to improve the simulation experience for the students so that they can gain the much-needed practical and theoretical knowledge required for their stipulated course. Conclusion: The clinical skills laboratory is functioning at a level that is satisfactory to the nursing students and the clinical facilitators. Future research should be conducted regarding the impact and outcomes of the clinical skills laboratory training on students’ ability to function in the clinical setting. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.