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Die identifisering van risikostudente in fisika aan technikonsNaudé-de Jager, Susanna Johanna 11 June 2014 (has links)
M.Ed. (Tertiary Didactics)
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Perceptions relating to students performance in small business management at further education and training collegesKiewiets, Winifred Margaret January 2005 (has links)
The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
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Learner promotion policy in the further education and training band : a situation analysisKnight, David Peter 03 1900 (has links)
The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band.
An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes.
Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)
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Academic motivation and performance as a function of cognitive factorsMoore, Caryl 12 1900 (has links)
Existing scales were modified and factor-analysed through "prepilof' and pilot studies for
exploring relations between academic motivation, achievement, and cognitive factors such as locus
of control (LOC), attributions, perceived self-determination and ability.
Distinct, conceptually meaningful factors emerged.
Thirty-seven hypotheses were tested on Unisa students. Among notable findings were:
• Internal LOC related to academic motivation, but treating LOC as a set of distinct factors
rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external
LOC factors related negatively to
· achievement).
• Little was gained from categorising attributions according to Weiner's dimensions.
• Intrinsic motivation and "identified regulation" related positively to motivation.
• Students' (especially unsuccessful students') expectations of success and perceptions of their
ability were over-estimated.
• Different factors related to motivation and achievement in different cultural groups.
• Although motivation and achievement are usually positively related, this did not apply to
disadvantaged groups. / Psychology / M.A. (Psychology)
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The influence of the learner profile on recognition of prior learning (RPL) assessmentSnyman, Maria 06 1900 (has links)
The recognition of prior learning (RPL) is an assessment process through which experience
gained outside academic contexts is recognised. The purpose of the research was to
determine the influence the learner profile has on RPL assessment. To realise the purpose,
the learner profile was described and consequently learning outcomes formulated for a
portfolio workshop. The method which the study followed was a qualitative interpretative
approach. The research comprised a literature study about adult learning theories that
served as a theoretical framework for the study, as well as an overview of RPL assessment,
followed by an empirical study. The empirical research component followed a multiple data
collection method. The personal life stories of the research participants were analysed in
order to compile a learner profile. The role the workshop played was determined from a
learner perspective by means of an open questionnaire for participants. It included a
collection of workshop photographs. Finally, the reflection of a group of RPL learners about
their personal learning experiences was analysed.
The research found that the learner profile included distinctive personal traits, such as
motivation, task orientation, a sense of responsibility and an orientation towards the future.
The nature of the learner profile as well as of informal learning gained within diverse learning
contexts require directed preparation for assessment. The learners regarded the portfolio
workshop as a sustainable learning process and as a transformational learning experience.
The role the workshop played was multidimensional, as it served as preparation for
compiling the portfolio. It also empowered and prepared the learner on a personal level for
the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include
the following: Firstly, the learner‟s voice should be afforded recognition. Secondly,
preparation for assessment is essential. Thirdly, the preparation should follow an approach
of assessment as a sustainable learning process. Finally, the learning outcomes for the
portfolio workshop make a contribution to support the learners in bridging the learning
contexts of informal learning and academic learning.
The research makes a valuable contribution, as the empirical research shows that the
holistic learner profile guides the approach to assessment. The mission of RPL to bring
about transformation will only become a reality if a learner-centred approach recognises and
empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite
akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die
invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die
leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel
saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe
benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as
teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg
deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige
dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale
is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is
vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n
versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie
EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer.
Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos
motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die
aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse
leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel
as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die
rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel
van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die
konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge,
die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word,
tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die
voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens
lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die
leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te
oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon
dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde
benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Factors influencing quality assessment practices in business studies at technical vocational education and training collegesNkalane, Patience Kelebogile 11 1900 (has links)
Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews.
A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate. / Curriculum and Instructional Studies / M. Ed. (Didactics Studies (Curriculum Studies))
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Learner promotion policy in the further education and training band : a situation analysisKnight, David Peter 03 1900 (has links)
The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band.
An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes.
Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)
|
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The influence of the learner profile on recognition of prior learning (RPL) assessmentSnyman, Maria 06 1900 (has links)
The recognition of prior learning (RPL) is an assessment process through which experience
gained outside academic contexts is recognised. The purpose of the research was to
determine the influence the learner profile has on RPL assessment. To realise the purpose,
the learner profile was described and consequently learning outcomes formulated for a
portfolio workshop. The method which the study followed was a qualitative interpretative
approach. The research comprised a literature study about adult learning theories that
served as a theoretical framework for the study, as well as an overview of RPL assessment,
followed by an empirical study. The empirical research component followed a multiple data
collection method. The personal life stories of the research participants were analysed in
order to compile a learner profile. The role the workshop played was determined from a
learner perspective by means of an open questionnaire for participants. It included a
collection of workshop photographs. Finally, the reflection of a group of RPL learners about
their personal learning experiences was analysed.
The research found that the learner profile included distinctive personal traits, such as
motivation, task orientation, a sense of responsibility and an orientation towards the future.
The nature of the learner profile as well as of informal learning gained within diverse learning
contexts require directed preparation for assessment. The learners regarded the portfolio
workshop as a sustainable learning process and as a transformational learning experience.
The role the workshop played was multidimensional, as it served as preparation for
compiling the portfolio. It also empowered and prepared the learner on a personal level for
the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include
the following: Firstly, the learner‟s voice should be afforded recognition. Secondly,
preparation for assessment is essential. Thirdly, the preparation should follow an approach
of assessment as a sustainable learning process. Finally, the learning outcomes for the
portfolio workshop make a contribution to support the learners in bridging the learning
contexts of informal learning and academic learning.
The research makes a valuable contribution, as the empirical research shows that the
holistic learner profile guides the approach to assessment. The mission of RPL to bring
about transformation will only become a reality if a learner-centred approach recognises and
empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite
akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die
invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die
leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel
saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe
benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as
teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg
deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige
dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale
is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is
vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n
versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie
EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer.
Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos
motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die
aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse
leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel
as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die
rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel
van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die
konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge,
die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word,
tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die
voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens
lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die
leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te
oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon
dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde
benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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29 |
Academic motivation and performance as a function of cognitive factorsMoore, Caryl 12 1900 (has links)
Existing scales were modified and factor-analysed through "prepilof' and pilot studies for
exploring relations between academic motivation, achievement, and cognitive factors such as locus
of control (LOC), attributions, perceived self-determination and ability.
Distinct, conceptually meaningful factors emerged.
Thirty-seven hypotheses were tested on Unisa students. Among notable findings were:
• Internal LOC related to academic motivation, but treating LOC as a set of distinct factors
rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external
LOC factors related negatively to
· achievement).
• Little was gained from categorising attributions according to Weiner's dimensions.
• Intrinsic motivation and "identified regulation" related positively to motivation.
• Students' (especially unsuccessful students') expectations of success and perceptions of their
ability were over-estimated.
• Different factors related to motivation and achievement in different cultural groups.
• Although motivation and achievement are usually positively related, this did not apply to
disadvantaged groups. / Psychology / M.A. (Psychology)
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Factors influencing quality assessment practices in business studies at technical vocational education and training collegesNkalane, Patience Kelebogile 11 1900 (has links)
Technical Vocational Education and Training colleges (formerly known as Further Education and Training colleges) in South Africa have undergone many changes since 1994. In 2007, a new curriculum, the National Certificate Vocational, was rolled out. The new curriculum brought an approach of outcome-based teaching and learning to continuous assessment, with a National Summative Examination set by the National Department of Higher Education Examinations and Assessments, and programme certification conducted by Umalusi (Council for Quality Assurance in General and Further Education). When the National Certificate Vocational was introduced in 2006, lecturers attended training prior to the implementation of the new curriculum. However the training was inadequate, as it was a once-off; after the implementation of the National Certificate Vocational, new lecturers never received training. Umalusi reports from 2009–2013 stated that the implementation of Internal Continuous Assessment needed attention, highlighting challenges faced by lecturers regarding its implementation. The purpose of the study is to explore the factors that impact on the quality of Internal Continuous Assessment practices in NCV Business Studies. The constant comparison analysis developed by Glaser and Strauss (1967) was used in analysing the data collected during the interviews.
A qualitative research approach was employed, specifically a case-study research design. Purposive sampling was used to select lecturers as participants of this study. Data was collected through semi-structured interviews and document analysis. Findings revealed that there was lack of standardisation and uniformity in all four campuses, poor-quality assessment tasks were set using old exam papers and textbook exercises, designing of assessment tools was limited to the use of few tools and the colleges gave little attention to the policies and documents regarding implementation of Internal Continuous Assessment. Recommendations have been formulated that may add value or make an educational contribution to the growing body of knowledge by strengthening Internal Continuous Assessment processes and ensuring quality of assessment practices at these colleges, to significantly enhance students’ academic performance, competence and throughput rate. / Curriculum and Instructional Studies / M. Ed. (Didactics Studies (Curriculum Studies))
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