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Attitude to studies of first-year students in biological sciences at the commencement of university level tuitionJordaan, Jean J de V January 1990 (has links)
Bibliography: pages 285-292. / First year students commencing studies in the biological sciences at two universities in the Cape Province, South Africa the Universities of Cape Town and Stellenbosch were sampled by means of a questionnaire. This investigation sought to establish in what way attitudes, formed at school during studies in biology would, on transferring to a university learning environment, play a part in determining successful outcomes of study in biological sciences during the first year of study at a university.
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The knowledge and perception of second and third year medical students at The Nelson Mandela School of Medicine towards chiropracticMaharajh, Sarvesh January 2010 (has links)
Mini-dissertation in partial compliance with the requirements for the Masters Degree
in Technology: Chiropractic, Durban
University of Technology, 2010. / Background: Many previous South African studies exploring the relationship
between the public, chiropractic and other health care professionals have indicated a
poor level of knowledge and perception between the researched populations. The
aim of this study was to determine the knowledge and perceptions of second and
third year medical students at The Nelson Mandela School of Medicine towards
chiropractic.
Objectives: The objectives of this study were firstly, to document the demographic
details of the second and third year participants, secondly, to determine the level of
knowledge and exposure of the second and third year participants to chiropractic,
thirdly, to determine the perceptions of second and third year participants regarding
chiropractic and to compare this between second and third year participants, fourthly,
to determine the utilization of chiropractic by second and third year participants, and
finally, to determine any relationship between demographic factors, knowledge,
perception and utilization of chiropractic.
Method: A survey method was employed with the measuring tool being a
questionnaire. It was decided that only second and third year medical students
would be included in the study.
Results: The response rate of the study was 42.5%. It was found that the majority
of participants were female, of Black ethnicity and all participants were younger than
33 years old.
Participants had a wide range, and a relatively satisfactory level of knowledge of
chiropractic, however, the 3rd year participants had a significantly higher mean
knowledge score than the second years. There was a wide range of perceptions of
chiropractic, but a relatively negative level of perception. There were no significant
differences in perception scores between the groups (p=0.859).
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The third year participants seemed to have a better view of the scope of chiropractic
than second year participants. The utilization of chiropractic by the participants, their
friends and family was found to be low.
A few areas of concern, with regards to the limited exposure that medical students
at The Nelson Mandela School of Medicine have towards chiropractic, were raised.
Conclusion and recommendations: It can be concluded that second and third
year medical students from The Nelson Mandela School of Medicine had a generally
poor knowledge and perception of the chiropractic profession, which may be a
possible reason for the poor communication between chiropractors and qualified
medical practitioners.
The presence of chiropractic students, who served as human anatomy
demonstrators at The Nelson Mandela School of Medicine, may have had an impact
on the results of the study. It is therefore recommended that further studies be done
to investigate the effect that these demonstrators have at The Nelson Mandela
School of Medicine. Basic information on chiropractic should also be included at The
Nelson Mandela School of Medicine to educate medical students on chiropractic.
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Factors influencing high school learners to choose nursing as a careerMbangi, Ntombovuyo 24 July 2014 (has links)
Submitted in fulfilment of the requirements for the Degree of Master of Technology: Nursing, Durban University of Technology, 2014. / Globally there is recognition of a health workforce crisis characterised by critical shortages, migration, and an uneven geographical distribution of health professionals. The Nursing Strategy for South Africa records that for many decades nursing has been a career of choice for South Africans from all sectors of society (Department of Health 2008: 11). That has changed as nursing has become less appealing to learners. This raises questions as to the knowledge, attitudes and perceptions of learners towards the nursing profession.
Aim of the study : The aim of the study was to determine factors influencing high school learners towards nursing as a career.
Methodology : A descriptive cross-sectional quantitative and qualitative design was used to guide the study. The study was conducted in two high schools that were purposely sampled; the population comprised of high school learners from the two schools. Questionnaires were used to collect data from Grades 10 and 11. Life Orientation subject teachers were interviewed during data collection. Quantitative data was analysed by using SPSS. Qualitative data was analysed by using thematic analysis.
Results : The findings of this study revealed that learners had inadequate knowledge of nursing. Interviews with teachers showed that this inadequate knowledge by learners could be associated with a lack of active involvement of the Department of Health in promoting nursing as a career.
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Perceptions of community psychology among Honours/BPsych students in the Western CapeJohnson, Kim 03 1900 (has links)
Thesis (MA (Psychology))--University of Stellenbosch, 2006. / In South Africa, a dire need exists for a psychological approach that would be appropriate and adequate for all South Africans while opposing remaining historical inequalities. Psychological services are saturated within the predominantly white private sector but scarce for the predominantly disadvantaged who are dependant on public services. The aim of the present study was therefore to investigate the perceptions of Community Psychology among psychology Honours/Bpsych students. A combination of qualitative and quantitative research methods were employed in this study. A self-constructed questionnaire was used for obtaining data. A convenience sample was obtained from the universities of Cape Town, Stellenbosch and the Western Cape. Qualitative data were analysed using thematic content analysis. The outcomes of this study are firstly, that there is no significant relationship was established between race and tendency to study community psychology with the exception of the first year. Secondly, the relationship between gender and tendency to study community psychology was also non-significant. The results of the qualitative findings did however suggest that negative perceptions of community psychology are evident among students thus suggesting that they are deterred from pursuing it as a career.
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Black truants' perception of the relevance of their schooling13 August 2012 (has links)
M.Ed. / The problem of truancy is causing a great deal of concern for the communities, for the state, for the family and for the school. The number of students who deliberately stay away from school on certain occasions is on the increase. The fact that absenteeism and truancy have become significant predictors of problem behaviour, troublesomeness and sometimes delinquency in secondary schools, makes it even more vital that the problem of truancy needs to be addressed with the urgency that it deserves. Up to now, very little is known about the contribution made by the curriculum content towards truancy. The structure of the curriculum, methods of instruction, the timetable, examination pressures and extramural activities are some of the possible causes of truancy. School rules, teacher attitude and teacher expectations are also among some of the contributing factors to absenteeism. The purpose of this research, therefore, is to attempt to find out if the curriculum content plays any part in curbing the problem of truancy, and to ascertain if there is a possible contribution of the curriculum content towards truancy. It is also one of the fundamental aims of this survey to learn more about the value orientations of children who do not attend school regularly and to establish curriculum changes that might be needed to alleviate the problem of truancy. In order to investigate the possible contributions made by the curriculum content, and the perceptions of black truants of their schooling, a two-part methodology was devised. In the first place, a questionnaire was formulated and a pilot study was conducted at a school that was not part of the target group. A survey was subsequently carried out at three Mamelodi high schools. The data from the questionnaire were analysed using the first and second order factor analyses, and even a discriminate analysis was applied on the data. The following format has been used in the presentation of the results. First, the findings from the literature study are discussed, and then results obtained from the empirical study are also outlined. From the literature study it was found that the content of the curriculum does not satisfy the needs of the individual student and can therefore lead to truancy. The schools' system such as school rules, timetables, language and methods of instruction sometimes demotivate students from attending school regularly. Teachers and family members also play a role in discouraging students from seeing any value in attending school. The following statistically significant differences were found after the analysis of the respondents' estimates of the applicability of the statements in the literature study as reflected in the questionnaire. If students had a choice, more truants than non-truants would stay away from school. More truants find school and school activities less interesting and most do not know what they want to do with their lives after completing school. More truants than nontruants find school irrelevant and school subjects less important and of less value to their future aspirations. It is against this background that one can conclude that indeed the school curriculum content does not help much in curbing the problem of truancy.
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The effect of persuasive messages on students' global warming opinions : a focus on source credibility.Mahoney, Shiva 08 April 2013 (has links)
People are exposed to and influenced by persuasive tactics on a daily basis. Greater knowledge on the processes of persuasion would allow for the development of mechanisms that can assist in building people’s resistance to corrupt persuasive attempts and to heighten the use of persuasion for purposes that are beneficial. Despite the extensive amount of research that has been dedicated to investigating these dynamics, understandings remain predominantly inconclusive. It is for these reasons that this study sought to gain a greater understanding of the role of source credibility in persuasive processes. ‘Time’ and ‘source credibility’ were manipulated as the independent variables and used to assess changes in the dependent variable of ‘global warming opinions’. Results showed a general decline in global warming concern across the control and experimental conditions. These results highlighted the role of other interacting variables in persuasive contexts, while also further highlighting the great need for future studies in this domain.
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Exploring multilingualism, language use, and attitudes among secondary school learners.Nkadimeng, Shilela Pinkie 27 February 2014 (has links)
Language, schooling and self have always been inextricably intertwined in the life of high school adolescents. Yet, there has been a paucity of research that investigates the relationship between language, identity, and language-in-education policies that often contradict multiple and fluid identity expressions of young adolescents. The aim of this study project was to explore the relationship between multilingualism and identity construction among urban black youth in two heteroglossic schools of Soweto township and to understand identity of black urban youth in South Africa.
Two phases of data collection were carried out. First, a baseline survey of language patterns was administered to a total of 138 (n=138) grade 11 adolescent youth ranging from 15-19 years old. The second phase involved focus group discussions comprising 10 and 7 self-selected multilingual adolescents per school in order to approximate out of school multilingual spaces to explore a full range of language use, identity expressions and language attitudes.
The results of the study are two pronged. The survey revealed a high degree of multilingualism and multilayered identities among the participants as manifested in all spheres of their lives such as the school yard, home, and conversation with friends. However, this complex identity matrix is constrained by classroom practices that are torn between monolingual policy preferences and actual language mixing. Correspondingly, focus group-based language performance and metacognitive reflections on multilingual performance also revealed that a fluid, mobile and versatile communicative practice referred to as translanguaging, which goes a step further from traditional code-switching, is a norm among these urban youth adolescents.
The study concludes by highlighting tensions on identity constructions of highly multilingual urban youth. The pervasiveness of identity construction through the translanguaging phenomenon suggests cross-language boundaries and emergence of new urban identities that are expressed through hybrid varieties such as ‘kasitaal’. Multilingually sensitive education approaches that are considerate of the inextricable relationship between age of identity construction, language and education as well as new areas for further research are recommended.
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A social cognitive investigation of drinking and driving among young males in Pietermaritzburg.Shozi, Sibonelo. January 2009 (has links)
Responding to a body of literature that identifies road crashes caused by drinking and driving as a serious social and economic issue in South Africa, this research aims to investigate behaviour and beliefs relating to drinking and driving among young males in the Pietermaritzburg area of KwaZulu-Natal, South Africa. This sampling criterion emanates from the identification of this group as an at-risk demographic for alcohol-related road accidents and fatalities. Underpinned by Albert Bandura’s Social-Cognitive Theory, which explores the reciprocal relationship between beliefs, behaviour and environment to explain behaviour, the research surveyed 190 young males between the ages of 18 and 35 years that self-identify as drunk drivers. The research focused on determining and describing the constraining and enabling factors contributing to drinking and driving among the group.
The findings explore the high frequency of drinking and driving in the sample which is found to be, to varying degrees, informed by their relationship to their family, peer groups and social context. The research also uncovers a concerning trend of overestimating driving ability when drunk. It further identifies a lack of perceived risk relating to law enforcement. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.
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An experimental study of the effectiveness of group therapeutic techniques in improving black-white relations among university students.Naidoo, Lohirajh Ravindra. January 1990 (has links)
The need for an effective group programme to improve Black-White relations on
desegregated university campuses in South Africa was identified as the focal area of
concern of this study. A particularly urgent need to address the issue of Black-White
relations in the University of Natal was shown to exist in view of its rapidly increasing
multiracial student composition relative to other South African university campuses.
Local and international literature was reviewed to provide guidelines for the
construction and evaluation of appropriate programmes that reflected the dominant
approaches that characterise group therapeutic strategies of improving intergroup
relations. A significant absence of rigorous scientific evaluation of intervention
strategies was noted. Two longitudinal, biracial group programmes were selected for evaluation viz. Group
Programme A and Group Programme B. Programme A was reflective of a
confrontational approach and Programme B was reflective of a non-confrontational
approach. The programmes were based on the assumptions of humanistic
psychotherapy, social psychological and sociological theories of prejudice formation
and racism, and social learning theory. The project utilised an experimental before and after control group design. Forty five
Black and 45 White students were randomly selected from a pool of first-year
university students who fulfilled designated selection criteria. Fifteen Black and 15
White students were randomly assigned to Groups A, B and C. Groups A and B were
subjected to Programmes A and B respectively while Group C was used as the control
group. Four evaluation measures were used pretest and posttest viz. the Philosophy
of Human Nature Scale, Heimler Scale of Social Functioning, Racial Discomfort
Questionnaire and a Behavioural Interaction Change assessment. All four research hypotheses adopted were confirmed by the data analysis. The study highlighted the effectiveness of Group Programme A in improving Black-White
relations. It was demonstrated that contact per se was not sufficient to improve race
relations among university students. The central importance of developing insight
into barriers in interracial communication was emphasised. While both Black and
White students benefitted significantly from their participation in the Group
Programmes, Black students derived fewer benefits than White students.
Several recommendations were made for the utilisation of the research findings in
university and wider communities. Further research possibilities arising from the
present study were explored. / Thesis (Ph.D.)-University of Natal, Durban, 1990.
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Social identity development among students doing diversity and learning module at the University of KwaZulu-Natal.Khanyile, Ntombifuthi Iorah. January 2006 (has links)
The casting of the votes for the first time for all South Africans irrespective of race, gender, social class and language brought hope of a better life for all in South Africa. There were fears and uncertainty but many were optimistic about the future in our country. The new democratic South Africa had challenges that needed drastic transformation. That included understanding each other in terms of social identities and power relations since these challenges involved the end of discrimination of any kind, living together, losing some privileges to those who had them, and sharing some powers. Before 1994 when South Africa was under the spell of apartheid, South Africans were divided into social groups that forbade people to know each other. Some people for example White people, men and upper class people who had privileges enjoyed their privileges in the expense of others who had no privileges like Indians, Coloureds, Africans, women and lower class people. These groups that were powerless were oppressed and discriminated against. That resulted into anger, hatred and dissatisfaction among people. They became far apart from each other. Therefore all South Africans (privileged and non privileged) had to renegotiate their social identities and change their understanding of who they are. That could not be done automatically, strategies had to be implemented so as to influence these kind of changes in people. This research was done in order to find if students on the Diversity and Learning (DaL) module of Social Justice Education have developed in their understanding of social identities. Interviews were done at the University of KwaZulu Natal Edgewood Campus. Literature concerning social identities was examined. A qualitative research design was used. A non - probability sampling method was used with reliance on available subjects. The snowball method was used to find 8 students, comprising of 2 Whites, 2 Blacks, 2 Coloureds and 2 Indians where both sexes were involved. Data was collected through an in-depth interview to enable self - reports from the samples. The finding of the research shows that students on the DaL module do seem to have gone through some changes, and these changes are in the areas which DaL module addresses, that is, race and gender. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.
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