Stress in non-traditional students may be associated with psychological stress which could adversely affect academic and job performance. Sense of Coherence a resource enabling people to manage tension in a health promoting could positively affect performance. The objective of this study was to investigate how SOC, time-to-degree and academic achievement influence each other in non-traditional students. A cross-sectional survey design was used in this descriptive study. The convenience sample consisted of three hundred and sixty six non-traditional students at a distance learning institution in South Africa. Secondary data for this research came from students who had completed the short form OLQ-13 as part of the official study material for a research module at a particular distance education institution. No theoretical relationship could be found between SOC, time-to-degree and academic achievement. The empirical relationship proved that SOC could not be used as a predictor of time-to-degree and academic achievement of the particular sample under investigation. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted. / AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum. / Mathematical Sciences / Ph. D. (Mathematics, Science and Technology Education)

Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

Text in English / The purpose of the study was to describe and explore the experiences of student nurses in caring for mental health users with profound intellectual disabilities in one of the care and rehabilitation centre at Gauteng province incorporating the Common Sense Model. Qualitative descriptive and explorative research was conducted to explore the experiences of student caring for mental health care users with profound intellectual disabilities and to recommend the best practices in caring for mental health care users with profound intellectual disabilities. Data collection was done using reflective diaries and in depth interviews. Twelve participants participated in the study. The study composed of student nurses (n=12) caring for mental health care users with profound intellectual disabilities. Five themes emerged from the study i.e. emotionally challenging, communication difficulties, lack of knowledge on the nature of intellectual disability, burden of care and mixed feelings. Findings of the study revealed that completing nurses find working with profound intellectual disabilities to be emotionally challenging and that negative experiences outweigh the positive experiences, resulting in their reluctance to want to work with profound intellectual disability users. It is therefore incumbent upon policy makers and hospital administrators to take cognisance of these negative feelings so that ways of minimising these frustrations and promoting the wellbeing of nurses caring for mental health care users with profound intellectual disabilities are promoted. / Health Studies / M.A. (Health Studies)

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Introduction: The aim of the study was to assess the knowledge, attitudes and practices of peer educators and university students, on whether the Peer Education-HIV/AIDS Prevention Programme has made an impact on the behavioural change of the recipients of the module as compared to the non-recipients. Methods: A cross-sectional survey was conducted using stratified sampling design among peer educators and students to assess the knowledge, attitudes and practices of peer educators and students. Participants were selected from Tshwane University of Technology campuses in Pretoria, Soshanguve and Ga-rankuwa. The study was conducted among 300 participants; 150 peer educators and 150 students. Informed consent was provided with each structured questionnaire. Findings and Discussion: Three quarters of the respondents in this study were females. This is consistent with many other studies of HIV/AIDS among students. The response rate in this study was 68% and was higher than the 45% of the Namibian Polytechnic students who participated in the KAP surveys of HIV/AIDS (De Beer et al., 2012). Mean knowledge levels of HIV/AIDS in this study were slightly higher among peer educators (92%) than among students (90%). Peer educators had more positive attitudes towards HIV/AIDS than students in knowing someone who is HIV+ (78% vs. 67%) and sharing a desk with a PLHIV (97% vs. 95%). On whether HIV+ children should mix with others, attitude levels were the same (92% vs. 92%). Better practices were observed on peer educators vs. students - more peer educators (87%) than students (75%) said they always used a condom when they have sex. Conclusion and Recommendations: Knowledge, attitudes and practices of HIV/AIDS are high among peer educators and students at Tshwane University of Technology and it is recommended that the Peer Education-HIV/AIDS Prevention Programme at TUT should continue giving attention to changing attitudes and practices among peer educators and other learners. / AFRIKAANSE OPSOMMING: Inleiding: Die doel van die studie is om die kennis, houding en praktyke van Portuur Voorligters te assesseer, oor die vraag of die eweknie-opvoedkundige MIV/VIGS Voorkoming program 'n impak het op die gedrags verandering van die ontvangers van die module in vergelyking met die nie-ontvangers Metodes: 'n Deursnee-opname is uitgevoer deur gebruik te maak van gestratifiseerde steekproefneming ontwerp onder eweknie-opvoeders en studente om die kennis, houding en praktyke van eweknie-opvoeders en studente te assesseer. Deelnemers is gekies uit die Tshwane Universiteit van Tegnologie kampusse in Pretoria, Soshanguve en Ga-Rankuwa. Die studie is gedoen onder 300 deelnemers, 150 portuuropvoeders en 150 studente. Ingeligte toestemming is voorsien met elke gestruktureerde vraelys. Bevindings en bespreking: Driekwart van die respondente in hierdie studie was vroulik. Dit is in ooreenstemming met baie ander studies van MIV/VIGS onder studente. Die reaksie in hierdie studie was 68% en hoër as die 45% van die Namibiese Polytechnic studente wat deelgeneem het aan die KAP opnames van MIV/VIGS (De Beer et al, 2012). Middel kennis vlakke van MIV/VIGS in hierdie studie was effens hoër onder eweknie-opvoeders (92%) as onder studente (90%). Eweknie-opvoeders in hierdie studie het meer positiewe houdings teenoor MIV/VIGS as studente in die kennis van iemand wat MIV + is (78% vs. 67%), die deel van 'n lessenaar met 'n PLHIV (97% vs. 95%) en of HIV + kinders moet meng met ander (92% vs. 92%). Beter praktyke is waargeneem op portuuropvoeders teen oor studente, meer portuuropvoeders (87%) as studente (75%) het gesê hulle het altyd 'n kondoom gebruik wanneer jy seks het. Gevolgtrekking en aanbevelings: Bewustheid, kennis, positiewe houdings en praktyke van MIV/VIGS is hoog onder eweknie-opvoeders en studente by die Tshwane Universiteit van Tegnologie en aanbevelings sal aangespreek word aan die einde van die studie.

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)

Since 1994 the South African government has implemented principles of equity, redress and social empowerment in broader society and in education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. Moreover, decision-making power is decentralised to School Governing Bodies on which learner representatives serve in secondary schools. Thus, the latter are also involved in the management of discipline. This study explores the learners' role in the management of discipline in urban secondary schools in KwaZulu-Natal. Current perspectives on school discipline and an overview of the learners' role in discipline management in the South African context were provided. A qualitative investigation used interviews with learners and educators in selected schools to collect data. Findings suggest that learner involvement in discipline can be positive but lack of training and poor communication impede the full deployment of learners in this regard. Finally, recommendations for the improvement of practice are made. / Educational Studies / M.Ed. (Education Management)

Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION)