Prompted by increasing demand in South Africa for the development of a focused but flexible English Second Language (ESL) curriculum at university level, this thesis contends that substantial theoretical under-pinning is needed for decisions on ESL course materials. Once the theoretical constructs are determined, a model based on a systematic approach to course design is proposed. It maximizes the individualization of experiential learning, despite the large numbers of students who take these courses, through a multi-form course structure offering four streams of study at three levels of difficulty. Entry is possible at the start of the year and at mid-year. The empirical research which forms the basis of the study is an analysis of the 1985 student group at the University of South Africa (UNISA). Several methods are used, including post-course questionnaires, diagnostic assignments and a detailed language and stylistic error count linked with a clause analysis of a sample of assignments and examination scripts. The model curriculum meets the contextually basic science requirements of a university course, within the parameters of response needed in regard to the ESL student profile determined by the needs and role analysis completed in Chapter 2. Model aims and terminal learning objectives are presented in Chapter 3 as the foundation on which the rest of the thesis is constructed, and include comprehension, applied composition, oral and aural skills, use of reference works, methods of thinking, and occupationally relevant specialist language. In Chapters 4 and 5, in-depth analyses of appropriate course content and methods emphasize the use of Afrocentric English literature in contemporary settings with appropriate readability levels, language in use in specified contexts, development of vocabulary, remedying incorrect usage, comprehension skills, composition skills, development of cognitive processes, oral and listening skills, and the purpose and place of grammar. The final chapters outline approaches to criterion-referenced assessment and evaluation, and suggest appropriate set works and criteria for their selection. The course materials aim at improving English communicative performance. The underlying principles used in developing this course design and its associated materials can be valuably extrapolated and applied at universities and other tertiary institutions. / English Studies / D. Litt et Phil. (English)

The problem with which this investigation is concerned is that of determining the differential impact of informational delivery systems T1 (games and simulations), T2 (closed-circuit television), T3 (programmed learning), and T4 (standard lecture and discussion) on student understanding of elementary economic concepts as measured by the Test of Understanding in College Economics. In addition, the study seeks to determine whether a significant relationship exists between students' revealed preferences for specific informational delivery systems and increased economic understanding, and whether a significant relationship exists between students' evaluation of specific informational delivery systems as most effective in preparation for class examinations and increased economic understanding.

Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007 / Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Using a case study approach, this thesis describes the listening practices of tirst year students at a technikon in the Western Cape. The research was conducted over a period of two years, from 2002 - 2003. Research data are gleaned from an analysis and interpretation ofresponses from several ethnographic tools: questionnaires (completed by lecturers and students), notes on class observations, oral interviews and audio-visual samples ofstudents' gestures and actions in class. Oral and written lecture recall assessments are analysed and interpreted with a view to describing students' listening practices. Six first year students, whose home languages are Xhosa and Afrikaans, are selected for research. The impact oftheir listening and learning through the medium ofEnglish is considered, as well as the influence ofchange in a learning culture, socio-cultural and socio-economic factors. Their life stories are analysed in depth to consider how factors in their lives influence their listening in class. Pairs ofselected students are compared to try to identify the qualities ofeffective listeners. The impact oflistening on these students' academic performance is examined and the role ofeducators as facilitators is considered. It is concluded that both students and staffhave a role to play in improving students' listening and English proficiency in order to promote academic success.

Thesis (MTech (Education))--Cape Technikon, 1998. / Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.

Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2016. / Community engagement in universities of technology is evolving to become a game-changer in addressing the economic challenges of the country (Erasmus, 2005:4). Service learning (SL) as a form of community engagement is promoted in higher education, as a learning paradigm. Conway, Amel and Gerwien (2009:238) encourage enquiry into the benefits of this pedagogy and the partnerships involved, as faculties curriculate and adopt the service learning model into current programmes (Lazarus, Erasmus, Hendricks, Nduna & Slamat, 2008:60-61). The SL project of the Tourism Management Department at the Cape Peninsula University of Technology (CPUT) is distinctive in design from the generic social-change focussed projects within Universities of Technology (UoTs). Its outcomes are based on the development of business plans for small and medium enterprises for implementation. The assessment of this interactive learning process was essential to determine whether it yielded any positive change in the participants. Thus the aim of the study is to determine the success or otherwise of the service learning project, so as to ensure that the small, medium and micro enterprises (SMMEs) community and students benefit from the Tourism Management project. The study sample included nine small and medium tourism entrepreneurs (SMTEs) and 178 third year tourism management students. From the sample two SMTEs participated in one-on-one interviews and six students participated in a focus-group interview. Action research was undertaken for this study, and census sampling was adopted to collect quantitative and qualitative data from project participants. The ATLAS.ti 7 data analysis programme was employed to process the qualitative data, and SPSS 22.0 software was utilised to develop frequency tables from the quantitative data. All data was triangulated to obtain conclusions. Fifty-two percent (52%) of student participants learnt leadership skills, with 64% indicating essential benefits on business skills. Company visions were shared throughout the collaborative process, and 76% of SMTE responses, directed to the students’ solutions, being highly innovative for their businesses; and these were implemented to improve business processes. The findings of the study attested to the SL model improving reciprocal learning, and having positive benefits for all partners involved. In continuing the essential dialogue on implementation of SL in higher education, sustainable partnerships in SL projects are essential to ensure continued positive results. The majority of participants responded positively to a willingness to participate in a similar project, which is a positive indicator of the benefits of the project. Implications for future studies point towards a need for continued monitoring of growth performance in the participating small and medium enterprises.

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017. / A steady decline in student enrolment at the Tshwane University of Technology’s Faculty of Engineering and the Built Environment (TUTFEBE) was seen in recent years. Small numbers of South African pupils have been matriculating with Mathematics as a subject, and most of them have been underperforming. Since there has been no scientific evidence to date on which recruitment and guidance efforts work best for attracting quality learners for courses in engineering at the Tshwane University of Technology (TUT), this study was conducted to identify the factors that influence learners’ choice of engineering as a career. This information could assist in the design of an evidence-based recruitment and marketing model. A single-case explanatory study design was used for this research, since it focused on the TUTFEBE. A quantitative and qualitative study was completed by means of inputs from first-year extended curriculum engineering programme students. The data was analysed using the Statistical Package for the Study of Social Sciences (SPSS). By studying the qualitative data from more than one viewpoint, the quantitative findings were verified and triangulated. The influences that played a role in learners’ career choices were identified. Thematic clusters emerged as stimulation or creation of an awareness of or interest in engineering, the influences of different people on learners’ career choices, relevant exposure to careers in engineering, the huge impact of Maths and Science teachers on learners’ career decision-making, method of teaching, employability and the image and reputation of an institution. It became evident that engineering faculties themselves need to assume responsibility for the recruitment of their students. Copying seems to be the main coping strategy in most institutions regarding marketing and recruitment engagements. Although many of TUTFEBE’s current marketing and recruitment actions were on par with the rest of the world, alternative actions were identified and implemented in the model. Informed consent in written format for both the quantitative and qualitative studies was obtained from the subjects after they had been informed what the purpose, risks and benefits were and which procedures would be implemented to ensure confidentiality. The subjects were informed of their right to withdraw at any stage, without any penalty or disadvantage, and were assured that withdrawal would in no way influence their continued relationship with the researcher or their academic progress at TUT.

This study unravels the connector patterns and mental activities that the Chinese learners of English as a Second Language (ESL) and native-English speakers display/perform upon the adoption of adversative, causal and temporal connectors while writing English argumentations, descriptions and narrations. It focuses on the ways in which the Chinese ESL learners’ thinking and connector production recursively interact in meaning-building processes. To elicit information of the writers’ mental processes, three English writing tasks with concurrent verbal reports were used as main elicitation tools. Chinese university students from Low, Mid and High proficiency levels and native-American-English users (Native) were asked to speak out their thoughts while writing English argumentations, descriptions and narrations. Data were also elicited from the retrospective verbal reports and following-up interviews which were conducted right after each writing and concurrent verbal report. Comparison of connector patterns in English texts produced by the Chinese and native-English writers suggests that the Chinese Mid and Low groups use significantly more connectors than the Native group while connector frequencies between the Chinese High and the Native group reveal no significant difference. It has been argued that the High-level students, being more linguistically skilled, can use connectors as well as other cohesive devices to form textual connections as their native-English-speaking counterparts. However, the Mid and Low-level writers, lacking abilities of manipulating other cohesive devices, tend to rely mainly on connectors. Moreover, comparison between the three Chinese groups indicates that the Mid uses significantly more connectors in English texts than the High and Low groups. The Mid group, on the one hand, is not linguistically mature enough to use various cohesive devices as skillfully as the High group, but, on the other hand, has more knowledge on the connector usage than the Low. When connectors were analyzed by category, it is found that the Chinese students use fewer adversative connectors in argumentations and narrations than the native-English writers. This pattern is found to have arisen from the Chinese students’ rigid textual development. ESL learners, due to their poor second language (L2) proficiency, cannot develop sophisticated argumentative and narrative structures. Instead of resorting to counter-arguments and reverse-order narration, they tend to simply list ideas. This could result in lower occurrences of adversative connectors in their argumentations and narrations. The data that are extracted from concurrent verbal reports reveal that the Chinese students use their first language (L1) for five mental activities: (1) initiation, (2) revision, (3) comment-making, (4) decision-making, and (5) monologue-conducting while using L2 for only two: initiation and revision. Examinations on the cognitive demand of the mental activities show that ESL learners rely more on their L1 to perform the cognitively more demanding activities such as comment-making, decision-making and monologue-conducting. Furthermore, the verbal data show that the L2 proficiency levels affect ESL writers’ mental activities in two ways. First, proficient ESL learners report larger linguistic units than the less proficient ones. Second, proficient ESL learners report higher proportions of cognitively more demanding activities than the less proficient ones. These two patterns are argued to result from the different working memory capacities of the proficient and less proficient ESL writers as well as the different ways of processing information in their working memory. Finally, a model of L2 writing process is developed to delineate how L2 proficiency, working memory and cognitive process interact and contribute to L2 writing process. Theoretically, this L2 model refines the L1 model and enriches the current understanding of the L2 writing process in three ways. First, mental activities are classified according to how much cognitive workload they demand. Such categorization is necessary because it explains ESL learners’ language choice while doing verbal reports and also explains the difficulties the learners encounter in L2 writing. Second, the L2 model separates the composing process as pre- and post-stage, which allows us to see how frequencies and types of mental activities differ in the two phases. Third, by including language choice, the L2 model addresses a wider interpretation of the mental activities in writing process. Pedagogically, the comprehensive and explanatory accounts of the connector patterns and mental activities address the problems that ESL learners have when using connectors in L2 writing. This will definitely facilitate the teaching of L2 writing.

Orientador: Oscar Braz Mendonza Negrão / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-15T06:18:15Z (GMT). No. of bitstreams: 1 Scortegagna_Adalberto_D.pdf: 7353931 bytes, checksum: 4556d3ef5239709860fb5ae5e028ba45 (MD5) Previous issue date: 2009 / Resumo: O trabalho busca examinar de que forma os conteúdos geológicos permeiam o curso de Licenciatura em Geografia da Universidade Federal do Paraná (UFPR), verificando a adequação e suficiência desses conteúdos na disciplina de Geologia Introdutória (GI), suas possíveis articulações com as demais disciplinas do curso e a existência de compatibilidade entre o que é trabalhado na disciplina de GI e a necessidade desse conhecimento nas demais disciplinas. A pesquisa se fundamentou na análise de ementas e programas de diversas disciplinas, bem como no acompanhamento, gravação, transcrição e análise dos conteúdos desenvolvidos nas aulas da disciplina de GI. A análise dos dados possibilitou caracterizar a forma como os conteúdos geológicos estão sendo trabalhados nessa disciplina e identificar como se fazem presentes em várias outras disciplinas do curso. Constatou-se, também, que a disciplina de GI segue um modelo tradicional no ensino de geologia e que há certo desequilíbrio na atribuição de carga horária aos conteúdos trabalhados. Destaca-se, entre outros aspectos, que o conteúdo "minerais e rochas" é trabalhado de forma aprofundada e abrange metade da carga horária da disciplina. Outros conteúdos relevantes para a geografia, como "Tectônica de Placas" e "Tempo Geológico" são trabalhados de forma sucinta, dificultando as interligações necessárias com os conteúdos das demais disciplinas. A análise demonstrou ainda que, apesar de sua importância como disciplina base do domínio da geografia física, a disciplina de GI tem uma carga horária reduzida, aquém de sua real necessidade. Pôde-se, então, inferir que os conteúdos geológicos devem ser ampliados e reorganizados, priorizando-se conteúdos relevantes para o curso de Geografia. Dessa forma, os conteúdos geológicos poderiam desempenhar seu papel de destaque na geografia, atendendo às necessidades do curso, o que teria reflexos na formação do professor, em especial na geografia escolar e, consequentemente, na interpretação do espaço geográfico. A pesquisa propiciou também a elaboração de um fluxograma, demonstrando como determinados conteúdos da disciplina de GI se refletem em outras disciplinas do curso, e poderia servir de modelo para outros cursos de graduação em Geografia, com o objetivo de constatar a inter-relação entre as diversas disciplinas, evitando assim a repetição ou a ausência de conteúdos relevantes na formação desse profissional / Abstract: This paper aims at examining how topics of geology permeate the Geography Teaching Licensure Course in the Universidade Federal do Paraná (UFPR), assessing the adequacy and sufficiency of such topics in the subject of Introductory Geology (IG), its possible relations to the other subjects of the course, and the compatibility between what is studied in IG and the need of this knowledge in other subjects. The research was based on the analysis of overviews and programmes of many different subjects, as well as on the monitoring, taping, transcription and analysis of topics developed during IG classes. With this data, it was made able to describe how geology is being studied in this subject and to identify the way the study of geology is present at other subjects of the course. It was also noted that IG uses a traditional model of geology teaching and that its credit hours are unevenly distributed among topics; the topic "minerals and rocks", for instance, is more widely developed and takes up a half of the credit hours of the subject. Other topics relevant to Geography, such as "Plate tectonics" and "Geologic time" are briefly developed, making it hard to establish necessary interconnections with the topics of other subjects. The analysis has also shown that, despite its importance as a core subject in physical geography, IG has a small amount of credit hours, not up to par to its real necessity. It can be inferred that geologic topics should be widened and reorganized, prioritizing topics relevant to the Geography course. This way, the geologic topics could play the lead role in Geography, attending the needs of the course, which would reflect on the teacher's training, especially in scholastic Geography, and consequently, on the interpretation of the geographic space. The research was used to develop a flowchart that depicted how topics of IG are related to other subjects of the course. The flowchart could also be used by other Geography courses, with the objective of noting the interconnection between the many subjects, thus avoiding the repetition or lack of relevant topics in the training of this professional / Doutorado / Doutor em Ciências

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract