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Notwithstanding the possibilities offered by FET subjects in the field of Technology, the selection of these subjects is not very common which results in a shortage of skilled trade workers, impacting negatively on the country’s economic growth. The researcher was therefore interested to establish the determinants affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area. By means of a literature and empirical study the aforementioned was investigated. In the literature study, which provided the foundation for the study, the rationale and value of Technology education and its infusion in the South African school curriculum were explored. This was followed by an examination of possible factors impacting on learners’ subject choice. The literature study was concluded by providing a concise outline of subject choices in the field of Technology as specified by the Department of Basic Education. The empirical study was based on a sequential explanatory mixed methods research design. The research consisted of two parts. A quantitative survey, using self developed questionnaires, was conducted in 17 schools among 10 Grade 9 Technology teachers and their learners (n=388) in two districts of the Sedibeng area. This was followed by a qualitative, phenomenological study in which three Technology subject facilitators working in the same area were interviewed. By applying a factor analysis, the quantitative research results revealed that central and peripheral factors affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area could be distinguished. The central factors included the following: competent, compassionate teachers, the personal and developmental value of the subject, stimulation and the distribution of information regarding the subject. The range of subjects for the FET phase in the field of Technology offered by schools, the complexity level of subjects in the field of Technology, personal interest in a subject and future prospects offered by a subject constituted the peripheral factors. The qualitative findings were used to clarify, refine, explain and extend the quantitative results. The research participants in this part of the study indicated that much could still be done to enhance the competence and compassion of Technology teachers, that the value of Technology education should be better justified and that the availability and quality of resources in the field of Technology education deserves attention. There is thus evidence that much must still be done to make the selection of subjects in the field of Technology more attractive to learners.

Notwithstanding the possibilities offered by FET subjects in the field of Technology, the selection of these subjects is not very common which results in a shortage of skilled trade workers, impacting negatively on the country’s economic growth. The researcher was therefore interested to establish the determinants affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area. By means of a literature and empirical study the aforementioned was investigated. In the literature study, which provided the foundation for the study, the rationale and value of Technology education and its infusion in the South African school curriculum were explored. This was followed by an examination of possible factors impacting on learners’ subject choice. The literature study was concluded by providing a concise outline of subject choices in the field of Technology as specified by the Department of Basic Education. The empirical study was based on a sequential explanatory mixed methods research design. The research consisted of two parts. A quantitative survey, using self developed questionnaires, was conducted in 17 schools among 10 Grade 9 Technology teachers and their learners (n=388) in two districts of the Sedibeng area. This was followed by a qualitative, phenomenological study in which three Technology subject facilitators working in the same area were interviewed. By applying a factor analysis, the quantitative research results revealed that central and peripheral factors affecting Grade 9 learners’ selection of subjects in the field of Technology for the FET Phase in the Sedibeng area could be distinguished. The central factors included the following: competent, compassionate teachers, the personal and developmental value of the subject, stimulation and the distribution of information regarding the subject. The range of subjects for the FET phase in the field of Technology offered by schools, the complexity level of subjects in the field of Technology, personal interest in a subject and future prospects offered by a subject constituted the peripheral factors. The qualitative findings were used to clarify, refine, explain and extend the quantitative results. The research participants in this part of the study indicated that much could still be done to enhance the competence and compassion of Technology teachers, that the value of Technology education should be better justified and that the availability and quality of resources in the field of Technology education deserves attention. There is thus evidence that much must still be done to make the selection of subjects in the field of Technology more attractive to learners.

There is widespread concern in many Western countries over the declining levels of uptake of science at the upper levels of high school. In contrast, Taiwanese senior high school students have a greater tendency to choose science rather than social studies and achieve highly in international comparative tests. The well-developed technology industries in Taiwan also suggest that science education in Taiwan has been a success. However, the attitude toward school science, unlike the promotion of scientific attitudes, has received little attention in Taiwanese schools. This paper firstly investigates 729 students’ attitudes toward both school and real-world science. The results show that the high level of uptake of science is not strongly associated with positive attitudes towards science as a subject. Few differences were found in the affective responses to school science between the Natural Sciences programme (NSP) and Social Studies Programme (SSP) students, with only a minority expressing a positive attitude to science in both cases. The research findings challenge the simplistic linking of attitudes and uptake in this context. This research then seeks to understand this unusual phenomenon by exploring the nature of and influences on students’ subject choice decision-making. Through focus group discussions with students and interviews, this research explores the sources of students’ perceptions of science and social studies, identifying influences derived from the teaching of school science itself but also those arising from ‘external’ contexts of wider society, including cultural and economic influences. The results show highly complex relationships between students and the surrounding actors, i.e. parents, teachers and the media. The findings also demonstrate possible explanations why students are doing well in school science and in industry but have not produced prominent discoveries or achievements in the world’s academic research. Drawing on Taiwan’s distinctive socio-cultural context, this research provides a different perspective from that in western science education research literature on the factors that shape science uptake.

The first aim of this research was to identify the factors that relate to the career maturity of school-going girls and more specifically the factor positive possible selves. Secondly, the study aimed to measure the stability of the construct career maturity as learners progress from one grade to the next without any guidance intervention. The work of Super (1957), Crites (1969) and Langley (1988) formed the theoretical framework for the investigation of the contextual factors such as subject choice and career choice and the biological and psychological factors such as grade, self-efficacy, self-esteem, perceived and actual academic achievement and positive possible selves in relation to career maturity. Quantitative research that involved a cross-sectional and longitudinal research design was implemented. Career choice and self-esteem were the strongest predictors of career maturity Self-efficacy showed marginal significance and possible selves explained only 2% of the variance of the dependent variable career maturity. / Psychology of Education / M. Ed. (Guidance and Counselling)

Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.

This thesis presents three empirical analyses in the economics of Higher Education within the United Kingdom. The first analysis evaluates the impact of student funding reforms on participation and course choice, through the use of a difference-in-differences strategy with heterogeneous treatment effects. The results show that students who received the largest increase in study costs were less likely to move further away and also more likely to study a subject with lower graduate wage premia due to the significant reduction in the risk of investing in higher education. Students who received the largest increase in up-front financial support were more likely to attend a university further away. The second question addresses whether undergraduate subject choice is affected by changes in the expected benefits and opportunity costs of investing in HE through variation in the labour market. Students who reside in areas of high unemployment are found to be less likely to choose subjects with the largest graduate wage and employment premia. This suggests that students may be afraid of failure in challenging labour markets and instead choose to study subjects with a greater chance of success. However, lower socioeconomic status students are more likely to study subjects with the highest graduate wage and employment premia. This suggests that the students who may be the most aware of the costs, are also the most aware of the benefits. Finally, the third analysis investigates whether students who are socioeconomically disadvantaged incur a further penalty in terms of degree attainment. The results show that the most disadvantaged students outperform their advantaged counterparts. This may be due to pre-university attainment being an imperfect measure of ability in the most disadvantaged students, or that students who have had to overcome the most challenges to attend university are better-equipped and more determined to succeed.

The first aim of this research was to identify the factors that relate to the career maturity of school-going girls and more specifically the factor positive possible selves. Secondly, the study aimed to measure the stability of the construct career maturity as learners progress from one grade to the next without any guidance intervention. The work of Super (1957), Crites (1969) and Langley (1988) formed the theoretical framework for the investigation of the contextual factors such as subject choice and career choice and the biological and psychological factors such as grade, self-efficacy, self-esteem, perceived and actual academic achievement and positive possible selves in relation to career maturity. Quantitative research that involved a cross-sectional and longitudinal research design was implemented. Career choice and self-esteem were the strongest predictors of career maturity Self-efficacy showed marginal significance and possible selves explained only 2% of the variance of the dependent variable career maturity. / Psychology of Education / M. Ed. (Guidance and Counselling)

The study population for the research comprised Grade 9 learners attending three co-educational, independent schools in KwaZulu-Natal in order to determine factors influencing the selection of business studies for FET phase. Methodology involved qualitative and quantitative approaches with closed and open-ended questionnaires plus one-on-one interviews. Descriptive statistics were produced and opened ended questions and interviews were examined for trends and influences. Findings reflected wide divergence in factual information, attitudes, and opinions on significant issues such as expected level of difficulty, influence of educators, parents and peers on selection, amount of work required and value of subject for future studies or careers. Conclusions were that there was a lack of completed research indicating a need for future research, greater preparation was required pre-FET level to assist decision making about selection of the subject which should involve parents, educators and input from the business world. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Enrolments in agriculture programmes at universities in South Africa are low when compared to the other programmes. The purpose of this study was therefore to identify factors influencing the choice of agriculture as a study discipline by undergraduates in agriculture, in an open distance education university in South Africa. The study also investigated the impact of the three agriculture curricula taught at school level, as well as how well it prepares students for tertiary education. Both qualitative and quantitative research methods were used. Open distance-learning agriculture students and agriculture educators participated in the survey. A structured online questionnaire and an open-ended questionnaire were employed. The study revealed that two major composite variables, namely family and friends, as well as job considerations, were highly significant in the students’ choice of agriculture at tertiary level. The impact of the agriculture curricula taught in the schools in preparation for tertiary education gave learners basic terminology and concepts involved in agriculture. The study also revealed challenges faced by agricultural science educators amongst which were the revealed challenges faced by agricultural science educators amongst which were the learners’ negative attitude towards the subject, inadequate or lack of infrastructure, and lack of proper guidance and counselling regarding choosing of subjects as factors that could hinder effective teaching and learning of agriculture in South Africa schools. Students studying through open distance learning indicated convenience, flexibility of studying at own pace, and ample time to spend with family and work, as factors that influenced their choice of studying through open distance learning. Recommendations on how to improve the agriculture curriculum in South African schools and attract more students’ enrolment in agriculture as a field of study at tertiary level upon completion of grade 12 are discussed in detail in the study / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)