Doctor Educationis / This study explores the principles of form-focused tasks for Xhosa second language at tertiary level. The latest developments in second language acquisition and in pedagogy are reviewed. The study field of second language acquisition developed from within the confines of applied linguistics as the result of a search for more effective language teaching methodology. While acknowledging the fact that Universal Grammar plays a role in the acquisition of both a first and a second language, there is general agreement that there is a difference between the two processes. A prominent issue in current second language acquisition research is the degree of access that a learner has to Universal Grammar in the acquisition of a second language. Some salient features of Universal Grammar such as principles and parameter settings, markedness, transfer and fossilization are explored in this study. Different syllabus types are reviewed. Task-based syllabus types are described as a suitable syllabus type for the current paradigm. Input enhancement in terms of a focus on form is suggested as a way to achieve effective second language learning and teaching. Ways to adapt study materials according to the requirements of a task-based approach are explored.

This thesis is significant in that it is one of the first evaluations of a computer classroom psychosocial learning environment and investigation of associations between learning environment factors and students' attitudes at the tertiary level in Thailand. Both quantitative and qualitative methods were used in this study. Three questionnaires were employed to provide quantitative data: the College and University Classroom Environment Inventory (CUCEI), the Computer Laboratory Environment Inventory (CLEI), and the Attitude towards Computer and Computer Courses (ACCC). The three questionnaires were administered to 905 computer science students in order to investigate their perceptions of their learning environment and associations between this and their attitudinal outcomes. Overall, the results generated from scale internal reliability analysis, mean correlations and ANOVAs suggested that the modified Thai versions of the CUCEI, CLEl, and ACCC are valid and reliable instruments for measuring students' perceptions of computing laboratory learning environments in a Thailand university. The results of an application of the CUCEI and CLEI demonstrated that students had positiveperceptions about their computer classroom learning environment. The qualitative data obtained from student interviews supported the information from questionnaires and provided more detail about the computer classrooms. Measurements of students' attitudes indicated that students enjoyed their classes and thought they were useful. Regarding associations between students' attitudes and perceptions of the computer classroom, most scales of the Thai CUCEI and CLEI, were statistically significantly positively associated with the four scales of the Thai version of the ACCC. Importantly, there were significant negative correlations between scales of the CUCEI, and CLEI with the Anxiety scale.

Notre recherche porte sur la question de l'enseignement de l'algèbre linéaire au niveau universitaire, plus précisément sur les applications linéaires en Classes Préparatoires aux Grandes Écoles. La théorie des situations didactiques avec la sémiotique de Peirce fournissent le cadre principal de nos travaux et nous permettent d'analyser les raisonnements produits par les étudiants en situation d'interrogation orale. Nous proposons dans un premier temps des éléments d'analyse épistémologique concernant le rôle des applications linéaires dans l'émergence de l'algèbre linéaire. Puis nous présentons dans une optique d'analyse didactique les principaux éléments de la sémiotique de Peirce et son algébrisation par le treillis des classes de signes. Nous complétons alors le modèle d'analyse des raisonnements de Bloch et Gibel et proposons un outil d'analyse sémiotique, le diagramme sémantique. Nous utilisons cet outil pour une analyse sémiotique locale a priori d'une situation mathématique. Cette analyse met en évidence le lien entre les premiers signes et premières actions de la situation et la sémiose qui en découle. Nous procédons ensuite à une analyse des raisonnements produits par des étudiants en situation d'interrogation orale, dite « classique ». Cette analyse confirme le lien entre l'absence de niveaux de milieu adidactiques et la difficulté sémantique d'organiser les objets en situation de preuve. Puis, nous expérimentons une situation d'interrogation orale de telle sorte que les niveaux de milieu adidactiques soient riches et stabilisés. L'analyse des raisonnements produits dans cette situation nous permet de montrer que les étudiants sollicitent un point de vue sémantique sur les objets utile lors de leurs validations et contrôles. Ces trois moments de notre travail confirment l'importance du discours et des pratiques heuristiques dans le cadre de l'algèbre linéaire. / Our research is concerned with the teaching of linear algebra at the university level. More precisely, it focuses on the teaching of linear transformations in Classes Préparatoires aux Grandes Écoles. The theory of didactical situations, jointly with Peirce’s semiotics, constitute the main theoretical framework of our works and allow us to analyse student’s reasoning in situations of oral evaluation. Firstly, we put forward some epistemological aspects highlighting the links between linear transformations and the emergence of linear algebra. Then, with a didactical objective, we outline the main features of Perice’s semiotics and its algebraization with the treillis of sign’s categories. Hence, we can enhance the model of analysis for reasoning processes of Bloch and Gibel and build a tool for semiotic analysis called semantic diagram. We illustrate the use of this tool by conducting a local semiotic a priori analysis of a mathematical situation. This analysis highlight the link between the first signs and actions of the situation and the resulting semiosis. Next, we analyse some students’ reasonings produced during oral evaluations said « classical ». This analysis confirms the link between the lack of an adidactical milieu and the semantic difficulty to organize and articulate the objects and signs in a proof situation. Then we experiment a situation of oral evaluation in which the adidactical milieus are rich enough and stabilized. The analysis of the reasoning process conducted in this experimental situation allows us to show that, in this case, the students rely on a semantic point of view on the objects to produce their validations and controls their productions. These three different moments of our research attest the importance of the heuristic practices and discourse in the field of linear algebra.

<p>The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from<br /> statements. The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical<br /> statements by students.</p>

<p>The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from<br /> statements. The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical<br /> statements by students.</p>

Magister Scientiae - MSc / The findings of the study indicate that knowledge of logic does help to improve the ability of students to make logical connections (deductions) between and from statements.The results of the study, however, do not indicate that knowledge and understanding of logic translates into improved proving ability of mathematical statements by students. / South Africa

The aim of this research was to investigate the HIV knowledge and risk behaviours of students as well as to deteremine whether the youth are aware of and utilising loveLife services. This was demonstrated with the HIV knowledge and risky behaviours of respondents using loveLife as their source of HIV information. Data was gathered by administering open-ended and close-ended questionnaires to 152 South African students aged 18—25 years old studying at Johannesburg, Braamfontein tertiary institutions. These questionnaires were structured to include the following information: the demography , condom attitude scale, the current and previous sexual behaviours, socio-sexual orientation index (SOI), self-efficacy for protective sexual behaviours scale, HIV and AIDS knowledge and understanding questionnaire,as well as the loveLife exposure, participation and response questionnaire. The data analysis techniques included statistical techniques of frequency counts, cross tabulations, Chi Square tests of associations, Point Biserial correlations, two independent t-test and Mann-Whitney U test, which were applied to all quantitative data; whereas thematic content analysis was applied to the open-ended questionnaire (qualitative data). Results revealed that young people are aware of loveLife services but are not utilising them. Respondents generally had good but biased HIV knowledge and increased HIV sexual risk behaviours. However, insignificant associations were found between awareness and utilisation of loveLife services and HIV knowledge and understanding, and sexual risk behaviours. The implications of the current study and recommendations for future studies are discussed.

The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis. / Thesis (DPhil)--University of Pretoria, 2012. / Unit for Academic Literacy / Unrestricted

The increasing cultural and social diversity of South African society necessitates a study of the formation of harmonious social relationships amongst students at multicultural tertiary institutions. Desegregation at educational institutions is still in its embryonic stage and the minimal changes at college campuses are tokenistic. Educators have to make a concerted effort to review the dynamics and complexities of institutional change and to deviate from the straitjacket of upholding only ethnocentric views. A lack of communication and understanding between the different racial and ethnic groups on South African campuses has resulted in conflict and tension. This study takes an in-depth look at the psychology of prejudice, issues of ethnicity, racism and discrimination. A literature study and an empirical research project are used to gain an overview of the ramifications of racism on the formation of friendships in a multicultural milieu. The results of this study indicate the need to create a diversified campus environment which will promote genuine cross-cultural exchange. Working with culturally different students is a challenge that requires an acceptance and appreciation of diversity; flexibility, and improved contact and communication. Structured multicultural models and procedural frameworks have been designed implementation at institutions of specifically for higher learning to enhance social cohesion. are made: The following recommendations * Transitions models such as the contact hypothesis and the co-operative learning models promote the need for an interracial contact of people with equal status in co-operative situations. *Prejudice-Reduction Workshops will enable participants to learn about prejudice and to develop a positive mind-set towards all racial groups. *Specialized Programmes such as intercultural simulation games are ideal for discussions on culture shock, ethnocentrism and enculturation. * Mentoring Programmes ought to be designed to meet the needs of diverse students by providing wise and friendly counsel. * Academic Support Programmes or Affirmative Action * Strategies are necessary to assist succeed by providing language and students to study skills programmes, additional tutorials and content-based instruction for specialized courses. Special trainiog courses for educators ought to be initiated to · shape significant aspects of . an intercultural campus environment. * Preparatory Programmes which will improve interpersonal relationships, should be held prior to college entrance. / Psychology of Education / D.Ed. (Psychology of Education)

<p>Iskustvo u radu sa studentima pokazalo je da studenti nedovoljno ĉesto ostvaruju zadovoljavajuće ishode uĉenja na lingvistiĉkim predmetima na studijama engleskog jezika, &scaron;to je takoĊe opisano i u stranoj literaturi. Kao jedan od razloga navodi se nastava koja upućuje studente na pasivnost, te oni pribegavaju memorisanju i reprodukciji materijala kao najĉe&scaron;ćim ishodima uĉenja. Biggs (1999) razraĊuje koncepte dubinskog i povr&scaron;inskog pristupa uĉenju, koje relevantna literatura smatra kljuĉnim faktorima za kvalitet ishoda uĉenja. Dubinski pristup uĉenju korelira sa kvalitetnim ishodima uĉenja i funkcionalnim znanjem, a karakteri&scaron;u ga motivacija, zadovoljstvo usled uĉenja, studentska aktivnost i to aktivnost visokih kognitivnih funkcija. Visoke kognitivne funkcije (Bloom i dr. 1956, Anderson i dr. 2001) i povezane kognitivne radnje (re&scaron;avanje problema, analitiĉko, kritiĉko i kreativno razmi&scaron;ljanje) jesu najvaţniji ciljevi visokog obrazovanja jer samo one, usled primene transfera uĉenja, govore o steĉenom i primenljivom, tj. funkcionalnom znanju. Obuka i razvoj visokih kognitivnih funkcija omogući će studentima da uĉenju pristupe dubinski &scaron;to je jo&scaron; jedan razlog da budu osnovni nastavni cilj svih predmeta na ustanovama tercijarnog obrazovanja. U skladu sa ovim teorijskim postavkama postavljene su osnovna i pomoćna hipoteza: upotreba posebno konstruisanih veţbi za aktivaciju vi&scaron;ih kognitivnih funkcija u nastavi lingvistiĉkih predmeta dove&scaron;će do sticanja funkcionalnog znanja na teorijskom i praktiĉnom nivou; steĉeno znanje kroz ovakvu eksperimentalnu nastavu i upotreba tog znanja odraţavaće kognitivne funkcije ne samo niţeg nego i vi&scaron;eg reda: primeniti, analizirati, proceniti, stvoriti, kao i kritiĉko i kreativno razmi&scaron;ljanje i re&scaron;avanje problema. Kako bi se proverile hipoteze, sproveden je eksperiment sa studentima prve godine engleskog jezika (N=34) na Fakultetu za pravne i poslovne studije dr Lazar Vrkatić u Novom Sadu. U istraţivanju sa paralelnim grupama, eksperimentalna grupa je imala veţbe sa aktivnostima koje razvijaju vi&scaron;e kognitivne funkcije na predmetu uvod u op&scaron;tu lingvistiku tokom zimskog semestra &scaron;kolske 2012/2013. godine. UporeĊeni su kvantitativni rezultati kolokvijuma eksperimentalne i kontrolne grupe na kraju semestra, a potom je sproveden intervju sa po pet studenata iz svake grupe radi utvrĊivanja kvalitativnih razlika u kognitivnim procesima kod ove dve grupe. Obe grupe su ostvarile podjednak uspeh na kolokvijumu, te je osnovna hipoteza odbaĉena. Kodirani podaci iz intervjua pokazali su da obe grupe podjednako koriste kognitivne funkcije po broju i distribuciji, te je i pomoćna hipoteza odbaĉena. Kao obja&scaron;njenje za odsustvo većeg uspeha EG navedena su metodolo&scaron;ka ograniĉenja istraţivanja: duţina eksperimentalne nastave, problem dokazivosti transfera i problem kodiranja intervjua. Drugi faktori koji mogu objasniti neuspeh su: prethodno steĉene navike u uĉenju, neshvatanje svrhe izuĉavanja predmeta i dr. UporeĊeni su rezultati boljih i slabijih studenata, te je utvrĊeno da bolji studenti pokazuju veći stepen samostalnosti, da upotrebljavaju vi&scaron;e kognitivne funkcije kao i duţe nizove kognitivnih radnji. Posmatrajući kvalitativne podatke, bolji studenti eksperimentalne grupe pokazali su promenu gledanja na svet usled izuĉavanja lingvistike i izrazili su zadovoljstvo zbog uĉenja ovog predmeta. Oni pokazuju i upotrebu najduţih nizova vezanih kognitivnih radnji. Iz ovoga se moţe zakljuĉiti da su oni pristupili uĉenju dubinski i zbog toga ostvarili kvalitetnije ishode uĉenja. U cilju dono&scaron;enja ĉvrstih zakljuĉaka neophodno je sprovesti dugotrajniji i obuhvatniji multidiciplinarni istraţivaĉki projekat, s obzirom da bi pozitivni rezultati bili od velikog znaĉaja za pobolj&scaron;anje ishoda uĉenja na tercijarnom nivou obrazovanja. Ključne reči: uĉenje i nastava na tercijarnom nivou, taksonomija obrazovnih ciljeva, pristupi uĉenju, vi&scaron;e kognitivne funkcije, transfer uĉenja, funckionalno znanje.</p> / <p>The experience of working with university students has shown that the learning outcomes of linguistic courses are infrequently satisfactory, which is also described in literature worldwide. Teaching philosophy in which students are forced into passives roles is one of the causes since such teaching results in low motivation with memorizing and reproduction of learned materials as the most frequent outcomes of learning. Biggs (1999) develops the concepts of deep and superficial learning approaches which have been declared in the relevant literature as key factors for the quality of learning outcomes. Deep approach to learning correlates with high quality learning outcomes, and is characterized by high motivation, satisfaction with learning and student activity of appropriately high cognitive levels. Higher cognitive functions (Bloom et. al. 1956, Anderson at al. 2001) and related cognitive activities (problem solving, analytical, critical and creative thinking) are the most important goals of higher education since these thinking skills are transferable and therefore represent applicable and functional knowledge. The training and development of the higher cognitive skills enables students to use deep approaches to learning, which is an additional reason to consider them as fundamental teaching goals in all courses in tertiary education. Based on this theoretical framework the main hypothesis and sub-hypothesis were formulated as follows: the use of specially designed practices which activate higher cognitive functions (HCF) will result in acquiring functional knowledge at both theoretical and practical levels; the knowledge gained through such teaching will reflect the use of higher cognitive functions: apply, analyze, evaluate, create, as well as show problem solving skills and critical and creative thinking. To test the hypotheses an experiment was conducted with the first year English language students (N=34) at the Faculty of Legal and Business Studies dr Lazar Vrkatić in Novi Sad. In the parallel groups design, the experimental group (EG) was involved with activities which develop HCFs in the course of Introduction to General Linguistics during the winter semester of the 2012/2013. Quantitative data were collected at the end of the semester (the final test) and compared between the two groups to determine whether the EG scored better results than the control group (CG). This was followed by interviews with five respondents from each group to qualitatively compare the cognitive processes. No statistically significant difference between test results in the two groups was found and so the main hypothesis was rejected. The coded data from the interviews showed an equal number of identified CFs with both groups with similar distribution patterns, thus the sub-hypothesis was also rejected. The absence of better scores of the EG can be explained by some methodological limitations of the experiment, such as the length of the experimental activities, the problem of proof of transfer and the coding of the interview data. Other factors include the existing learning habits of students, the inability to grasp the purpose of studying linguistics, etc. The results of better students were compared to those of the weaker ones, which showed that better students are more autonomous, use a greater number of HCFs and string more CFs into a complex response. Qualitative data also showed that better students of the experimental group expressed a change in how they see the world around them and express satisfaction because of studying linguistics. They also string the longest chains of cognitive activities. These findings lead to a conclusion that better students of the EG used deep approaches to learning which resulted in higher quality learning outcomes. In order to achieve conclusive results, a comprehensive long-term multidisciplinary research project should be carried out, since its results would have a significant impact on the quality of learning outcomes in tertiary education.</p>