This study reports on the occupational choices of 87 individuals with learning disabilities, who had successfully completed Grade 12 between 1996 and 2001 at a long-term remedial school, in a city suburb in the Kwa-Zulu Natal province of South Africa. The sample consisting of 54 males and 33 females between the ages of 18 and 26 years was divided into two age-cohort groups. The main question that guided this investigation was: What are the factors that influenced occupational choices of adults with learning disabilities? Career development theories were used as a lens to understand the various factors that influenced their occupational choices and the systems theory was used as an overarching framework to conceptualise the occupational choices of these individuals. In attempting to capture how individuals with learning disabilities make occupational choices, a combination of two research methods were employed in a complimentary manner. Quantitative data was gathered from individuals in the sample using a telephonic questionnaire. This data was used to provide the study with baseline information to pave the way for more in-depth data gathering. The quantitative research method using face-to-face interviews was used to develop narrative career stories. Data from narrative career stories was used with the intention of understanding the factors that influenced the occupational choices from a broad social and historical context. Evidence from the data revealed that a significant number of participants were employed in the service sector in predominantly part-time, low-skill, low-wage positions such as waiters, waitresses, clerical workers, salespersons and secretaries. Gender differences were apparent with more females being employed than males. In recent years an increasing number of males from the younger age cohort were pursuing studies at colleges and technikons. Very few females aspired towards further education. The data also revealed that many individuals continued to live with their parents and were dependent on them for financial and emotional support. The study concludes with recommendations to individuals with learning disabilities, parents, education departments, employers and future researchers. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The purpose of this study was to find out whether there was a relationship between playing chess and learners' achievement at Mathematics. To investigate the relationship an ex post facto, quasi-experimental research design was used. Learners from two Senior Primary Schools in Kwazulu-Natal who had active school chess clubs were selected to participate in the study. The learners' average mathematics marks at entry year to their Senior Primary Schools were considered the pre-test data. These marks were compared to their mathematics marks at their current grade that was considered the post-test data. In addition a further analysis was done with a group of chess players and a carefully selected group of matched non-players using mathematics marks at entry year as the matching criteria. In all cases the treatment was considered to be the current active participation in chess. The data and background information about the groups was obtained from teachers' interviews, existing school records and a questionnaire that was completed by the participating learners. It was found that for the chess players (the test group) the improvement in the average mathematics mark at Grade 7 (post-test) compared to their entry year average mathematics mark (pre-test) was significantly higher than that of non-players. While the chess players' marks improved, the non-players marks (control group) declined. This finding was further supported by analysis of the matched pairs where the same trend was found. Statistical analysis using t-test found that the results were significant. Further detailed analysis of sub groups within the data revealed that current chess players who were below grade average at Grade 4 had improved their mathematical achievement by even more compared to their matched non-players, at Grades 5, 6, and 7. This points to a possible positive causal effect between chess and mathematics achievement for below average achievers. When the amount of exposure to chess was investigated, no correlation was found between the amount of chess played (frequency and length of time) and the level of improvement in mathematical achievement. However, playing chess for a period longer than six months, did positively affect the mathematical achievement of Grade 7 active chess players and the mathematical achievement of the weaker learners at all Grades for which data was collected in the study. This study implies that the incorporation of chess into school activity and further encouragement for all learners to play the game should be seriously considered by the education authorities since it is likely to result in the overall improvement of the mathematical achievements especially in the higher grade of the Senior Primary School. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The primary aim of this study was to explore the attitudes of grade ten learners towards racial integration at an ex-Model C school in the suburb of Kloof, KwaZulu-Natal. In addition, the study ventured to explore the influence of variables such as race, age, gender and scholastic achievement on learners' attitudes towards integration. Finally, the study aimed to establish learners' perceptions of the difficulties and benefits of integrated schooling, as well as their suggestions to improve school integration. The Pupils' Attitude to Integration Questionnaire was used to gather data from 172 learners, of whom 82 were males and 90 were females. The questionnaire yielded both quantitative and qualitative data that provided insight into the attitudes learners held towards integration. Interviews were also conducted with 12 learners. The researcher was, thereby, able to establish the difficulties and benefits of integration for learners, and their suggestions to improve racial integration at schools. Interview responses were qualitatively analysed and emergent themes extracted. Evidence from the data revealed that, generally, learners held positive attitudes towards integrated schooling. Furthermore, their attitudes were significantly influenced by race, gender and scholastic achievement. Age was not a significantly influential variable. In terms of the results, Coloured learners were most positive regarding racial integration, followed by Black, Indian and White learners. Girls revealed more positive attitudes than boys. Learners with average and above average symbols were more positive than those with below average symbols. Results of the interviews indicated that learners were experiencing more difficulties than benefits in respect of integration. Nevertheless, some learners did offer suggestions to improve integrated schooling. The outcomes of this study were analysed within the context of both international and local literature. Theories of attitude formation as well as theories of racist attitude formation were used in an attempt to explain the results obtained. The study concluded with recommendations for learners, educators, parents and the community at large, to facilitate the cultivation of positive attitudes towards the integration of races. It is anticipated that this research endeavour will not only contribute to an awareness of the challenges of racial integration in schools in South Arica, but will also provide insight into the pivotal role played by significant others and society, in general, in the formation of positive racial attitudes. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

The purpose of this study was to investigate the knowledge, attitudes and sexual practices of mildly mentally retarded (MMR) adolescents with regard to HIV/AIDS. The 3 main objectives, were: 1) examining what MMR adolescents know about HIV/AIDS and the sources of their knowledge. 2) examining the attitudes and behaviours of MMR adolescents in relation to HIV/AIDS. 3) examining the influence of peer norms and self efficacy factors on their attitude and behaviours in relation to HIV/AIDS. Questionnaires were personally administered to a saturation sample of 90 MMR Black adolescents drawn from one specialised educational institution in Durban, KwaZulu-Natal. Statistical analysis of the data revealed the following. 1) Critical gaps and erroneous beliefs regarding knowledge of HIV/AIDS, especially with regard to existence, transmission and cure. Respondents indicated a high degree of exposure to various sources of information, particularly media. 2) The majority of respondents in general did not hold prejudicial attitudes towards stigmatised groups and to infected persons. While only a small number of MMR adolescents were sexually active, the use of contraceptives was found to be extremely low. 3) Gender role prescriptions and societal constructs of immorality had a negative influence on the attitudes and behaviours of the subjects' sexual practices and preventative behaviour. Further, MMR adolescents were found to have low levels of self-efficacy in relation to issues concerning sexual negotiation and decision making, more specifically with regard to condom usage. Findings are discussed against the backdrop of the empirical literature on HIV/AIDS, developmental theory, as well as pertinent theories and models of health behaviour. Drawing on the primary conclusions of the study, a systemic body of recommendations is offered with regard to programmatic intervention within the school as a health promotion setting. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

This thesis is an analysis of the way a small number of grade 12 boys understand violence and how they describe and locate it in the narratives of their own masculinity. Semi-structured interviews with grade 12 boys attending a Technical School in Chatsworth were conducted and analysed in order to establish how these boys relate to violence in their lives and respond to their experiences of violence at home and in school. The school learner population consists of African, Coloured and Indian learners. The current racial composition of the learner population is as follows: 18 % - African, 8% - Coloured and 74% Indian. The entire staff is Indian and the majority are male. This study focuses particularly on physical violence at home and in school. The research also examines what the boys say about violence against the girls at the school. The major findings from the boys' narratives of violence at home are that the perpetrators of physical violence at home were the men. The physical violence experienced by the boys at school among peers has racial overtones. The Indian boys are the main perpetrators of violence and use violence to intimidate, threaten and dominate other boys in school. The African and Coloured boys although capable of violence seem to construct their masculinity in non-violent ways. Teachers are complicit in the enactment of physical violence in school. Physical violence against girls in school is non-existent, however girls are verbally harassed and abused. This study finds that race and ethnicity influences the manner in which masculine identities are constructed in school and that violence is intertwined into the construction of the boys' masculinities. This study will hopefully raise awareness of the importance of including a focus on masculinities in violence intervention strategies. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Violence in schools is one of the most challenging issue facing educators, policy makers, learners, parents and the community at large. Sometimes it takes place without educators and parents being aware of it and in most cases, learners specifically girls are reluctant to report their experiences of violence. Because the entire community is continually searching for ways to curb this problem in schools, it is hoped that this study may offer some general insights. The primary aim of this research was to explore the perceptions of violence of educators and learners of their school and the perceptions of learners of measures taken by educators to curb violence in their school. The secondary aim was to develop guidelines in the form of recommendations, which would be useful to policy makers, educators, parents, learners and the entire community at large. In this study qualitative design was used and the case study method was employed. Purposeful sampling technique was used in selecting the educators for interviews and the learners for focus group interviews. Groups of six learners were chosen for focus group interviews and in the case of educators, five were selected. In the process of data analysis the researcher applied Marshall and Rossman's approach. The results showed that only a few educators were able to describe the concept of violence and no learner was able to describe the concept violence. With regards to corporal punishment, the research revealed that some educators are in favour of corporal punishment while others are not in favour of corporal punishment. From the study, it was noted that the following forms of violence are experienced in the school namely, violence in the form of corporal punishment, physical violence in the form of bullying and fighting, sexual violence as gender-based violence, verbal violence and violence in the form of stealing belongings. Furthermore the research revealed that learners were not in favour of measures used by educators to curb violence in the school more specifically corporal punishment and suspension or expulsion. As a matter of fact, it is important for the entire community to address the problem of violence in the schools. Several recommendations have been made to encourage the community to curb violence in its schools such as the Government, Ministry 0f Education and Culture, educators training institutions, school management, educators and learners should address the problem of violence in order to curb its spread in the schools. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2004.

This work is a case study of the opinions of four young people who studied physical science while at a technical high school and then went on either to study in a scientific field at a tertiary institution or went to work in a technical field. The purpose was to try and find out what contribution studying physical science at high school makes to learners who choose a career path in a technical workplace or in a scientific/technical field in tertiary education. The questions asked were firstly ''What is the value of having studied physical science at high school to students entering the workplace and entering higher education?" and then "What skills and knowledge are required for employment in a technical workplace and for tertiary education?" and "What are the views of students, employers and lecturers on the preparation given to physical science students for the world of work and for tertiary studies?" Questions were asked of the young people, their lecturers, and their employers. The idea was to find out whether subject-specific knowledge was important or whether there were certain skills which were considered more valuable. Skills were broadly defined as competencies that would enable a person to cope with the requirements of a new and different learning and work environment after leaving school. Four young people with similar high school backgrounds were interviewed and their opinions noted. Structured interviews were conducted and compared for similarities and differences. The employers and lecturers were given a questionnaire to complete. They were asked what they expected of new employees and new students, and how their ideals matched the actual applicants whom they accepted. These answers were compared to those given by the young people. It was found that although the subject content knowledge that learners received at high school was important, there was a general and definite lack of preparation in terms of critical thinking skills and preparation for coping with unfamiliar problems. It seemed that the current examination-driven school system is not the best preparation for either tertiary education or technical employment, although much did depend on the particular teaching methods experienced by each student. This study opens up a possibility of more detailed research into why so few learners who pass senior certificate physical science are adequately prepared for the fields which are under consideration in this enquiry. / Thesis (M.Ed.)-University of Natal, 2003.

The primary purpose of the research was to explore and describe the effects of divorce on the psychosocial behaviour of adolescent learners from Newlands West. The secondary purpose, based on this research, was to formulate guidelines to improve the quality of interventions by educators in schools which will assist adolescents to cope with the challenges associated with divorce. The sample consisted of twenty participants between 12 and 18 years. Adolescents were selected for this study because they were mature enough to articulate their awareness and experiences of the divorce situation and family issues. They were from grades eight to twelve from New West Secondary School in Newlands West. The methodology used for this research was based on a qualitative paradigm. This ensured that data was rich and diverse in nature, especially since a small sample was used and it allowed each participant to provide indepth information regarding their experiences of their parents' divorce. The narrative interview was used and measures were applied to ensure trustworthiness. Interviews were tape recorded to ensure that the data was accurate. The researcher had access to this information and could continuously refer to it. It also allowed the researcher to listen attententively to the participants, without disrupting their flow of thought by writing or summarizing their responses. The researcher explained to the participants the purpose of the study and the same question was given to all participants, namely: "Could you tell me how the divorce of your parents has affected you?" The audio-taped interviews were transcribed and analysed. A descriptive analysis technique was used and central themes were identified. The themes which emerged were: ~ Adolescent learners' views on why their parents are getting divorced ~ Effect of the divorce on the adolescent learners ~ Sources of support for adolescent learners to cope with the divorce ~ Adolescent learners' views on parent reconciliation ~ Relationship of adolescent learners with non-custodial parent(s) The study concluded that divorce had a debilitating impact on the psychosocial behaviour of adolescents in this school and that there was a need for appropriate structures to be established to effectively address the issue in school. / Thesis (M.Ed.) - University of Natal, 2003.

This research project aims to establish the predictive validity of a set of aptitude tests for the first year Biosciences programme at a merging South African University. The study aims to address the problem of selection and placement to higher education and also to suggest how the results of aptitude tests might be used to inform curriculum development at first year level. The Differential Aptitude Test (DAT-L) was conducted on the 2004 Biosciences student cohort (228 students). The instructions that were given to the students followed the instructions laid out in Owen and Vosloo (1999). Normally there are ten tests in this battery of tests, however only eight of the tests were given to the students. The tests included; Vocabulary, Verbal reasoning, Non-Verbal reasoning: Figures, Calculations, Reading Comprehension, Comparisons, Price Controlling and Memory. Exam results of the participating students were collected. These included; Final Biosciences101 mark, Class mark (Biosciences101), Practical exam mark (Biosciences101) and Theory exam mark (Biosciences101). The final marks for Physics (mixed modules), Mathematics (mixed modules) Computer Sciences (CSCI 103) and Chemistry (CHEM131) were also collected. The indicator for the concept of academic potential in the Biosciences was taken as the marks achieved during the course of the first semester. Biographical information from the Student Management System (SMS) was also recorded this included; Race, Gender, Home language and Matric points. These various categories were compared against the students' performance in DAT-L tests. The average for the stanine points for a student of university "quality' is seven, according to Owen et al. (2000), while the average of this cohort of students is 5.16. The correlation for the different DAT tests when compared with the final result for Biosciences shows that the best correlation is with test 1 at r = .47292 (Vocabulary) while the worst correlation is with test 6 at r=.24722 (Comparison). The sequence of correlation is from Vocabulary through Reading Comprehension, Verbal Reasoning, Calculation, Memory, Price Controlling, Non-Verbal Reasoning: Figures, and finally Comparisons. The correlation of the average of all tests and the final result is a reasonable r = .50396. The best correlation with DAT and other subjects is Computer Science with r = .41165, with a declining correlation between Physics and the mark of r = .34085 followed by extremely poor correlations for Chemistry and Mathematics of r = .20313 and r = .08700 respectively. The best correlation that was obtained during this research was with the correlation between matric points and the average of all the DAT tests. While the correlation with DAT and the Final mark for Biosciences is r = .50396 that for the matric points is r = .57150. Females attained a significantly higher average on the DAT tests but the difference between female and male on their final results in Biosciences is not significant. White students perform significantly better than the other race designations when it comes to the final result. Within the categories African, Indian and Coloured there is no significant difference. When it comes to the different DAT tests, Africans perform significantly worse than the other three groupings and the Indian grouping did significantly worse when compared to Whites. If we were to use the DAT as a means of selecting students it would be fairly effective for biology but not for the other basic science subjects. The fact that the test would have to be administered to all applicants applying to do first year in the Science and Agriculture Faculty makes the choice of this set of tests questionable. Should the Faculty require a means of determining election into biological subjects then the tests show great promise. The pursuit of greater fairness, validity and reliability in selection is an ongoing quest. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2004.

The purpose of the study was to understand how teachers, pupils and managers experience and manage diversity in multicultural schools. The study was conducted at 3 successful multicultural schools in the Durban region in the Province of KwaZulu Natal in South Africa ( Merebank District ). Literature based on the United States of America and the United Kingdoms' experiences on multicultural education was reviewed and its relevance or applicability to the South African schools also presented. This study regards multicultural education as an education approach that incorporates the idea that all students, regardless of their gender and social class and their ethnic, racial or cultural characteristics, should have an equal opportunity to learn in school, which could enhance the achievement of students in a more positive way. The study was conducted through interviews, classroom observations and questionnaires. Teachers, pupils and managers were surveyed to find out how they deal with issues of identity, how they manage diversity and what role they play in bringing about harmony and effective learning in a multi cultural school. The findings of the study were also analyzed in relation to the roles played by the principals, students and teachers in a multicultural setting. This study found that pupils, teachers and managers face serious problems in these 3 multicultural schools and are unable to deal with and manage diversity, especially cultural diversity. Finally, the study has revealed that if all the people involved i.e. pupils, teachers and managers can combine their roles into a solidified whole, they can bring about change, good human relations and effective teaching and learning in multicultural schools. The study makes suggestions and recommendations that could be considered when dealing with diversity. It is hoped that this study together with other studies on multicultural education, would provide the necessary help to educators, education authorities and other stakeholders to be able to deal effectively with issues of identity and diversity in multicultural schools and in a multicultural society as a whole. / Thesis (M.Ed.) - University of Durban-Westville, 2001.