Thesis (PhD)--Stellenbosch Universityh, 1995. / ENGLISH ABSTRACT: This study investigates the influence of readability of mathematics examination questions on achievement. The aim of any mathematics examination is to assess whether the aims of a specific mathematics programme have been realized. Readability factors that unnecessarily prevent a clear understanding of questions could jeopardize this aim. The important issue is, therefore, whether there are indeed readability factors in mathematics examination questions that cause comprehension problems for students and, if there are, do they hav~ any effect on test scores? The issue of readability is of even greater importance for second language readers. In the South Mrican context, the reading problems of second language readers are of particular importance as most students at school are second language learners. An important question would therefore be: What readability factors cause comprehension difficulties for second language students, especially those whose mother tongue is not kindred to English? Furthermore, what is the influence of cultural factors on readability? This study provides answers to these and other related questions for mathematics text at senior secondary school level. Protocol analysis was used to ascertain what readability problems are experienced by students when reading examination questions in mathematics. Three different language groups, comprising 17 -18-year-old students, were used in the study: English First Language students and two groups who had English as a second language. One second language group had Mrikaans as first language while the other group comprised Mrican students whose mother tongue is unrelated to English. A framework was developed to analyse the protocols and it comprised five categories: unfamiliar vocabulary structural problems obscure information visualization difficulties non-verbal factors Mter the protocol study, students were asked to adapt the examination questions to a more comprehensible form. Students' adaptations addressed lexical, syntactical, discourse and non-verbal factors. Most of the readability problems identified in the literature study were verified in the empirical study. However, the empirical study generated additional readability problems that are mainly restricted to mathematics text and relate to nonverbal factors like mathematical expressions. During the last phase of the empirical study a composite test was used to test the hypothesis that improved readability of the common language used in mathematics examination questions' will improve achievement. Nine socalled "word problems" from previous examination papers were set in three different versions: original, adapted and non-verbal. The hypothesis was confirmed in a number of important cases. A significant finding of the study was, therefore, that readability factors not only influence the comprehension of mathematics examination questions, but also have a marked influence on students' achievement levels. The results of the empirical study are reported quantitatively as well as qualitatively. Other results include the following: Not only second language students, but also first language students experienced a variety of readability problems. All three language groups demonstrated the same level of competency on the non-verbal versions. When comparing test scores of the verbal versions, differences in achievement levels between the different language groups were often caused by linguistic and cultural factors. Cultural thought patterns, typical of a mother tongue but absent in a second language, were often a source of comprehension difficulties for second language readers. This study has led to certain conclusions for teaching and examination practice. For example, factors influencing the readability of ordinary English should be considered with other factors when writing mathematics examination questions. Furthermore, the distinctly different reading needs of second language students suggest that examination papers be set, so that the language needs of second language learners are accommodated. Guidelines for writing more readable examination questions were developed and are presented as a readability checklist. Suggestions for further research include the investigation of the influence of readability on achievement in authentic examination conditions. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die invloed van leesbaarheid van wiskunde eksamenvrae op prestasie. Die doel van enige wiskunde eksamen is om vas te stel of die doelwitte van 'n spesifieke wiskunde program bereik is. Leesbaarheidsfaktore wat die volledige begryp van vraestelle onnodig belemmer, kan die bereiking van hierdie doel verhinder. Dit is dus belangrik om vas te stel of daar wel leesbaarheidsfaktore in wiskunde eksamenvrae bestaan wat vir leerlinge begripsprobleme veroorsaak en, indien wel, of hulle enige effek op toetspunte het. Vir tweedetaallesers is die kwessie van leesbaarheid van nog groter belang. In die SuidAfrikaanse opset is die leesprobleme van tweedetaal lesers 'n uiters aktuele saak aangesien die meeste skoolleerlinge tweedetaal leerders is. Belangrike vrae is dus: Watter faktore veroorsaak leesbaarheidsprobleme vir tweedetaalleerlinge, veral diegene met 'n nie-verwante moedertaal en, watter invloed het kultuur op leesbaarheid? Hierdie ondersoek bied antwoorde op hierdie en ander verwante vrae ten opsigte van wiskunde eksamenvrae op senior sekondere vlak. Protokol analise is gebruik om vas te stel watter leesbaarheidsprobleme ondervind word wanneer leerlinge wiskunde eksamenvrae lees. Drie verskillende taalgroepe, bestaande uit 17 -18-jarige leerlinge, het aan die ondersoek deelgeneem: Engels Eerstetaalleerlinge en twee groepe wat Engels as tweede taal gehad het. Een van die tweedetaal groepe het Afrikaans as eerste taal gehad terwyl die ander groep bestaan het uit Afrikane wie se moedertaal nie aan Engels verwant is nie. 'n Raamwerk is ontwikkel om die protokolle te analiseer en het uit die volgende vyf kategoriee bestaan: onbekende woordeskat strukturele probleme onduidelike inligting visualiseringsprobleme nie-verbale probleme Gedurende die tweede fase van die ondersoek is leerlinge gevra om die vrae tot 'n meer verstaanbare vorm aan te pas. Leerlinge se aanpassings het leksikale, sintaktiese, diskoers en nie-verbale faktore aangespreek. Sommige leesbaarheidsprobleme wat in die literatuurstudie gei'dentifiseer is, is in die empiriese ondersoek geverifieer. Die empiriese ondersoek het egter addisionele leesbaarheidsprobleme uitgelig wat meerendeels wiskundig van aard is en verband hou met nie-verbale faktore soos wiskunde uitdrukkings. Gedurende die laaste deel van die empiriese ondersoek is 'n samegestelde toets gebruik om die volgende hipotese te toets: Verbeterde leesbaarheid van die gewone taal wat in wiskunde eksamenvrae gebruik word, sal die prestasie van leerlinge verb et er. N ege sogenaamde woordsomme is op verskillende maniere gestel: oorspronklik, aangepas en nie-verbaal. Die hipotese is in 'n hele aantal belangrike gevalle bevestig. Een van die bevindinge van die ondersoek was dus dat leesbaarheidsfaktore nie slegs be grip ten opsigte van wiskunde eksamenvrae bei:nvloed nie, maar ook 'n beduidende invloed op prestasie het. Die resultate van die empiriese ondersoek word kwalitatief sowel as kwantitatief weergegee. Ander resultate sluit die volgende in: Nie slegs tweedetaal leerlinge nie, maar ook eerstetaal leerlinge het 'n verskeidenhied van leesbaarheidsprobleme ondervind Al drie taalgroepe het op die nie-verbale weergawe dieselfde bekwaamheidsvlak getoon. Verskille in die prestasievlakke tussen die verskillende taalgroepe op die verbale weergawes is baiekeer deur taalkundige en kulturele faktore veroorsaak Kulturele denkpatrone wat tipies is van 'n leerling se moedertaal, maar nie in die tweedetaal voorkom nie, het dikwels tot begripsprobleme by tweedetaal lesers gelei. Hierdie ondersoek het sekere gevolgtrekkings v1r o~derrig- en eksamenpraktyk. Byvoorbeeld, faktore wat die leesbaarheid van gewone Engels bei:nvloed, behoort saam met ander faktore in ag geneem te word wanneer wiskunde eksamenvraestelle opgestel word. Verder is daar duidelike aanduidings dat aparte vraestelle vir eerste- en tweedetaal leerlinge opgestel moet word sodat die taalbehoeftes van tweedetaal leerlinge in ag geneem kan word. Riglyne vir die skryf van meer leesbare eksamenvrae is saamgestel en as 'n oorsiglys aangebied. Voorstelle vir verdere navorsing sluit in die ondersoek na die invloed van leesbaarheid op prestasie in ware eksamen omstandighede.

Dissertation (DEd) -- Stellenbosch University, 1993. / Includes bibliography / ENGLISH ABSTRACT: This study examined the process of identity development in secondary school adolescents. Identity formation can be regarded as a central developmental task during adolescence. Psychological maturity and a functional personality depend on the effective solution of the identity crisis. The process of identity formation is, however, complicated by various trends in modern society. This is particularly true for South Africa in its present transitional phase. This study was undertaken due to various research deficiencies, and because a thorough knowledge of the process of identity formation during adolescence is of vital importance for educators on all levels. Based on an extensive literature study the concepts identity and identity development are described, and research findings on identity development during adolescence are reviewed. The focus of the empirical investigation is on four selected domains of identity development, namely future career, religion, friendships and dating. Two objective questionnaires, the Ackermann Identity status Inventory (AISI) (which was designed by the researcher) and the Dellas Identity Status Inventory (DISI), and a semi-structured interview were used to determine the identity status of adolescents. A third questionnaire was administered in order to determine adolescents r evaluation of the importance of various identity domains. The research group included all the standard 7 and 10 pupils (N - 1152) from 6 Afrikaans medium secondary schools in the Southwestern Cape. From this group a stratified sample of 96 pupils was taken for the interview. When selecting the research groups three variables were taken into account, namely sex, age, and residential area. Some of the most important findings include the following: Adolescents manifest different patterns of identity development in different domains. Identity development should therefore be investigated separately in different domains. There are significant differences in the identity status of standard 7 and standard 10 pupils. Only minor differences in identity status development exist between the sexes. No significant differences in identity status were found between rural and urban adolescents. Regarding the religious domain the research group had a strong tendency towards identity foreclosure. This finding has important implications for religious educators. various implications for education were pointed out. / AFRIKAANSE OPSOMMING: Die proses van identiteitsontwikkeling by skoolgaande adolessente is in hierdie studie ondersoek. Die verwerwing van 'n eie identiteit kan as 'n sentrale ontwikkelingstaak tydens adolessensie beskou word. Die effektiewe hantering van die identiteitskrisis is 'n voorwaarde vir die verwerwing van psigologiese volwassenheid en vir positiewe persoonlikheidsfunksionering. Verskeie tendense in die hedendaagse samelewing kompliseer die proses van identiteitsontwikkeling. Dit geld Suid-Afrika in besonder, aangesien die land tans in 'n transformasieproses verkeer wat verskeie lewensterreine raak. 'n Grondige kennis van die proses van identiteitsontwikkeling by adolessente is van kardinale belang vir primêre en sekondêre opvoeders. In die lig van bestaande leemtes in navorsing op hierdie terrein is die studie onderneem. Teen die agtergrond van 'n omvattende literatuurstudie is die aard en wese van identiteit en identiteitsontwikkeling beskryf en 'n oorsig is gegee van bestaande navorsingsbevindinge oor identiteitsontwikkeling tydens adolessensie. Die empiriese ondersoek is gerig op vier geselekteerde domeine van identiteitsontwikkeling , naamlik beroep, godsdiens, vriendskappe en uitgaan (Engels: dating). Met die oog op die bepa ing van die status van adolessente se identiteitsontwikkeling is twee objektiewe vraelyste, naamlik die Ackermann Identiteitstatusvraelys (AISV) en die Dellas Identity status Inventory (DISI), en 'n gestruktureerde onderhoud gebruik. Die AISV is vir die doel van die ondersoek deur die ondersoeker ontwerp. 'n Derde vraelys is afgeneem ten einde adolessente se belewing van die belangrikheid van verskeie identiteitsdomeine te bepaal. Die ondersoekgroep het bestaan uit die standerd 7- en standerd 10-1eerlinge (N = 1152) van ses Afrikaansmedium sekondêre skole. Uit die groep is 'n gestratifiseerde steekproef van 96 leerlinge vir die onderhoud getrek. Gelyke verteenwoordiging van drie veranderlikes is met die trekking van die steekproewe in ag gensem, naamlik ouderdom, geslag en nedersettingsgebied. Van die belangrikste bevindinge wat uit die ondersoek geblyk het, is die volgende: Adolessente toon verskillende patrone van identiteitsontwikkeling in verskillende domeine. Dit is daarom belangrik dat identiteitsontwikkeling in terme van afsonderlike domeine ondersoek word. Beduidende verskille in identiteitstatusontwikkeling kom tussen adolessente in st 7 en st. 10 voor. slegs enkele verskille in identiteitstatusontwikkeling kern tussen die twee geslagte voor. Daar is nie 'n beduidende verskil tussen stedelike en plattelandse adolessente se identiteitstatusontwikkeling nie. In die domein van godsdiens is 'n neiging tot vroeë identiteitsluiting gevind. Dit hou belangrike implikasies vir opvoeders en ander betrokke instellings in. Belangrike opvoedkundige implikasies van die ondersoekbevindinge is aangedui.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Continuing Professional Education (CPE) is a method by means of which radiographers and other health care professionals can systematically maintain, improve and broaden their knowledge and skills. Chances are that mandatory CPE will be introduced for South African radiographers by the year 200t. For this reason it was decided to undertake a needs assessment survey of Free State Province diagnostic radiographers. The aim of this study wasto assess the perceived needs of Free State Province radiographers. In this way adults, as consumers of CPE, were involved in the planning process. Results obtained from the needs assessment provide valuable information to providers of CPE activities. With the aid of the results, providers can plan activities responsibly, which will satisfy their target population. The needs assessment was done by means of a maH-administered questionnaire-, and a response rate of 58% was obtained. Data analyses showed that most of the radiographers were employed in small x-ray departments and, due to this fact, experienced constraints regarding CPE participation. Constraints such as staff shortages and a lack of backup staff were identified. New developments-in radiography, management skills, computer skills and UUrasound were tbe topic areas indicated by the highest percentage of respondents as high level of need areas. Flexible learning strategies- with adequate support mechanisms must be developed. In order to provide high-quality CPE activities, all stakeholders, such as the Technikon Free State, the Society of Radiographers, the employers- and the radiographers, must share the- respon-sibHity of CPE. The study showed that close co-operation between stakeholders is essential to the success of CPE in the Free- State Province, / AFRIKAANSE OPSOMMING: Voortgesette Professionele Onderwys (VPO) is 'n strategie wat radiograwe en ánder protessionele gesondheidsorgwerkers in staat stelom hulle kennis en vaardighede sistematies in stand te hou, te verbeter en uit te brei. Die-moonUikheid Destaan dat Suid-Afrikaanse radiograwe teen die jaar 2001 verplig sal word om aan VPO deel te neem. Om hierdie rede is daar besluit om 'n behoeftebepalingsopname van die- diagnastiese radiograwe in die Vrystaat Provinsie te doen. Die doel van hierdie studie was om die behoeftes van die Vrystaat Provinsie se radiograwe-, soos deur hulle self geïdentifiseer, te bepaal. Op hierdie manier kon radiograwe, as verbruikers van VPO, by die beplanningsproses betrek word. Die- resultate- van die behoeftebepalingsopname wat bekom is, bevat waardevolle inligting vir verskaffers van VPO-aktiwiteite. Met behulp van die resultate sal verskaffers van VPO-aktfwiteite wat hulle-teikengroep se- behoeftes sal bevredig, met verantwoordelikheid kan beplan. Die behoeftebepaling is met behulp van pos- vraelyste gedoen. 'n Respons van 58% is verkry. Data-ontleding het getoon dat die meeste van die radiograwe werksaam was in klein x-straaldepartemente wat gevolglik bygedra het dat hulle beperkinge met betrekking tot VPObetrokkenheid ervaar het. Ander struikelblokke soos personeeltekorte en 'n gebrek aan aflospersoneel is geïdentifiseer. Nuwe ontwikkelinge- in radiografie, bestuursvaardighede, rekenaarvaardighede en Ultraklank is deur die grootste persentasie respondente as die areas waarin die grootste behoefte bestaan, geïdentifiseer. Buigsame leerstrategieë met toereikende ondersteuningsmeganismes moet ontwikkel word. Om hoë gehalte VPO-aktiwiteite te verskaf moet alle- belangegroepe, onder andere- die Technikon Vrystaat, die Vereniging van Radiograwe, die werkgewers en die radiograwe self gesamentlik die verantwoordelikheid vir VPO deel. Die- studie- toon dat noue samewerking tussen belangegroepe noodsaaklik is vir die sukses van VPO in die Vrystaat Provinsie.

Thesis (MEd)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In this study a learning program concerning local development is docurneneted and analised. The program involves Grade 11 learners of the Cape Metropolitan area. The aim is to investigate the use of environmental education for sustainability as an approach which offers opportunities for utilisation and development of skills and knowledge, these being subject to problem-solving, decision-making, consensus and critical questioning to make proposals that are evident of authentic insights. The investigation process consist of a brainstorming session, a three-day workshop and a concluding session. The learning activities are based on tasks which offer pupils the opportunity to gather, analise, organise and evaluate information. The study describes similarities to outcome-based education. / AFRIKAANSE OPSOMMING: In die studie word 'n leerprograrn in plaaslike ontwikkeling gedokumenteer en ge-analiseer. Die leerprogam is uitgevoer met Graad 11 leerders van Kaapse Metropool. Die doel hiervan is om omgewingsopvoeding vir volhoubaarheid te ondersoek as opvoedingsbenadering. So 'n benadering bied geleentheid vir die benutting en ontwikkeling van vaardighede en kennis wat onderliggend is aan probleemoplossing, besluitneming, konsensus en kritiese bevraagtekening ten einde aanbevelings te maak wat bewys lewer van outenitieke insigte. Die ondersoekproses bestaan uit 'n ideeberaad, 'n driedaags werkswinkel en 'n sarnevattende werksessie. Die leeraktiwiwteite is gebaseer op taakverrigting wat aan leerders die geleentheid bied om ilnligting te versarnel, te analiseer, te organiseer en te evalueer. In die studie word moontlike raakpunte met uitkomsgebaseerde onderwys beskryf.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Environmental deterioration is increasing, thereby compelling greater human concern for the earth's natural resources. A necessary response might be the establishment of an environmental ethic through the development of effective goal-orientated projects which can support the old adage or phrase saying, prevention is better than cure. Formal education can play an important role in the development of a critical consciousness amongst learners. However, this endeavour requires adjustments in teaching methods and techniques. My study - which focuses on the establishment of an environmental ethic within learners and the community, by starting an environmental club - is an attempt to respond to this challenge. Action-research, a research method which responds to the positive impulses of environmental education, was a research method used in this study to reflect critically on the quality of the environment in which we are living. Initially my study concentrated on learners and members from a historically disadvantaged community. Critical reflection on the first phase of my project revealed that the position adopted by me as a research-worker, was positivistic. A lack of perseverance in performing the grass-root actions, especially where it concerned me as researcher during the first phase, caused my efforts to establish an environmental club to fail. The opportunity to work with learners who really attempted to establish a better environment through involvement in simple projects, was implemented with greater enthusiasm in the second phase of the project. Although the predominant socio-economic conditions in the community involved in the project affected the environmental projects, this study serves as a case study which can give direction to similar studies conducted in the future. / AFRIKAANSE OPSOMMING: Toenemende omgewingsagteruitgang noodsaak 'n groter menslike besorgdheid met betrekking tot natuurlike hulpbronne. Die daarstelling van 'n omgewingsetiek deur die ontwikkeling van doelgerigte projekte wat die ou gesegde voorsorg voorkom nasorg kan ondersteun, is nodig. Formele onderwys kan in dié opsig 'n belangrike rol speel in die ontwikkeling van 'n kritiese ingesteldheid by leerders, maar hierdie strewe verg aanpassings in onderrigmetodes en -tegnieke. My navorsing, wat op die daarstelling van 'n omgewingsetiek by leerders en die gemeenskap deur die stigting van 'n omgewingsklub fokus, is 'n poging om op hierdie uitdaging te reageer. Aksie-navorsing, 'n navorsingsmetode wat meer as net gehoor gee aan die positiewe impulse van omgewingsopvoeding, is as 'n navorsingsmetode gebruik waardeur daar gepoog is om op 'n kritiese manier te besin oor die kwaliteit van die omgewing waarin ons ons bevind. In my studie is daar gekonsentreer op leerders vanuit 'n histories agtergeblewe gemeenskap. 'n Kritiese terugskouing op die eerste fase van die projek, het die allesoorheersende posisie van my as navorser ten opsigte van die uitvoering van die navorsingsprojek aangedui. Hierdie posisie kan as positivisties beskryf word. 'n Gebrek aan deursettingsvermoë, veral van die kant van my as navorser in die uitvoering van voetsooiaksies, het veroorsaak dat my poging tot die daarstelling van 'n omgewingsklub met die eerste fase, grootliks gefaal het. Die geleentheid om met leerders te werk wat werklik 'n poging aangewend het om 'n beter omgewing daar te stel deur betrokkenheid in eenvoudige projekte, is met groter entoesiasme in die tweede fase van die projek ontvang. Alhoewel die heersende sosio-ekonomiese omstandighede van die gemeenskap waarbinne die projek ontplooi het, 'n uitwerking op die omgewingsaksies gehad het, dien hierdie navorsing ook as 'n rigtinggewende maatstafvir soortgelyke navorsing in die toekoms.

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems. / AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified and characterised from existing literature and explored through empirical generation and collection of data. The study is qualitative in nature and uses a mixed approach of design research and some aspects of grounded theory. Students’ progress through a modelling program is documented while the modelling competencies of students stereotyped as weak and strong are also investigated. The findings firmly support earlier research that competencies do develop in students who are exposed to modelling. A comprehensive picture of the modelling situation is presented since this study merges competencies from other studies into a detailed analysis of the modelling situation - it presents an authentic modelling situation of students working in groups and furthers the discussion on modelling competencies. The analysis of the data suggests that the development of modelling competencies is complex and interrelated but that competencies do develop progressively in groups involved in modelling tasks. Recommendations for additional studies include studies of a longer duration and a full investigation into the link between modelling and language ability. / AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in wiskundeonderwys te word. Daar is egter ‘n behoefte om die modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige modellering by Gr.7 studente wat in groepe saamwerk ontwikkel. Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie. Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die modelleringsituasie is in hierdie studie aangebied waardeur modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so die gesprek oor modelleringsbevoegdhede. Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en taalvaardigheid.

Thesis (BEd)--Stellenbosch University, 1939. / INLEIDING: Die onderwys in Suid-Afrika het baie langsaam vooruitgegaan. Die Engelse Goeweneurs aan die Kaap was oor die algemeen onbekwaam en was buitendien so besig met politieke aangeleenthede dat hulle nouliks aandag kon gee a an die opvoeding. Daarom is dit dadelik opvallend wanneer ons 'n Goewaneur kry wat ook vir die geestelike belange van die bevolking 'n ope oog gehad het. So 'n Goeweneur was Sir George Grey, 'n man wat besonder bevoeg was en wat in alle rigtings baie vir Suid-Afrika gedoen het.

Thesis (MEd)--Stellenbosch University, 1990. / ENGLISH ABSTRACT: Small group work is a complex educational method which requires of the teacher not only a thorough knowledge of group work methods and group dynamic processes, but also thorough advance planning and organising before its implementation. Before the teacher implements small group 'Work in his class-room, he should formulate clear aims and objectives to serve as guideline for group activities. During small group work distinctive activities are undertaken and to increase the success of these activities, the teacher will have to create a positive climate which promotes the teaching and learning process. As with the creation of climate, the composition of the group is a variable which can be controlled by the teacher. The correct group composition will not only lead to more effective group functioning, but will also contribute to a healthy esprit de corps. Small group work implies a dramatic shift in emphasis in respect of the traditional roles of teacher and pupil. The role of the pupil (learner) changes from that of a passive listener to that of an active participant and discussion partner in the teaching and learning process. The role of the teacher who has been regarded as almost the only source and transmitter of knowledge, changes to that of a facilitator who leads and motivates the pupil to become an enquirer-learner. To be able to participate effectively in small group activities requires certain skills of pupils. Two skills, namely communication and problemsolving, which should be taught to the pupils purposefully and in a structured way, are described in this study. The success of small group work is to a large extent determined by these two skills. Co-operative learning is an educational technique which involves the pupil in becoming co-responsible for his own teaching and lea~ning process. Cooperative learning is described as an aspect of small group work where heterogeneous groups of approximately five members each, function interdependently of one another in order to attain a group aim. Co-operative learning techniques are aimed at eliminating, to a large extent, the passivity and isolation which may occur during ordinary group w0rk, as each group member is actively involved in the learning process. Co-operative learning techniques is also aimed at developing the pupil as a whole because components such as communication development, problem solving, socialising, conflict handling and leadership development are all involved. In this way the pupil may be better prepared to take his place in a complex society which is constantly making higher demands. The application of co-operative learning techniques in small group context may also offer a solution to the problems of combined and ever growing classes at present experienced in education. / AFRIKAANSE OPSOMMING: Kleingroepwerk is 'n komplekse onderrigmetode wat vereis dat die leerkrag nie aIleen oor deeglike kennis van groepwerkmetodes en groepdinamiese prosesse moet beskik nie, maar ook deeglik moet beplan en organiseer voordat dit gelmplementeer kan word. Voordat die leerkrag kleingroepwerk in sy klaskamer implementeer, moet hy eers duidelike doelstellings en doelwitte formuleer wat groepaktiwiteite kan rig. Tydens kleingroepwerk word eiesoortige aktiwiteite beoefen en om die sukses van hierdie aktiwiteite te verhoog, word die leerkrag genoop om 'n aangename positiewe klimaat te skep wat bevorderlik is vir die onderrig en leerproses. Soos klimaatskepping is groepsamestelling 'n veranderlike wat deur die leerkrag beheer kan word. Die korrekte groepsamestelling lei nie aIleen tot meer effektiewe groepfunksionering nie, maar kan ook bydra tot 'n gesonde groepgees. Kleingroepwerk impliseer 'n dramatiese klemverskuiwing ten opsigte van die tradisionele rolle van leerkrag en leerling. Die rol van die leerling (leerder) verander vanaf passiewe luisteraar na aktiewe deelnemer en medegespreksvennoot in die onderrig-en-leerproses. Die leerkrag wat feitlik as die enigste kennisbron en kennisoordraer beskou word, se rol verander nou na fasiliteerder wat eerder die leerling lei en motiveer om ondersoekendlerend op te tree. Om effektief aan kleingroepaktiwiteite deel te neem, vereis dat leerlinge oor sekere vaardighede moet beskik. In hierdie studie word twee vaardighede, naamlik kommunikasie en probleemoplossing beskryf wat doelbewus en gestruktureerd aan leerlinge geleer en ingeoefen moet word. Die sukses van kleingroepwerk word in 'n groot mate deur hierdie twee vaardighede bepaal. Kooperatiewe leer is 'n onderrigtegniek wat die leerling betrek om mede-verantwoordelikheid vir sy eie onderrig-en-leerproses te aanvaar. Kooperatiewe leer word beskryf as 'n aspek van kleingroepwerk waar heterogene groepe van ongeveer vyf lede elk interafhanklik van mekaar funksioneer ten einde dip. groepdoel te bereik. Kooperatiewe Ieertegnieke is oaaro: gemik om passiwiteit en isolasie w,at tydens gewone groepwerk mag voorkom in 'n groot mate te elimineer aangesien elke groeplid aktief by die leerproses betrek word. Kooperatiewe leertegnieke het ook ten doel om die leerling in sy totaliteit te laat ontwikkel aangesien komponente soos kommunikasie-ontwikkeling, probleemoplossing, sosialisering, konflikhantering en leierskapontwikkeling ter sprake kom. Sodoende kan die leerling beter voorberei word om sy plek in 'n komplekse samelewing wat steeds hoer eise stel, vol te staan. Die toepassing van kooperatiewe leertegnieke binne kleingroepverband bied ook moontlik 'n oplossing vir probleme van gekombineerde en groterwordende klasse wat tans in die onderwys ervaar word. / Stellenbosch University

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds. / AFRIKAANSE OPSOMMING: Die meerderheid Wes-Kaapse skole maak gebruik van intervensie programme wat geskoei is op die geïsoleerde item-geletterdheidsmetodes. Die lae geletterdheidsvlakke in die Wes- Kaapse laerskool grade reflekteer egter nie positief op die metode wat tans gebruik word nie. Daarom word hierdie studie onderneem met die oog op alternatiewe benaderings om geletterdheid te bevorder en sodoende verbeterde leesbegrip tot gevolg sal hê. Die benaderings ter sprake is sosio-kognitiewe prossessering en konstruktivistiese benaderings, wat beide meer in gehoor is met huidge navorsing. Deur alternatiwe navorsingsgebaseerde metodes, is ‘n individuele geletterdheid-intervensie program ontwikkel vir ontluikende geletterdheidsleerders. Die intervensie is geïmplementeer en gemeet deur middel van ‘n vergelyking tussen stadig vorderende leerders en gemiddeld vorderende leerders, waarvan laasgenoemde nie in die intervensie lesse deelgeneem het nie. Sodoende kan die impak onafhanklik vergelyk word. Die doel was om die stadig vorderende leerders se geletterdheidsvlak te versnel ten einde dieselfde geletterdheidsvlak van hul gemiddeld vorderende klasmaats binne 12 weke te behaal. Data is ingesamel deur middel van observasies van die leerders en ‘n Graad 1 juffrou, ‘n onderhoud met die juffrou en toetsresultate verkry in ‘n voor-middel-na-toets ontwerp. Om die resultate van die intervensie interpreteerbaar te vergelyk, is beide kwalitatiewe en kwantitatiewe data ingesamel en bespreek. Uit die kwalitatiewe data blyk dit dat die intervensie lesse suksesvol was aangesien die observasies dui op ‘n positiewe lees en skryf gedragsverandering in die stadig vorderende leerders. Met die klein steekproef van leerders betrokke, was die algemene tendens van die kwantitatiewe data dat die intervensie wel waardevol was, maar dat verdere studies met groter steekproef groepe noodsaaklik is. Verdere navorsing t.o.v. die insameling van data vir navorsingsgebaseerde intervensies is nodig. Hierdie data insameling en evaluasie tegnieke moet die diverse behoeftes van leerders, afkomstig van ‘n verskeidenheid agtergronde, in ag neem en akkomodeer om resultate vergelykbaar te maak.