M.Ed. / The aim of conducting my research is to establish the impact of INSET on the implementation of OBE in the Foundation Phase. I believe that OBE was implemented before the Foundation Phase teachers were thoroughly serviced through INSET programmes conducted by the Curriculum Advisory Section. In my research exercise I conducted interviews with the Foundation Phase teachers and I am also going to request them to completed by classroom observations. The main reason of my research is the fact that the Foundation Phase is the base on which future learning activities are to be built on. If the foundation or base is not well laid out, a lot is going to be affected in the educational process. I discussed my research problem and claim in detail. This is followed by an explanation about how I collected and analysed data. Finally I gave my findings and concluded by some recommendations. I would like to use my findings to guide me on the future arrangement and conduction of INSET programmes with the Senior Phase teachers in order to make it to be more effective.

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When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training.

The aim of this study was to investigate the influence of GeoGebra training on teachers and learners in rural geometry classrooms. The conceptual framework that was used in this study was based on the four-level training evaluation framework of Kirkpatrick (1996), focusing on the first three levels only while the fourth level was not considered. The study was conducted in disadvantaged and under-resourced schools situated in the Mpumalanga Province of South Africa. This undertaking was considered as a way of promoting what was perceived as a simple but effective method of teaching and learning with technology. The technology-enhanced teaching strategy was employed with the anticipation of enhancing the development of geometrical concepts that are seen as too abstract by the majority of learners in resource-constrained areas. Hence, the focus of this study was on the teaching and learning of the properties of triangles and the properties of quadrilaterals in Grade 10 using GeoGebra and traditional methods. Within the non-equivalent, quasi-experimental design, both qualitative and quantitative approaches were used. Four purposively sampled Grade 10 teachers from four schools and their classes comprising of 165 learners participated. The data collection involved pre- and post-tests, questionnaires, lesson observations, and interviews. Learners’ achievement was measured by outcomes obtained from marked and recorded achievements tests. The qualitative data collected from the teachers through questionnaires, lesson observations and interviews were coded and categorised into themes. This analysis revealed that most participants had positive training experiences and preferred using GeoGebra in the teaching and learning of geometry despite a lack of resources in their schools. The findings also showed that there was lack of training workshops that focused on appropriate teachers` knowledge and skills that are connected to technological innovations, particularly in GeoGebra. The quantitative data analysis results showed a significant difference in the mean scores for both groups respectively in favour of learners taught with GeoGebra compared to a chalk and talk method. The teachers’ implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Based on the results, it was concluded that as a pedagogical tool, GeoGebra can work effectively in rural schools where geometry is hardly taught. / Thesis (PhD)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / PhD / Unrestricted

<p>In the past, Human Research Development (HRD) professionals have faced barriers of gaining access to the data they need to conduct higher level evaluations. However, recent technological innovations have presented opportunities for them to obtain this data, and consequently, apply new approaches for the training evaluation process. One approach being used is the application of data analytics. Because organizations have begun to embrace its use, recent research activities in the literature have focused on the promotion of analytics versus the practical application of analytics in the organization.<b> </b>This study investigated how HRD professionals utilize data analytics in the training evaluation process. It contributes to the body of research on the practical application of analytics in determining training effectiveness. The Unified Theory of Acceptance and Use of Technology (UTAUT) and Sociomateriality served as the theoretical framework for understanding how HRD professionals use data analytics in the training evaluation process. To address the research objective, a qualitative descriptive design was employed to investigate the phenomenon of lived experience, how HRD professionals use data analytics in the training evaluation process. Data were collected through semi-structured interviews with six (6) participants who were front and center in the organization’s transition to the analytics tool, Metrics That Matter (MTM), for evaluating training initiatives. The thematic analysis approach was applied. The study findings suggest three factors that influenced HR professionals to use human resource analytics, while revealing four ways they used those analytics in the training evaluation process. More importantly, findings from this study will provide training departments and HRD professionals recommendations for expanded job role and/or function descriptions, as well as best practices for incorporating data analytics in the training evaluation process.</p>

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The research investigates the health services of Pakistan by exploring current Human Resource Development (HRD) practices and social skills training opportunities for the development of nursing staff. The research aims to explore the best practice in social skills and competency development through HRD activities by detailing a project to identify the learning needs of registered nurses leading to improved quality care services. An exploratory research approach has been adopted to achieve research objectives. This mixed method oriented research, is primarily quantitative case study, supplemented by qualitative interviews to validate and enrich data findings from questionnaires to substantiate the research. The data was collected through 600 questionnaires and 10 interviews from five major public hospitals of Lahore, Pakistan. The research has identified multiple and diverse challenges of inadequate and improper HRD infrastructure, transformational leadership and participative style of management is resulting into degenerating attitudes and negative behaviours thus causing further slump. These counterproductive elements are failing to imbibe positive social skills and abilities in nursing staff resulting in creating impediments in deliverance of quality care services. This clearly indicates that there is no policy in place therefore, based on empirical evidences, as well as critical review of the literature, it proposes a model for achieving critical social skills development through training and development in order to achieve quality care standards based on the broad and long-term perspective of the strategy of input, process, output and outcome to support nursing sector, social skills development in particular to achieve optimum quality care objectives.

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The purpose of this study was to discover if predictive variables could be identified to assist manpower programs with decisions concerning trainee program assignment. The primary problem explored was: What is the relationship between selected trainee characteristics, specific vocational assessment procedures and successful outcomes in a CETA skills training center? The research concentrated on demographic variables of age, sex, ethnic group membership, education and family status, as well as scores on three sp~cific assessment procedures: academic tests, work samples, and a work behavior rating instrument. The study involved a sample of 137 subjects who had completed a vocational assessment experience, had enrolled in one of four vocational classes, and had been terminated, either successfully or unsuccessfully, from a skills training program at the Northern Virginia CETA Skill Center during fiscal year 1981-82. Demographic and test data were analyzed by means of a discriminate analysis program in an effort to differentiate between successful and unsuccessful trainee termination. The results of the study indicated that for each of the three assessment techniques tested: (1) Academic Tests, (2) Work Samples, and (3) Work Related Behavioral Observations, several significant variables were identified. Results of the discriminant analysis were astonishingly h:i.gh and appear to demonstrate that statistical relationships can be proven to exist between certain trainee characteristics, assessment procedures and training outcomes. When the discriminant analysis using the various demographic variables, scores on the work behavior rating instrument, academic tests and work samples were performed, the results were impressive. The discriminant analysis yielded predictive accuracies of 81%-100% for successful and unsuccessful terminatins in three training area. Thus it would appear that the specific demographic variables highlighted by the three assessment techniques employed at the Northern Virginia CETA Program are valuable indicators of trainee outcome. / Ed. D.