This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education)

This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education)

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

The research design for this study was largely quasi-mixed methods as it focused on survey and phenomenology. The major reason for this study was to explore whether the number of students in any given class has any bearing on their performance and resultant achievement in the mediation of Applied Communicative Skills lectures. The research was largely qualitative, with only the section on student questionnaires being quantitative. The use of research-based practices was also explored. The descriptive findings which are a triangulation of the data gathered from the various instruments of data collection used in the current study pointed towards a conclusion that class size and school factors such as teacher effectiveness can influence student achievement. The present study reflects the need to consider professional development in the area of research-based instructional practices. / Educational Studies / M. Ed. (Didactics)

This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership. / Psychology of Education / M. Ed. (Psychology of Education)

Learners’ Physical Science performance in South Africa has been under discussion for several years, the challenge being that it has been exacerbated by continuous changes in the curriculum. Systems that have been put in place have yielded insufficient satisfactory solutions to both underperformance in the subject and sustainable good performance. Although interventions by curriculum policymakers have been ineffective, the issue at hand remains that teachers need to implement good teaching practices in order to ensure that all learners receive quality education. Physical Science teachers are custodians of a subject that may address scarce skills in the education system, so the quality of teaching must be optimised. Teachers need to implement intervention processes put in place by other stakeholders to reduce the negative perceptions that most people have about Physical Science. This study investigates how various factors related to the quality of teachers may affect the performance of Grade 12 learners in this subject. Since past studies have presented a broad spectrum of these factors, this study has categorised them as those directly related to teaching and those indirectly related to teaching. As a basis for data collection the researcher first established the overall status of the Physical Science teachers and investigated how the factors identified affect teaching. A mixed method approach was followed, and given the breadth of the study, available raw data was collected through questionnaires, interviews and observations. Data collected on factors indirectly related to teaching showed that these factors affect factors directly related to teaching and both of them affect the performance of the teacher, and consequently those of learners. These findings revealed that the performance of Physical Science cannot be based on one factor only, but on a combination of factors that are interrelated and should be integrated for effective teaching practices. Recommendations have been made to the National and Provincial Department of Education, District offices, school management teams and Physical Science teachers to reinforce other strategies that have been in place in order to improve or sustain good performance of the subject and to close gaps that have not been identified as possible intervention strategies. They include upgrading qualifications with the current content and methodologies to match the changing curriculum, restructuring workshops so that they are informed by the teacher’s needs, stabilising the curriculum to avoid many changes in short periods of time, retraining of teachers, relevant appointment of Heads of Departments (HoDs) into subject management positions, utilisation of support groups by teachers, proper management of the subject, proper screening of Physical Science learners and provision of teaching and learning resources. / Science and Technology Education / M. Ed. (Natural Science Education)

In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

Existing scales were modified and factor-analysed through "prepilof' and pilot studies for exploring relations between academic motivation, achievement, and cognitive factors such as locus of control (LOC), attributions, perceived self-determination and ability. Distinct, conceptually meaningful factors emerged. Thirty-seven hypotheses were tested on Unisa students. Among notable findings were: • Internal LOC related to academic motivation, but treating LOC as a set of distinct factors rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external LOC factors related negatively to · achievement). • Little was gained from categorising attributions according to Weiner's dimensions. • Intrinsic motivation and "identified regulation" related positively to motivation. • Students' (especially unsuccessful students') expectations of success and perceptions of their ability were over-estimated. • Different factors related to motivation and achievement in different cultural groups. • Although motivation and achievement are usually positively related, this did not apply to disadvantaged groups. / Psychology / M.A. (Psychology)

This research was undertaken to investigate the role of motivation in influencing secondary school pupils to learn effectively. The researcher determined that without teacher motivation, pupils cannot learn to their full capacity. A number of motivational theories, principles and strategies, were found which if used properly can improve classroom learning. The ultimate decision concerning how and when to use them is in the hands of the teachers. Pupils should be inspired to perform and reach beyond their perceived limits which demands different learning incentives. As becoming adults, pupils must be encouraged to achieve positive learning and discouraged from negative behaviour that could harm their development. Learning motives remain the strongest driving force to improve pupils' performance as they change their learning behaviour towards achieving set goals. To re-establish the true meaning of education, both teachers and pupils should act responsibly as both bear blame for education having lost its meaning. / Educational Studies / M. Ed. (Philosophy of Education)

Educational Foundations / M. Ed. (Socio Education)