O desenvolvimento tecnológico vem impactando o campo da educação de múltiplas maneiras. Entretanto, a educação tradicional parece estar estagnada sob vários aspectos. No ensino superior de ciências contábeis, há diversas evidências. Com base nesse cenário, apresenta-se o Sistema de Resposta do Estudante (SRE), um recurso tecnológico que, em sua versão mais recente, consiste de dispositivos pessoais e um software interconectados pela internet usados para que os alunos possam responder questões propostas pelo docente e para que haja feedback instantâneo. Nesse sentido, o presente estudo objetivou verificar o impacto do SRE no desempenho acadêmico e na satisfação dos alunos de ciências contábeis. Foi conduzido um quase-experimento, dividido em duas partes, com alunos da disciplina de Contabilidade de Entidades Diversas de uma instituição de ensino superior pública brasileira. Ao todo, 55 alunos participaram do quase-experimento, separados em duas turmas (A e B). A Parte 1 do quase-experimento ocorreu no 1º bimestre do ano letivo de 2016 da instituição, tendo a Turma A como grupo de controle a Turma B como grupo de tratamento. A Parte 2, por sua vez, foi realizada no 2º bimestre, com a inversão dos grupos de tratamento e de controle. No início da pesquisa, foram aplicadas provas com o intuito de verificar o conhecimento prévio do conteúdo. Outros dados foram coletados por meio dos documentos da disciplina e de um questionário que compreendeu questões sobre o perfil socioeconômico dos discentes e acerca do uso (14 questões) e satisfação (10 questões) com o SRE. Em ambos os bimestres, os testes t (sig. > 0,10) e Mann-Whitney (sig. > 0,10) não indicaram que o emprego do SRE tem efeito positivo estatisticamente significativo sobre o desempenho acadêmico dos alunos. Complementarmente, analisou-se o impacto do SRE na performance discente em conjunto com fatores individuais, acadêmicos e socioecômicos por meio de modelos de regressão. Os resultados reforçaram que o SRE não exerce influência significativa sobre o desempenho acadêmico (sig. > 0,10). Em relação à satisfação discente, as estatísticas descritivas apontaram que os alunos gostaram de usar a tecnologia (média = 9,59; dp = 0,93), o SRE tornou a aula mais divertida em comparação com o ensino tradicional (média = 9,55; dp = 1,14) e houve satisfação com o equipamento (média = 9,28; dp = 1,61). Além disso, o teste U de Mann-Whitney sinalizou que não houve diferença de percepção entre as Turmas A e B em se tratando de satisfação com o SRE. Ambas as turmas mostraram padrão similar de satisfação. Da mesma forma, pela matriz de correlação de Spearman dos itens de satisfação, verificaram-se significantes relações, com destaque para a correlação que indica que quanto maior a satisfação discente com o SRE, maior tende a ser a satisfação com a disciplina (coef. = 0,2331; sig. < 0,10). Nesse sentido, constatou-se que o SRE não aumenta a performance acadêmica, mas colabora para o desenvolvimento da satisfação discente de modo geral. / Technological development has impacted the field of education in many ways. However, a traditional education seems to be stagnated in many aspects. In higher accounting education, there are several evidences. Based on this scenario, the Student Response System (SRS) is presented, which is a technological tool that, in its most recent version, consists of personal devices and a software interconnected by the internet, so that students are able to answer questions proposed by the professor with instant feedback. In this sense, the present study aimed to verify the impact of the SRS on academic performance and satisfaction of the accounting students. It was conducted a quasi-experiment, divided into two parts, with students enrolled in the Accounting for Diverse Entities discipline of a Brazilian higher education institution. In all, 55 students participated in a quasi-experiment, separated into two classes (A and B). The Part 1 of the quasi-experiment occurred in the first two-months of the 2016 institutional calendar, with Class A as control group and Class B as treatment group. The Part 2, in turn, was performed in the second two-months period, with an inversion of the treatment and control groups. At the beginning of the research, initial tests were applied with the students in order to verify the previous knowledge of the content. Other data were collected through class documents and a questionnaire that included questions on socioeconomic profile of the students and about the use (14 questions) and satisfaction (10 questions) with the SRS. In both parts of the quasi-experiment, the t (sig. > 0.10) and Mann-Whitney (sig. > 0.10) tests did not indicate that the use of SRS has a statistically significant positive effect on students\' academic performance. Additionally, the impact of SRS on student performance was analyzed in conjunction with individual, academic and socioeconomic factors through regression models. The results reinforce that the SRS does not have a significant influence on the academic performance (sig. > 0.10). Regarding student satisfaction, descriptive statistics revealed that students liked to use the technology (mean = 9.59; sd = 0.93), SRS made classes funnier than traditional teaching (mean = 9.55; sd = 1.14), and there was satisfaction with the equipment (mean = 9.28; sd = 1.61). In addition, the Mann-Whitney test showed that there was no difference between Class A\'s and Class B\'s perception in terms of satisfaction with SRS. Both groups felt satisfied similarly. Likewise, Spearman\'s correlation matrix of satisfaction items showed significant relationships, with emphasis on the correlation that indicates that the higher the student satisfaction with the SRS, the greater the satisfaction with the discipline tends to be (coeff. = 0.2331, sig. < 0.10). In general, it was verified that SRS does not increase academic performance, but it contributes to the development of students\' satisfaction.

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-04-06T18:43:12Z No. of bitstreams: 1 Luiz Ricardo Vieira Gonzaga.pdf: 4978693 bytes, checksum: 22e5218d6daab1bb1914d2919134607a (MD5) / Made available in DSpace on 2016-04-06T18:43:12Z (GMT). No. of bitstreams: 1 Luiz Ricardo Vieira Gonzaga.pdf: 4978693 bytes, checksum: 22e5218d6daab1bb1914d2919134607a (MD5) Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Adolescence is a period of physical, psychological, social and cultural changes, include stressors in the school context as to do academic tests and admission exams for college. To deal with these situations, teenagers present different ways of coping which influence the academic engagement, studying and coping with test anxiety, that affects their academic performance. Therefore, the coping process can be a mediating or moderating variable of the impact of stress on school performance. This research aimed to describe and analyze the relations between academic stressors, test anxiety and its coping and the academic performance of High School students with and without behavior problems, using a developmental and self-regulating approach. Participated 411 students (girls: 59.85%), with 14-20 year olds (M = 16.27; SD=1.04) attending High School on a public school in S?o Paulo?s capital. We applied the following instruments in six classrooms: Brazilian Economic Classification Criteria (Brazilian Criteria), the Test Anxiety Scale (TAS) and Adolescent/Child?s Self Report Responses to Stress ? Academic Problems (RSQ-AS) - both translation processes authorized, the Youth Self-Report (YSR) and the Scale of Coping with Academic Tests, specially developed to access the coping process before, during and after tests. We did these statistical analisis: descriptive, correlations, structural equations modeling and network analysis. Most students had test anxiety (n= 379; 62.53%), girls in particular (n= 227; 66.96%), and n=379; 20.84% demonstrated behavioral problems (Internalizing: n=139; 36.68%; Externalizing: n=69; 18.21%). The student?s average grade in the subject was above five points (M = 6.63; SD=1.18). When facing academic stressors, they reacted with involuntary responses (M = 0.23; SD= 0.04). To deal with tests, the coping process is more adaptive than maladaptive (AC: M = 55.39; SD= 10.60; MAC: M = 41.64; SD=12.80), with ways of coping like Self-reliance, Support-seeking and Problem-solving. Classrooms showed significative differences in socioeconomic status, age groups, number of stressful sources and general average. Structural equation modeling indicates that students with better academic performance were those who had internalizing problems, not externalizing problems, higher adaptive coping score, secondary control engagement coping and involuntary engagement,and whose involuntary disengagement score was lower. Students who experienced test anxiety had higher involuntary engagement and higher number of academic stressors. Students who experienced higher number of academic stressors presented higher primary and secondary control engagement scores, voluntary and involuntary disengagement, and involuntary engagement. The students who had internalizing problems had more test anxiety and higher number of academic stressors. The students who had higher maladaptive coping scores had internalizing problems, test anxiety and higher number of academic stressors. The network analysis also indicated associations between: higher age, higher grades schooling and better academic performance; higher grades schooling and more stress; and low academic performance and academic stressors (not understanding classes or homework, having trouble studying, feeling pressured to do something, and having bad classes or teachers). The behavior problems stand out in this sampling, as well as coping difficulties regarding school events, which referee a psychological intervention in this educational grade. / A adolesc?ncia ? um per?odo de mudan?as f?sicas, psicol?gicas e socioculturais, com muitos estressores, inclusive no contexto escolar, a exemplo da realiza??o de provas acad?micas e o vestibular. Para lidar com essas situa??es, os adolescentes apresentam diferentes estrat?gias de enfrentamento (EE), as quais influenciam o engajamento acad?mico, o comportamento de estudar e de lidar com a ansiedade em situa??es de provas, afetando seu rendimento acad?mico. O enfrentamento (coping), portanto, pode atuar como uma vari?vel moderadora ou mediadora do impacto do estresse sobre o desempenho escolar. Esta pesquisa teve por objetivo descrever e analisar as rela??es entre estressores acad?micos, ansiedade de provas escolares e seu enfrentamento, e o desempenho acad?mico, em alunos do Ensino M?dio, com e sem problemas de comportamento, adotando uma perspectiva desenvolvimentista e de autorregula??o. Participaram 411 alunos (meninas = 59,85%), com 14-20 anos (M = 16,27; DP=1,04), cursando o Ensino M?dio, em uma escola p?blica da capital paulista. Foram aplicados, nas 6 turmas: o Crit?rio de Classifica??o Econ?mica Brasil, o Test Anxiety Scale (TAS) e Adolescent/Child?s Self Report Responses to Stress ? Academic Problems (RSQ-AS), ambos com valida??o lingu?stica autorizada, o Youth Self-Report (YSR), e a Escala de Enfrentamento de Provas Escolares, especialmente elaborada, avaliando o coping antes, durante e depois de provas. Foram feitas an?lises estat?sticas: descritiva, correla??es, modelagem de equa??es estruturais e an?lise de redes. A maioria dos estudantes tinha ansiedade de provas (n= 379; 62,53%), especialmente as meninas (n=227; 66,96%), e n= 379; 20,84% apresentaram problemas de comportamento (Internalizantes: n= 139; 36,68%; Externalizantes: n= 69; 18,21%). A m?dia geral das notas das disciplinas das turmas ficou acima de cinco pontos (M = 6,63; DP= 1,18). Frente a estressores acad?micos, os alunos reagiam com respostas involunt?rias (M = 0,23; DP=0,04). Diante de provas, o coping era mais adaptativo do que mal adaptativo (CA: M = 55,39; DP= 10,60; CMA: M = 41,64; DP=12,80), com EE de autoconfian?a, busca de suporte e resolu??o de problemas. Houve diferen?as significativas entre as s?ries escolares no n?vel socioecon?mico, idade, n?mero de estressores e m?dia geral. As an?lises de equa??es estruturais indicaram que os alunos com maior desempenho acad?mico foram aqueles com problemas internalizantes, sem problemas externalizantes, maior escore de coping adaptativo, engajamento de controle secund?rio e engajamento involunt?rio, e menor escore de desengajamento involunt?rio. Alunos com ansiedade de provas apresentaram maior engajamento involunt?rio e maior n?mero de estressores. Os alunos com maior n?mero de estressores apresentaram maiores escores de engajamento de controle prim?rio e secund?rio, desengajamento volunt?rio e involunt?rio, e engajamento involunt?rio. Os alunos com problemas internalizantes foram aqueles com ansiedade de provas e maior n?mero de estressores. Os alunos com maiores escores de coping mal adaptativo foram aqueles com problemas internalizantes, ansiedade de provas e maior n?mero de estressores. A an?lise de redes indicou tamb?m associa??es entre: maioridade, maior escolaridade e melhor desempenho acad?mico; maior escolaridade e mais estresse; e baixo desempenho e estressores acad?micos (n?o entender as aulas e as tarefas, ter dificuldade para estudar, sentir-se pressionado e ter professores ruins). Os problemas de comportamento se destacaram nesta amostra, assim como as dificuldades de enfrentamento dos eventos escolares, indicando a necessidade de interven??es psicol?gicas nesse n?vel educacional.

Magister Public Health - MPH / This is a qualitative study, the aim of which is to explore experiences influencing the academic performance of 1st Year nursing students at the Western Cape College of Nursing, South Africa, during 2008 when the College was confronted with unprecedented failure rates among 1st Year students. It describes the College's collaboration with a higher education institution and the changes that emanated from this collaboration. The influence of situational factors on 1st Year nursing students is explored. These include the legacy of the inequality of past learning opportunities, institutional factors which hamper students' sense of belonging, and the social and academic integration of students into their learning environment. The methodology used in the process of exploring these factors included focus group discussions with students and in-depth interviews with staff in order to explore their respective perceptions of the problem. From this it is hoped that the quality of human resources for health will be enhanced. / South Africa

O desenvolvimento tecnológico vem impactando o campo da educação de múltiplas maneiras. Entretanto, a educação tradicional parece estar estagnada sob vários aspectos. No ensino superior de ciências contábeis, há diversas evidências. Com base nesse cenário, apresenta-se o Sistema de Resposta do Estudante (SRE), um recurso tecnológico que, em sua versão mais recente, consiste de dispositivos pessoais e um software interconectados pela internet usados para que os alunos possam responder questões propostas pelo docente e para que haja feedback instantâneo. Nesse sentido, o presente estudo objetivou verificar o impacto do SRE no desempenho acadêmico e na satisfação dos alunos de ciências contábeis. Foi conduzido um quase-experimento, dividido em duas partes, com alunos da disciplina de Contabilidade de Entidades Diversas de uma instituição de ensino superior pública brasileira. Ao todo, 55 alunos participaram do quase-experimento, separados em duas turmas (A e B). A Parte 1 do quase-experimento ocorreu no 1º bimestre do ano letivo de 2016 da instituição, tendo a Turma A como grupo de controle a Turma B como grupo de tratamento. A Parte 2, por sua vez, foi realizada no 2º bimestre, com a inversão dos grupos de tratamento e de controle. No início da pesquisa, foram aplicadas provas com o intuito de verificar o conhecimento prévio do conteúdo. Outros dados foram coletados por meio dos documentos da disciplina e de um questionário que compreendeu questões sobre o perfil socioeconômico dos discentes e acerca do uso (14 questões) e satisfação (10 questões) com o SRE. Em ambos os bimestres, os testes t (sig. > 0,10) e Mann-Whitney (sig. > 0,10) não indicaram que o emprego do SRE tem efeito positivo estatisticamente significativo sobre o desempenho acadêmico dos alunos. Complementarmente, analisou-se o impacto do SRE na performance discente em conjunto com fatores individuais, acadêmicos e socioecômicos por meio de modelos de regressão. Os resultados reforçaram que o SRE não exerce influência significativa sobre o desempenho acadêmico (sig. > 0,10). Em relação à satisfação discente, as estatísticas descritivas apontaram que os alunos gostaram de usar a tecnologia (média = 9,59; dp = 0,93), o SRE tornou a aula mais divertida em comparação com o ensino tradicional (média = 9,55; dp = 1,14) e houve satisfação com o equipamento (média = 9,28; dp = 1,61). Além disso, o teste U de Mann-Whitney sinalizou que não houve diferença de percepção entre as Turmas A e B em se tratando de satisfação com o SRE. Ambas as turmas mostraram padrão similar de satisfação. Da mesma forma, pela matriz de correlação de Spearman dos itens de satisfação, verificaram-se significantes relações, com destaque para a correlação que indica que quanto maior a satisfação discente com o SRE, maior tende a ser a satisfação com a disciplina (coef. = 0,2331; sig. < 0,10). Nesse sentido, constatou-se que o SRE não aumenta a performance acadêmica, mas colabora para o desenvolvimento da satisfação discente de modo geral. / Technological development has impacted the field of education in many ways. However, a traditional education seems to be stagnated in many aspects. In higher accounting education, there are several evidences. Based on this scenario, the Student Response System (SRS) is presented, which is a technological tool that, in its most recent version, consists of personal devices and a software interconnected by the internet, so that students are able to answer questions proposed by the professor with instant feedback. In this sense, the present study aimed to verify the impact of the SRS on academic performance and satisfaction of the accounting students. It was conducted a quasi-experiment, divided into two parts, with students enrolled in the Accounting for Diverse Entities discipline of a Brazilian higher education institution. In all, 55 students participated in a quasi-experiment, separated into two classes (A and B). The Part 1 of the quasi-experiment occurred in the first two-months of the 2016 institutional calendar, with Class A as control group and Class B as treatment group. The Part 2, in turn, was performed in the second two-months period, with an inversion of the treatment and control groups. At the beginning of the research, initial tests were applied with the students in order to verify the previous knowledge of the content. Other data were collected through class documents and a questionnaire that included questions on socioeconomic profile of the students and about the use (14 questions) and satisfaction (10 questions) with the SRS. In both parts of the quasi-experiment, the t (sig. > 0.10) and Mann-Whitney (sig. > 0.10) tests did not indicate that the use of SRS has a statistically significant positive effect on students\' academic performance. Additionally, the impact of SRS on student performance was analyzed in conjunction with individual, academic and socioeconomic factors through regression models. The results reinforce that the SRS does not have a significant influence on the academic performance (sig. > 0.10). Regarding student satisfaction, descriptive statistics revealed that students liked to use the technology (mean = 9.59; sd = 0.93), SRS made classes funnier than traditional teaching (mean = 9.55; sd = 1.14), and there was satisfaction with the equipment (mean = 9.28; sd = 1.61). In addition, the Mann-Whitney test showed that there was no difference between Class A\'s and Class B\'s perception in terms of satisfaction with SRS. Both groups felt satisfied similarly. Likewise, Spearman\'s correlation matrix of satisfaction items showed significant relationships, with emphasis on the correlation that indicates that the higher the student satisfaction with the SRS, the greater the satisfaction with the discipline tends to be (coeff. = 0.2331, sig. < 0.10). In general, it was verified that SRS does not increase academic performance, but it contributes to the development of students\' satisfaction.

Increased levels of obesity, particularly among American youth, have consistently been cause for concern over the last few decades. Additionally, the amount of time youth spend being active throughout the day has consistently decreased. Physical activity levels among school-aged children in America are effected by any number of reasons, but this study points to the possibility of time spent being physically active during the school day having the greatest effect on a student’s overall level of physical activity. Increased pressures from different entities on local schools to improve student performance on standardized test scores have contributed to a decline in students’ time spent being active during the school day. The inverse relationship that exists between levels of obesity and amount of time spent being active is a call to action and cause for more research in this area if a solution is to be reached with the obesity epidemic in America. The purpose of this study was to investigate the effects of increased physical activity on the academic performance of elementary students in a rural, Central Kentucky community. Academic performance is an overarching term that encompasses academic achievement through standardized testing, academic behavior, and cognitive skills and abilities. Ninety students in 4th and 5th grade with an average age of 10 from one elementary school participated in the study. After obtaining parental consent and students’ verbal consent, students were divided into two intervention groups and one control group. Each intervention group received extra physical activity for three days a week for four weeks. Activity for students was measured with an EKHO MVPA accelerometer for the duration of each activity session during their respective intervention weeks. Standardized test scores were obtained through the school’s measure of academic progress (MAP) assessment. Student behavior was assessed through direct systematic observation and teacher-based questionnaires. Finally, the STROOP color word test was used to measure student’s cognitive processes and executive functioning skills. The results from the STROOP color word test provided evidence of a significant relationship between physical activity and cognitive skills (ttest1=2.63, p < .01, ttest2=7.14, p < .001). Additionally, the teacher-based questionnaire demonstrated a significantly positive relationship between physical activity and student behavior (t = -2.65, p < .01). Boys were significantly more active than girls (tfemale = -2.71, p < .01). There were also significant correlations between females and the teacher-based questionnaires, the white race and the STROOP color word test, and the white race and on-task behavior. No significant relationships were found between physical activity and overall academic performance or academic achievement.

Abstract This national cross-sectional study aimed to measure the oral health status, and oral health related-quality of life (OHRQoL) among Nepalese schoolchildren. Another aim was to investigate the association of dental caries and its consequences with OHRQoL, sociodemographic factors, oral health-related behaviours, anthropometrics, and school attendance and performance. The study was conducted in 18 out of total 75 randomly selected districts of Nepal representing 5 developmental, and concurrently 3 simultaneously ecological regions. Altogether 1137 of the invited 1157 schoolchildren from 27 conveniently selected schools participated both in the survey and clinical examination. Information on sociodemographic factors and oral health-related behaviours was collected using a structured questionnaire. Validated Nepali Child-OIDP was used for assessing children’s OHRQoL. Clinical oral examinations were conducted as per the WHO guidelines and assessed dental caries, its consequences (pufa/PUFA) and periodontal status. BMI, waist-to-hip ratio, and waist-to-height ratio were computed from anthropometric measurements. School-related information included data on school absenteeism was collected from school registry and school performance (percentage of the sum of scores in three core subjects). Gingival bleeding was highly prevalent among all participants. The youngest ones had most often need for dental caries treatment; 79% vs. 64% among the oldest ones. Dental caries and its consequences were most prevalent among those living in the Kathmandu Valley or in the rural areas or in mountain or hilly ecological regions, as well as those consuming sweets or candy, or tea with sugar, and brushing teeth infrequently. Most of the participants had problem with eating, cleaning the mouth, and sleeping. Dental caries and its consequences were associated with poor OHRQoL. They were also associated with both high and low BMI and central obesity (high waist-to-hip and waist-to-height ratios) as well as high school absenteeism (>13% of total schooldays missed) and poor school performance. Both low and high BMI, and poor OHRQoL, as well as high school absenteeism were all inversely associated with school performance. In conclusion, dental caries and gingival bleeding are common among Nepalese schoolchildren. Dental caries and its consequences are associated with poor OHRQoL. These conditions are also associated with sociodemographic factors, poor oral health-related behaviours, and anthropometrics (BMI and central obesity) as well as high school absenteeism and poor school performance. / Tiivistelmä Tämän poikkileikkaustutkimuksen tavoitteena oli tutkia nepalilaisten koululaisten suunterveyttä ja siihen liittyvää elämänlaatua (OHRQoL). Toiseksi tavoitteena oli tutkia karieksen ja sen seurausten mm. oireet ja tulehdus, yhteyttä suunterveyteen liittyvään elämänlaatuun, sosiodemografisiin ja antropometrisiin tekijöihin, suunterveyskäyttäytymiseen, koulupoissaoloihin sekä -menestykseen. Tutkimus toteutettiin 18/75 satunnaisesti valitussa Nepalin piirikunnassa, jotka edustivat sekä viittä kehitysaluetta että kolmea ekologista aluetta. Mukaan kutsutuista 1157 koululaisesta (27 koulua, mukavuusotos), 1137 osallistui sekä kysely- että kliiniseen tutkimukseen. Sosiodemografiset taustatiedot sekä tiedot suunterveyskäyttäytymisestä kerättiin strukturoidulla kyselylomakkeella. Suunterveyteen liittyvää elämänlaatua arvioitiin käyttäen validoitua nepalin kielistä Child-OIDP –lomaketta. Kliinisessä tutkimuksessa tutkittiin kariestilanne, sen kliiniset seuraukset (pufa/PUFA) sekä kiinnityskudosten tila WHOn ohjeiden mukaan. BMI, vyötärön ja lantion ympärysmitan suhde sekä vyötärön ympärysmitan ja pituuden suhde laskettiin mittaustulosten perusteella. Kouluista saatiin tiedot poissaoloista viimeisen kouluvuoden aikana sekä koulumenestys kolmessa keskeisimmässä oppiaineessa viimeisimmässä todistuksessa. Lähes kaikilla todettiin ienverenvuotoa. Nuorimmassa ikäryhmässä oli muita useammin korjaavan karieshoidon tarvetta (79% vs. 64%). Kariesta sekä sen seurauksia esiintyi eniten niiden keskuudessa, jotka asuivat Kathmandun laaksossa tai vuoristossa. Karieksen esiintyvyys oli myös yhteydessä mm. sokerin, makeisten ja sokeriteen kulutukseen sekä epäsäännölliseen hampaiden harjaukseen. Karies seurauksineen oli yhteydessä huonoon suunterveyteen liittyvään elämänlaatuun (OHRQoL), erityisesti syömiseen, suun puhdistamiseen sekä nukkumiseen. Sillä oli myös yhteys sekä matalaan että korkeaan BMIhin, lisääntyneisiin koulupoissaoloihin sekä huonoon koulumenestykseen. Matala ja korkea BMI, huono suunterveyteen liittyvä elämänlaatu sekä poissaolot olivat käänteisesti yhteydessä koulumenestykseen. Karies ja ienverenvuoto ovat yleisiä nepalilaisten koululaisten keskuudessa. Karies seurauksineen on yhteydessä huonoon suunterveyteen liittyvään elämänlaatuun (OHRQoL), haitalliseen suunterveyskäyttäytymiseen, sosiodemografisiin ja antropometrisiin tekijöihin (BMI, keskivartalolihavuus) sekä lisääntyneisiin koulupoissaoloihin ja huonoon koulumenestykseen.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>