Использование смартфонов стало повсеместным в современном обществе, что имеет глубокие последствия для различных аспектов повседневной жизни. Студенты университетов, в частности, представляют собой группу населения, широко использующую смартфоны как в академических, так и в неакадемических целях. Хотя эти устройства предлагают множество преимуществ, включая легкий доступ к информации и улучшенную связь, растет обеспокоенность по поводу потенциальных негативных последствий чрезмерного использования смартфонов, которые часто называют смартфонозависимостью (Ahmed et al., 2020). Зависимость от смартфона характеризуется неспособностью регулировать его использование, что приводит к компульсивному поведению, мешающему повседневной деятельности (Elhai et al., 2017). Это явление связано с различными неблагоприятными последствиями, особенно среди молодых людей. Студенты университетов особенно уязвимы из-за академического давления и социальных требований, с которыми они сталкиваются, что может усугубить тенденцию к чрезмерному использованию смартфонов (Chen et al., 2016). Новые исследования показывают, что зависимость от смартфонов может иметь серьезные последствия для когнитивных функций, особенно в таких областях, как внимание и память (Curcio et al., 2006). Постоянные уведомления и притягательность социальных сетей могут привести к фрагментации внимания и снижению способности концентрироваться на академических задачах (Бернард и Дзандза, 2018). Более того, повсеместное использование смартфонов перед сном связано с плохим качеством сна, что еще больше влияет на когнитивные функции и общее благополучие (Cain & Gradisar, 2010; Akca et al., 2019). / Smartphone usage has become ubiquitous in modern society, with profound implications for various aspects of daily life. University students, in particular, represent a demographic extensively engaged with smartphones for both academic and non-academic purposes. While these devices offer numerous advantages, including easy access to information and enhanced communication, there is growing concern about the potential negative effects of excessive smartphone use, often referred to as smartphone addiction (Ahmed et al., 2020). Smartphone addiction is characterized by an inability to regulate one’s usage, leading to compulsive behavior that interferes with daily activities (Elhai et al., 2017). This phenomenon has been linked to various adverse outcomes, particularly among young adults. University students are especially vulnerable due to the academic pressures and social demands they face, which can exacerbate tendencies toward excessive smartphone use (Chen et al., 2016). Emerging research suggests that smartphone addiction may have significant implications for cognitive functioning, particularly in areas such as attention and memory (Curcio et al., 2006). The constant notifications and the lure of social media can lead to fragmented attention and reduced ability to concentrate on academic tasks (Bernard & Dzandza, 2018). Moreover, the pervasive use of smartphones before bedtime has been associated with poor sleep quality, which further impacts cognitive performance and overall well-being (Cain & Gradisar, 2010; Akca et al., 2019).

Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with. / Linguistics / MA - SP APPLIED LINGUISTICS

The study proposes an ecosystemic approach as an intervention for attentional difficulties and heightened motor activity, traditionally known as AD/HD. A literature study of AD/HD is presented first as a psycho-educational frame of reference. The focus then shifts to the symtoms of AD/DH to move closer to the possible underlying causes of these symptoms. In doing so, the focus changes from AD/HD as a diagnosis to attentional difficulties and heightened motor activity as presenting symptoms. Attention and motor activity as constructs are investigated in terms of their neuro-anatomical, neuro-chemical and neuro-physiological aspects. Furthermore, neurodevelopment, physiological stress, neurodevelopmental delay, information processing systems, sensory-motor subsystems and integration as constructs are investigated to understand their role in attention and modulation of motor activity. The study of attention and motor activity and their associated neurological factors motivates an alternative, ecosystemic method of intervention. The proposed approach includes an investigation into internal and external biochemical ecosystems such as environmental pollutants, deficiencies of essential nutrients and genetic deficiencies of the immune system. Other aspects such as time, maturation and neurodevelopment are also considered as well as the gentle interplay between these aspects. The therapeutic intervention includes sound therapy, neurodevelopmental movement activities, EEG neurofeedback and nutrition. Experimental research with a sample population of 12 diagnosed grade 4 and 5 AD/HD learners over a 11 week period was conducted. Statistically significant improvements in aspects of attention were noted using 2 standardised instruments and verification through parent interviews in the first and second experimental groups. Statistically significant improvements were noted in aspects of motor activity (a decline in hyperactive behaviour) in the second experimental group with verification from teacher interviews. Additionally, children in the first experimental group improved significantly more than children in the control group with regards to mathematic skills. The second experimental group showed significant improvement with large effect sizes on reading, mathematic skills and spelling. In conclusion, the statistically significant results obtained with the proposed approach motivates implementation, with improvements in attention, motor activity control and academic performance as a prospect. / Psychology of Education / D. Ed.(Psychology of Education)

In South African universities where the medium of instruction is English, writing and conceptualisation in English Second Language in Life Sciences are problematic for first year learners. This study focused on the extent to which Afrikaans – and Xhosa mother tongue speakers employ strategies in order to cope with the demands of scientific writing and how it affects their academic performance. The Basic Interpersonal Communication Skills (BICS) and the Cognitive and Academic Language Proficiency (CALP) theories of Cummins as well as the model of Collier provided a theoretical framework for this study. Tests and tutorials were analysed by means of content analysis. Writing strategies such as coherence has an impact on academic performance but there is no set pattern or degree in which different mother tongue speakers employ them. A collaborative approach that sensitises learners to the meaningful use of strategies to enhance their competency in scientific writing is recommended. / Educational Studies / M. Ed. (Natural Science Education)

This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

The aim of this study was to demonstrate how postgraduate students cope with the stress induced while adjusting to the various proposal and research report writing phases they are involved in. It is further purported that difficulties in adjusting to the various proposal and research report writing phases and lack of support lead to students experiencing stress. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. This study employed the Stress and Support Questionnaire for University Students to determine the stress postgraduate students encountered while adjusting to the proposal and research report writing phases they were in. Furthermore, this questionnaire was also used to understand how these students use support as a coping mechanism. The various research hypotheses were tested using an explanatory mixed method research design. The population consisted of 815 students enrolled for masters and doctoral programmes at Unisa for the 2012 academic year. Data was analysed using Statistical Package for Social Sciences (SPSS), Strata software and Microsoft Excel. Statistical analyses included tests, Analysis of Variance (ANOVA) and chi-square tests. The results demonstrated that students experience stress during the adjustment process to the various research report writing phases. However, masters students showed higher levels of stress while adjusting to the research report writing phases, compared with doctoral students. Some of the doctoral students reported that they felt fewer levels of stress, because they were already exposed to postgraduate studies and were aware of what is expected. Furthermore, students who reported feeling stress to a large extent indicated the reasons to be a lack of support from supervisors, delayed and insufficient feedback, lack of financial support, lack of social support, procrastination, and balancing work and studies. Some of the students iv indicated that they do not feel any stress at all because they have surrounded themselves with people who have travelled the path, and their environment is conducive to study. Support from colleagues at work, supervisors, friends and family have also shown to help students adjust to the research report writing phases of their programmes. Although some of the students indicated that they do not experience stress, it is imperative that interventions be designed for those students who do experience challenges when adjusting to the research report writing phases. / Psychology / MA (Psychology)

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)

The purpose of this study was to use first-year test results to develop an early warning system for the identification of freshmen at risk of failing. All students registered between 1989 and 1997 for the six-year programmes chiropractic and homoeopathy were included in this ex post facto study. A descriptive study firstly indicated a serious problem of attrition with on average only 66% of chiropractic and 55% homoeopathy freshmen successfully completing the first year. A relationship was demonstrated between both first and second test results and outcome at the end of the first year of studies. A logistic regression model estimated retrospectively from first test results in physiology, anatomy, biology and chemistry was able to discriminate between successful and non-successful freshmen with an overall predictive accuracy of 80.82%. When this model was validated on a different set of data it was shown to have a very high sensitivity and was thus able to correctly identify >93 % of the potentially at risk freshmen. It also had a low Type II error ( <7%) and thus missed very few of the freshmen at risk of failing. A logistic regression model estimated retrospectively from second test results in physiology, anatomy, biology and chemistry had an overall predictive accuracy of 85.94% . The validated model had a sensitivity of 67% which was too low for the model to be of much use as a management tool for the identification of the freshmen at risk of failing. However, the model was shown to have a high specificity and was able to correctly identify >93% of the potentially successful freshmen. It also had a low Type I error (14.29%). Discriminant analysis models estimated from both first and second test results in physiology, anatomy, biology and chemistry produced strong support for the use of test results for the early identification of those freshmen who would need support in order to be successful. It is suggested that the objective models developed in this research could identify the freshman in need of support at an early enough stage for support measures to still have a positive effect on attrition. / Educational Studies / D. Ed. (Educational management)

Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)