This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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Bakgrund: Den dagliga fysiska aktiviteten hos barn minskar, nya aktiviteter och intressen som utförs framför dator är en bidragande faktor till detta. Ökat stillasittande kan leda till ett flertal konsekvenser. Fysisk aktivitet kan motverka detta och bidrar till förbättrad kondition, muskelstyrka, blodtryck, blodfetter, bentäthet och BMI hos barn och unga i skolåldrarna. Syfte: Att sammanställa hur fysisk aktivitet under skoldagen för elever (åldern 6–19) påverkar skolprestationen. Metod: Denna systematiska litteraturstudie baseras på 13 vetenskapliga artiklar. Studierna har en kvantitativ ansats, och var genomförda med randomiserade kontroll studier RCT). En kvalitetsgranskning av materialet gjordes med hjälp av GRADE. Resultat: I resultatet framkommer inget enhälligt resultat gällande hur fysisk aktivitet påverkar elevers skolprestation. Studierna visar i stället på tre huvudområden som sammanfattas till positivt resultat på skolprestation efter intervention, ingen förändring på skolprestation efter intervention och slutligen andra effekter av intervention. Slutsats: Ingen generell slutsats har kunnat dras gällande ökad fysisk aktivitet och elevers skolprestation. Endast en liten del kan ha påverkats negativ av interventionen ökad fysisk aktivitet under skoldagen. Generellt kan ingen negativ påverkan ses på elevernas skolprestation efter interventionerna. Forskning visar också på att elever som hade fått ta del av dessa insatser utveckla färre problem med ångest, jämfört med barn i en kontrollgrupp. / Background: The daily physical activity of children decreases, new activities and interests performed in front of a computer are a contributing factor to this. Increased sedentary lifestyle can lead to a few consequences. Physical activity can counteract this and contribute to improved fitness, muscle strength, blood pressure, blood fats, bone density and BMI in children and adolescent of school age. Aim: To compile how physical activity during the school day for students (age 6-19) affects school performance. Method: This systematic literature study is based on 13 scientific articles. The studies have a quantitative approach and were conducted with randomized control studies (RCT). A quality review of the material was done with the help of GRADE. Result: The result does not show a unanimous result regarding how physical activity affects students' school performance. Instead, the studies show three main areas that are summarized as a positive result on school performance after intervention, no change in school performance after intervention and finally other effects of intervention. Conclusion: No general conclusion has been drawn regarding increased physical activity and students' school performance. Only a small part may have been negatively affected by the increased physical activity during the school day. In general, no negative impact can be seen on students' school performance after the interventions. Research also shows that students who have taken part in these interventions develop fewer problems with anxiety, compared with children in a control group.

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)

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Despite the extensive body of empirical research, the discussion on whether student employment impedes or improves educational outcomes has not been resolved. Using meta-analytic methods, we conduct a quantitative review of 861 effect estimates collected from 69 studies describing the relationship between student work experience and academic performance. After outlining the theo- retical mechanisms and methodological challenges of estimating the effect, we test whether publication bias permeates the literature concerning educational implications of student employment. We find that researchers report negative estimates more often than they should. However, this negative publication bias is not present in a subset of studies controlling for the endogeneity of student decision to take up employment. Furthermore, after correcting for the negative publication bias, we find that the student employment-education relationship is close to zero. Additionally, we examine heterogeneity of the estimates using Bayesian Model Averaging. Our analysis suggests that employment intensity and controlling for student permanent characteristics are the most important factors in explaining the heterogeneity. In particular, working long hours re- sults in systematically more negative effect estimates than not working at...

El objetivo de la presente investigación fue analizar la relación entre metas académicas (de aprendizaje, reconocimiento y logro) y el cansancio emocional e identificar diferencias según sexo en 214 estudiantes (M=53% y H=47%), pertenecientes a primer (23%), segundo (21%), tercer (25%) y cuarto (31%) ciclo de universidades privadas de Lima, pertenecientes a, de la facultad de ingeniería (42%), comunicaciones (25%), ciencias de la salud (13%) y negocios (20%). Es una investigación empírica de carácter cuantitativo con una estrategia asociativa específicamente correlacional simple y otra estrategia comparativa. Los instrumentos que se utilizaron fueron el Cuestionario de Metas Académicas (CMA) y Escala de Cansancio Emocional (ECE). Los resultados mostraron relación estadísticamente significativa y directa entre las metas de reconocimiento y cansancio emocional (r = .21**, p< .05) en una magnitud débil (.10<rs<.29), por otra parte, las mujeres presentaron mayores puntajes en comparación a los hombres, siendo estas diferencias moderadas (rbis=.37) para cansancio emocional y pequeñas para metas de logro (rbis=.19). Se dedujo la importancia de educar a los estudiantes en función a la orientación de sus motivaciones con el fin de reducir la sensación de cansancio emocional, asimismo fortalecer el ámbito emocional en las mujeres para evitar el cansancio emocional que perciben. / The objective of this research was to analyze the relationship between academic goals (of learning, recognition and achievement) and emotional stress and to identify differences according to sex in 214 students (M = 53% and H = 47%), belonging to the first (23 %), second (21%), third (25%) and fourth (31%) semester of private universities in Lima, belonging to engineering (42%), communications (25%), health sciences (13%) and businesses (20%). It is an empirical investigation of a quantitative nature with a specifically correlational simple associative strategy and another comparative strategy. The instruments used were the “Cuestionario de Metas Académicas” (CMA) and the “Esacala de Cansancio Emocional” (ECE). The results showed a statistically significant and direct relationship between the goals of recognition and emotional stress (r= .21 **, p<.05) in a weak magnitude (.10 <rs <.29), on the other hand, women presented higher scores compared to men, these differences being moderate (rbis= .37) for emotional stress and small for achievement goals (rbis= .19). The importance of educating students based on the orientation of their motivations in order to reduce the feeling of emotional fatigue was deduced, as well as strengthening the emotional environment in women to avoid the emotional fatigue they perceive. / Tesis

Indiana University-Purdue University Indianapolis (IUPUI) / Minimal attention has been devoted to examining the dimensionality of self-control. The present study tested a multidimensional model of self-control in which dimensions were based on the nature of the behavior required (i.e., persistence, initiation, cessation, or prevention). A total of 336 undergraduates completed measures of self-control and psychological well-being. Seventy-four of these participants completed behavioral self-control tasks representing the proposed subtypes. Participants’ GPAs were obtained from the Registrar. Stop self-control was inversely related to previously-validated measures of persistence (β = -.61, p = .010) and prevention (β = -.56, p = .040) self-control and demonstrated differential predictive ability of persistence and prevention compared to the other proposed subtypes. Initiation self-control was inversely related to life satisfaction (β = -.35, p = .012) and demonstrated differential predictive ability of life satisfaction compared to stop self-control. These results were interpreted with caution due to inadequate power and questionable validity of several of the behavioral self-control tasks. Both handgrip persistence (r = -.25, p = .033) and blinking prevention (r = -.29, p = .023) were associated with depression. These pairwise correlations were not significantly different from each other, suggesting that no conceptual distinction should be made between persistence and prevention self-control. Confirmatory factor analyses of self-report data revealed that items clustered based on domain rather than on type of behavior required for self-control exertion. Thus, the structure of self-control remains unclear. Limitations of the present study and implications for future research are discussed.

Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 / The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered.

Using Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical significance existed between Pell Grant recipients and non-recipients in retention rates from fall to spring terms, as well as in the demographic variables of academic performance, gender, ethnicity, age group, residency, and credit hours achieved. Only the variable of ethnicity showed a medium practical effect size, with all the other variables indicating a small to no practical effect size.