The aim of this research was to make recommendations how parents and educators can select and use audio-visual media for supporting learners with behavioural problems (LBP). A literature study was conducted on behavioural problems and on the use of audio-visual media to address these. Thereafter an empirical investigation was done by means of a case study design. A purposive sample was chosen from Grades 10 and 12 learners in Pietermaritzburg. Websites were also selected for addressing a variety of topics. The most important findings were that audio-visual media can be selected by means of five criteria related to content accuracy and appropriateness, diversity and quality. The findings indicate that visual media can stimulate cognitive skills (including problem solving and critical thinking) and reflection about the acceptance of responsibility, positive attitudes and respect for authority, among others. It is concluded that audio-visual media can be used by educators to support LBP. / Educational Studies / M.Ed. (Specialisation in Psychology of Education)

M.Ed. (Subject Didactics) / It is important that allowances be made for the Mathematics gifted pupil, who is seen as the problem solver of the future. Mathematics gifted pupils, on the average, use half their time to work thoroughly through the average syllabus and achieve 90% plus. The average subject teacher does not always have the necessary time for the gifted pupil. He is thus left to his own devices. The lack of facilities, sufficient qualified teachers, support from like-minded people, stimulating opportunities, resource centres and other stimulating factors add further to the pupils' frustrations. Enrichment of syllabi is seen as one of the most prominent provisional possibilities for the gifted child. The reason for this is found in the fact that the gifted child does not constitute even 5% of the population. They are kept mainly in the mainstream and are in no way identified as a group for any type of special educational need, like acceleration. Enrichment by means of educational computer programmes does not need individual teaching or a faster pace, but an adjustment in the activities within the classroom. Teaching, with the aid of computers, offers an educational aid which offers the opportunity for more effective provision for the gifted child ...

This study investigated the effects of a home-based, audio cassette marriage enrichment course on marital communication and marital adjustment. The marriage enrichment course evaluated in this study consisted of two audio cassette tapes, each containing two sessions of approximately 45 minutes in length, and one work booklet. The course contained exercises emphasizing the development of communication skills, encouragement of self-disclosure, learning of empathy skills, and the setting of personal and mutual goals. The unique aspects of the course were the home-based setting in which the couples completed the program, and the self-enclosed audio cassette nature of the course.

M.Ed. / The subject English is compulsory in the researcher's students' field of study. The researcher offers the subject English for the National Teacher's Diploma Technical and the National Higher Diploma : Post-School Education. The students come from many different cultural backgrounds and for many of them English is a second or third language. The researcher has observed that there are social affects with which students have to contend, and has detected a definite need amongst students for more certainty pertaining to communication in distance education. The researcher has also perceived definite distinguishing features amongst cultural groups in her subject field English. A definite need arose to examine problems experienced by students studying through teletuition, such as trying to interact with a distant institution, problems concerning the study of English as second or third language and social effects experienced by students in distance education. After having done theoretical research, the researcher included an empirical questionnaire survey in which she attempted to gain biographical and other background information. Respondents were asked questions which concentrated on methods by which they had learned English, whether they experience an intrusion of their home language on English language performance and whether culture impinges on the acquisition of English. The research also attempted to determine whether students experience demotivation, fear of failure and situational problems, amongst others. In the light of the literature study, the questionnaire survey and interviews, the findings summarily were that students * have a need for more contact with their lecturers * revealed a need for emotional support from relatives and lecturers * are demotivated by the negative tone of comments on assignments * experience situational problems * experience fear of failure * experience an intrusion of their home language on English language performance * experience a cultural intrusion in the study of English * experience too many cross - cul,tural contrasts which have an effect on the understanding of English. If the educator in a distance education institution is aware of the students' needs and problems, it would result in a greater understanding of this didactic responsibility in helping students realize their full potential.

Interviews with experienced ESL language instructors were held to aid in determining how these instructors choose and design authentic materials and make them authentic to second language learners.

In 2 experiments, I investigated the role of conditioned seeing on incidental bidirectional naming (Inc-BiN) for unfamiliar stimuli and reading achievement. In Experiment 1, I investigated the correlation, associations, and differences between conditioned seeing, Inc-BiN, and measures of reading achievement for 49 participants in kindergarten through second grade. Unfamiliar visual stimuli were presented with spoken words during a naming experience and participants’ stimulus control for conditioned seeing was measured by drawing responses in the absence of the target stimuli. Reading achievement measures included Winter and Spring diagnostic scores from the iReady® K-12 Adaptive Reading diagnostic (Curriculum Associates, LLC, 2017). Pearson’s correlation analyses showed that participants’ stimulus control for conditioned seeing was significantly correlated with all measures of reading achievement and the stimulus control for untaught listener responses (Inc-UniN), 𝘳 (47) = .440, 𝑝 = .002, and untaught speaker responses (Inc-BiN), 𝘳 (47) = .384, 𝑝 = .007. A Spearman’s rank correlation test showed that participants’ performance percentile for the iReady® reading diagnostic was also significantly correlated with participants’ stimulus control for conditioned seeing. Lastly, results from the independent sample t-tests showed that there were significant differences in participants’ stimulus control for Inc-UniN and Inc-BiN and reading achievement as a function of low and high stimulus control for conditioned seeing. Experiment 1 established the need to further investigate conditioned seeing and its effects on reading comprehension and Inc-BiN for students in kindergarten through second grade, thus in Experiment 2, I investigated the effects of a multiple exemplar instruction (MEI) across delayed selection and production responses intervention on the establishment of conditioned seeing for 6 kindergarten students. Furthermore, I investigated the effects of the establishment conditioned seeing on reading comprehension, conditioned reinforcement for books without pictures, and Inc-BiN. Results show that the MEI across delayed selection and production responses was effective in establishing conditioned seeing for all participants. Results further show that the establishment of conditioned seeing resulted in increases in measures for reading comprehension and the reinforcement value for books without pictures. Though the establishment of conditioned seeing did not establish Inc-BiN for participants, Experiment 2 demonstrates the need to further investigate the relation between conditioned seeing and Inc-BiN in young readers.

<p>    </p> <p>Lam, Luchcha. M.S., Purdue University, May 2023. Believe in the Sound You See: The Effects of Body Type and Voice Pitch on the Perceived Audio-Visual Correspondence and Believability of Virtual Characters. Major Professor: Nicoletta Adamo. </p> <p>We examined the effects of body type and voice pitch of virtual characters’ on perceived audio-visual correspondence and believability. For our within-group study, we developed nine experimental conditions using a 3 (body type: ectomorph vs. mesomorph vs. endo- morph body types) × 3 (voice pitch: low vs. medium vs. high fundamental frequency [F0]). We found significant main effects from voice pitch and significant interaction effects between a character’s body type and voice pitch on both the level of perceived audio-visual correspondence and believability of female and male characters. For female characters, we also observed an additional significant main effect from body type and a significant interac- tion effect between the participant’s biological sex and the character’s voice pitch on both perceived audio-visual correspondence and believability. Moreover, the results show that perceived believability is highly correlated to perceived audio-visual correspondence. Our findings have important practical implications in applications where the character is meant to be an emotional or informational guide that requires some level of believability, as the findings suggest that it is possible to enhance the believability of the characters by generating appropriate voices through pitch manipulation of existing voices. </p>

This study is concerned with providing a strategy for teaching basic art concepts of line and shape at sixth grade level to the disadvantaged child through the use of kits as a supplement to classrooms instruction. Twelve kits were devised. The materials and information necessary to do the assignment were included in each kit. They were tested by disadvantaged sixth graders in a Dallas school for one month. The kits were evaluated using the children's work as compared to control assignments, as well as behavior checklists and frequency of uise counts. The game kits were particularly effective. Kits proved to be a viable strategy for enriching the art curriculum for disadvantaged children and improving classroom discipline.

The problem undertaken in this investigation is to determine the value of using audio-visual aids in the fifth-grade social studies program of the Austin Elementary School, Wichita Falls, Texas.

Thesis (MSc (Applied mathematics))--University of Stellenbosch, 2011. / Includes bibliography. / Please refer to full text to view abstract.