The main purpose of this research was to establish how the theory of variation could be used as a resource to enhance learning in Economic and Management Sciences. In the process three specific interdependent research questions were addressed: firstly "how can we develop among learners a good understanding of a particular topic in EMS, for example how the price or value of the Rand is determined on the Foreign Exchange market? secondly "how can the theory of variation be used as a tool for learners to experience the object of learning in a particular way?"; and lastly, "How can the use of a learning study help educators to improve their teaching and make a particular kind of learning possible?" The study utilised pre-test-post-test retention design experiment in phenomenographic studies. A learning study tool within the variation theory of learning was incorporated into a series of grade nine classroom-learning activities on foreign exchange market operation. 361 learners participated in the study. Three main findings were established. Firstly an outcome space was found which contained four qualitatively different ways of experiencing the determination of the Rand price/value on the foreign exchange market. Secondly there was a statistically significant difference between the pre-test and post-test in learning outcome of the understanding of Rand price determination. This was demonstrated using t-test at p-value of 0.000, followed by Levene's t-test for equality of variance test. Thirdly, the results showed an educationally significant improvement in learners' understanding of the EMS concept, through the application of a learning study tool in the variation theory of learning The study therefore supports the role of the theory of variation of learning, which means that learning to see something in a particular way is a function of experiencing simultaneous variation in critical aspects of the object of learning. Educators identify the critical aspects related to different ways of understanding of a particular object of learning, and to design the patterns of variation, or create the space of variation consciously with respect to these critical aspects. / (PhD) North-West University, Mafikeng Campus, 2006

The two-fold purpose of this study was: (1) to devise a logical content analysis procedure for analyzing the conceptual content of selected secondary school economics textbooks, and (2) to measure the conceptual content of those textbooks. The procedure developed was derived from the literature of economists' views toward economic education, and the literature of content analysis.

The problem with which this investigation is concerned is that of determining the differential impact of informational delivery systems T1 (games and simulations), T2 (closed-circuit television), T3 (programmed learning), and T4 (standard lecture and discussion) on student understanding of elementary economic concepts as measured by the Test of Understanding in College Economics. In addition, the study seeks to determine whether a significant relationship exists between students' revealed preferences for specific informational delivery systems and increased economic understanding, and whether a significant relationship exists between students' evaluation of specific informational delivery systems as most effective in preparation for class examinations and increased economic understanding.

This study focused on public school home economics education in British Columbia between 1903-1939. The aim was to examine how home economics educators of this time period worked to have home economics recognized as a compulsory school subject, and how their accomplishments were influenced by contemporary events and progressive education ideals. Documents were analyzed, compared and synthesized to form as accurate a picture as possible of the conditions under which the place of home economics in the school system was justified. Sources used included annual reports of the public schools, curriculum documents, newspapers and special interest publications, and relevant writings of the principal actors. The time period 1903-1939 was divided into three sections. In the formative years (1903-1924) home economics was directed towards girls' vocational training as homemakers. Early home economics educators viewed the subject as a means of teaching about the middle-class "home ideal" through the inculcation of good habits of cleanliness, exactness and order. A problem arose because home economics, like other forms of practical education, was marginal, not central to the school system. It was not viewed seriously or made a priority except as it related to girls' education. Advocates of home economics decided that home economics would gain legitimacy if it were more regulated and accepted for matriculation credit, and worked toward this end. The 1924-25 survey of the British Columbia school system by J.H. Putman and G. M. Weir and the resulting Putman-Weir Report (1925) cemented many progressive education ideas. The Report placed home economics in an ambivalent position by promoting it as a means of teaching both cultural and vocational values and criticizing it for lack of organization and poorly trained teachers. The Putman-Weir Report reaffirmed contemporary ideas about the role of home economics in socializing female students and building a healthy nation. Political and economic factors kept the implementation of the Report on hold for eight years, with the exception of the appointment of Jessie McLenaghen as first Provincial, Director of Home Economics for the Department of Education in 1926. Jessie McLenaghen set about proving the worth of home economics and ensuring its place in the public school system. The student population of home economics changed from elementary to secondary school students accompanied by increased formalization such as examinations and use of a textbook. Home economics at the secondary school level required teachers with university degrees but there was no Chair of Home Economics at the University of British Columbia to train them. Consequently there were many unqualified teachers. A prescriptive curriculum and teacher inspections were seen as necessary to counteract this. The end result was an overemphasis on standards and technical instruction under the guise of promoting worthy home membership. After the curriculum revision of 1936, home economics was in the ambivalent state of a practical subject in an academic setting, forced to conform to 40-50 minute periods and examinations. It was female-dominated in an education system oriented to male values and a field which contained technical knowledge as well as moral and ethical standards. Jessie McLenaghen's actions of unifying and reconciling the home economics curriculum had ensured its survival, but in a truncated form. Home economics did not last as a compulsory subject past the Chant Commission of 1960 when many New Education ideas were discarded. Conformity was emphasized over the recognition of individual differences in homes and families, and the practical importance of home economics was submerged. In summary, a challenge is presented for home economics to re-examine and reclaim its practical roots. Suggestions for further study are made. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. (Educational Psychology) / Andragogy presently finds itself in the crossfire of criticism from different directions and angles. Some critics perceive Andragogy • as a discipline founded on assumptions without the necessary empirical base, while others ridicule its lack of theoretical foundation. The underlying reason for the overall dissentment among critics can be ascribed to the absence of a well founded conceptualisation of Andragogy as a scientific construct. Should Andragogy be clarified both theoretically and conceptually, and redefined in terms of its purpose and objectives, much of the criticism would be stifled. In order to provide a frame of reference within which Andragogy could be evaluated, it was found necessary to inquire about and examine the nature and characteristics of such scientific constructs as typologies, models, theories and paradigms. Besides doing that, theories of learning receive attention in order to get a background and overview of the theoretical roots of Andragogy. Another important aspect which needs attention, is a thorough investigation of Andragogy as phenomenon.

The purpose of this study is to further the effective utilization of films by developing an instrument for their selection from descriptions in catalogs.

"The literature on teaching and curriculum development for the past two decades has emphasized the importance of relating curriculum and teaching to the problems or concerns which are of significance to the pupils...As homemaking teacher in the Liberty County High School, the writer is anxious to make homemaking as effective as possible for the pupils in this school. Consistent with the principle stated above, the identification of the problems which are unique to these pupils is a first step in this task. The purpose of this study, therefore, is to identify the problems of youth in Liberty County as seen by the pupils enrolled in the Liberty County High School, and to explore their implications for the teaching of homemaking in that school. In many studies of this kind the researchers have administered either the Mooney Problems Check List or the S.R.A. Youth Inventory as a basis for identifying the problems of youth involved. The procedure followed in this study, however, included the development of a problems check list unique to this school. It was felt that this was necessary because of the nature of the school population itself, and because it was believed that in the Liberty County High School this procedure would be more effective in identifying the problems of concern to the pupils involved than having them simply check a standardized scale developed for use with large number of youth scattered throughout the country. In addition, the writer was anxious to get information concerning certain citizenship attitudes of the pupils, and their vocational and educational goals"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Science." / Includes bibliographical references (leaf 29).

"The purpose of this study was to determine expressed interest of high school seniors in Polk County in a Home Economics curriculum at Polk Community College. Florida rapidly expanded its post-high school educational programs in the 1950's and 1960's. In 1950, there were three state universities in Florida with a combined enrollment of approximately 20,000 students; presently, there are nine state universities with a combined enrollment that exceeds 92,000 students"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes F. Ridley, Professor Directing Research Problem. / Includes bibliographical references (leaves 63-64).

The investigator attempted to measure the effectiveness of a specialized unit on personal development in improving the social adjustment of homemaking girls.

No description available.