Mathematics achievement has been of great concern to researchers involved in mathematics education. This concern has resulted in research seeking to determine for example, the factors that positively or negatively contribute to student performance in mathematics. Many of the reported studies in the literature have investigated the factors within the context of mathematics teaching and learning in general. Very few studies have investigated the factors contributing to student achievement in mathematics when learning takes place in a computer aided environment. With the pervasiveness of computers in education in general, studies in this direction become imperative. The present study fills this gap in the literature by examining the extent to which selected variables (mathematics attitude, mathematics aptitude, computer attitude, computer prior experience, computer ownership, proficiency in language of instruction, and learning style) contribute to students' achievements in pre-calculus algebra classes that are supplemented with a computer lab program. The participants in the study were 120 students sampled from the population of students enrolled in the second pre-calculus algebra course at the preparatory year program of King Fahd University of Petroleum & Minerals during the 2003/2004 academic session. The instruments used to measure the study constructs were the mathematics attitude scale (Aiken, 1979), the computer attitudes scale (Loyd & Gressard, 1984a), and the learning styles questionnaire (Honey & Mumford, 1992). New instruments to measure computer prior experience and computer ownership were developed for the present study. Hypotheses formulated for the study were tested using multiple regression and other statistical techniques. The results show that mathematics aptitudes and English language proficiency are the most significant contributors to students' mathematics achievement. No other variables show statistically significant effects on students' achievement. Together, the selected variables explain more than 41 percent of the total variance of students' achievement. Theoretical and policy-making implications of the results are outlined and discussed. / Mathematical Sciences / D. Phil. (Mathematics, Science and Technology Education)

This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them. / Science and Technology Education / M. Ed. (Science Education)

Democratic and accountable policing is one of the hallmarks of democracy. In a healthy democracy, a police service exists to protect and support the rights of its community by successfully listening to those who are laying complaints and resolving to assist them by bringing the perpetrators to the grinding wheels of justice. Encouraging and ensuring that police officials utilise the most modern means of investigation such as the DNA technology, provides the necessary balance to the exercise of professional discretion and heightened conviction rate by the police officials. The utilisation of biological evidence in investigation of rape cases is such a modern intervention – a way of providing insulation against internal and external interference with the proper and successful investigation of rape cases. / Forensic Investigation / M. Tech. (Forensic Investigation)

Appendix B (leaves 217-218), Appendix M (leaves 239-247) and Appendix O (leaves 253-259) in English and Amharic / The purpose of this research was to develop HIV testing Health Belief Scale (HTBS) that contains the constructs of Health Belief Model (HBM), and also to analyse HIV testing intention and behaviour among university students. The mixed method approach was used in phases. First, Literature review and in-depth interviews were conducted to develop item pool for HTBS, which was followed by content validity assessment by experts. In the second phase, a pilot survey was conducted on randomly selected 318 university students to refine the HTBS using item analysis and Exploratory Factor Analysis (EFA). Lastly, cross-sectional survey was conducted on representative sample of 612 students in order to further refine the HTBS using Confirmatory Factor Analysis (CFA) and also analyse predictors of HIV testing intention and behaviour. A total of 61 items was written for the HTBS and 23 of these were generated from the in-depth interviews. Content validity assessment by three experts indicated that the average content validity index (CVI) for the 61 items was 91.2% which was more than the recommended cut off point of 90%. The HTBS, after experts review, contained 64 items. EFA indicated that a five factor model which was roughly consistent with HBM was identified and 44 items were retained based on factor loading and reliability analysis. The Cronbach’s alpha for all the six constructs of HBM and HIV testing intention in the HTBS were >0,70. (susceptibility, benefit, self-efficacy and HIV testing intention) fitted the sample data based on chi-square test. However, all the seven constructs demonstrated RMSEA value of less than 0.08 and GFI value of >0.90 indicating acceptable fit. The final HTBS was reduced to 39 items based on factor loading and reliability assessment. All the constructs demonstrated a Cronbach’s alpha value >0.70 except for perceived susceptibility and cues to action. Analysis of multiple linear regression indicated that class year, perceived benefit, perceived self-efficacy and cues to action were significant predictors of HIV testing intention. However, only marital status and cues to action were significant predictors of recent history of HIV testing through analysis of binary logistic regression. / Health Studies / D.Litt. et Phil. (Health Studies)

This thesis reviews literature regarding English writing placement assessment and its impact on at-risk (under-prepared) college students.

This thesis reviews literature regarding English writing placement assessment and its impact on at-risk (under-prepared) college students.

This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District. / Educational Foundations / D. Ed. (Socio-Education)