The newly developed Differential Aptitude Test Form S (DAT) does not give an indication of general intelligence or expected achievement in Grade 9. The aim of the current study was to determine the relationships of the aptitude subtests (measured by the DAT) with intelligence and achievement. Two affective factors, motivation and self-concept, as well as study orientation, were included as variables predicting achievement. An empirical study was carried out in which 60 Grade 9 learners were tested. The variables were measured using reliable instruments. Correlations were calculated and multiple regression analyses used to predict achievement. Moderate to high positive correlations between aptitude and intelligence were found. Affective factors explained more of the variance in achievement in key subjects than aptitude variables. One conclusion is that Grade 9 achievement measures affective rather than cognitive factors. Recommendations are made regarding the use of the DAT-S in predicting school achievement. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)

The newly developed Differential Aptitude Test Form S (DAT) does not give an indication of general intelligence or expected achievement in Grade 9. The aim of the current study was to determine the relationships of the aptitude subtests (measured by the DAT) with intelligence and achievement. Two affective factors, motivation and self-concept, as well as study orientation, were included as variables predicting achievement. An empirical study was carried out in which 60 Grade 9 learners were tested. The variables were measured using reliable instruments. Correlations were calculated and multiple regression analyses used to predict achievement. Moderate to high positive correlations between aptitude and intelligence were found. Affective factors explained more of the variance in achievement in key subjects than aptitude variables. One conclusion is that Grade 9 achievement measures affective rather than cognitive factors. Recommendations are made regarding the use of the DAT-S in predicting school achievement. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)

In this study, the role of the problem-based approach on the performance of Grade 9 learners in solving word problems is investigated. Traditional approaches have produced learners whose performance in mathematics is not satisfactory and who are not sufficiently equipped with critical and problem skills that are necessary in this dynamic world. Problem-based approach is among the current reform efforts recommended for teaching and learning mathematics. For this approach to be successful, learners need vital tools such as problem solving strategies, which many learners in this country lack. The emphasis in this study was therefore on exposing learners to a variety of problem solving strategies through the problem-based approach. Problems solved throughout the investigation were non-routine, word problems. The results show that awareness of these strategies improves learners' problem solving performance and attitudes towards mathematics. Based on this investigation, recommendations are made concerning effective implementation of this approach to the teaching and learning of mathematics. / Educational Studies / Thesis (M. Ed. (Specialisation in Mathematical Education))

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2009. / AFRIKAANS OPSOMMING: Die prosevaardighede en die vermoë om ‘n wetenskaplike ondersoek uit te voer deur graad nege leerlinge, is ondersoek. Die begrip van hierdie vaardighede, byvoorbeeld waarneming, meting en data versameling, sowel as die beredenerings wyses tydens die oordrag van die bevindinge (resultate) van die ondersoek, is ook geëvalueer. Die proses in totaliteit is geëvalueer deur die gebruik van drie take insluitende geskrewe ondersoeke, onderhoude en waarnemings. Twee-en veertig Natuurwetenskap leerlinge van die primêre skool het aan die ondersoek deelgeneem. Die geskrewe ondersoek was die grondslag (fundamentele) aktiwiteit om die leerlinge se begrip van ‘n wetenskaplike ondersoek te evaluur. Die onderhoude was onderverdeel in vyf afdelings insluitende die doel, die belangrikheid, die voordele van die verstaan van prosesvaardighede, sowel as die probleme en uitdagings ondervind terwyl die leerlinge aktief betrokke was by of self besig was met die uitvoering van wetenskaplike ondersoeke. Die meerdeheid data (inligting) was verkry deur die waarneming van leerlinge wat saamwerk tydens die uitvoering van die ondersoekeie ondersoeke. ‘n Ontleding van die leerlinge se prestasie in die opdragte, individueel, sowel as in groep verband is gedoen. ‘n Ontleding van die leerlinge prestasie het getoon dat min leerlinge voldoende (bevredigende) begrip toon aangaande data (inligting) versameling en die oordra (kommunikasie) van die bevindinge (resultate). Die resultate van die ontleding onthul (toon) dat die gedeeltelike bereiking van die vereistes vir die uitvoering van ‘n wetenskaplike ondersoek die norm was. Hierdie leerlinge se waarnemings en meetings was onakkuraat, kon slegs sommige veranderlikes identifiseer, het slegs basiese wyses gebruik om die inligting (data) te versamel en te verwerk, en die oordrag (kommunikasie) van resultate was onvoldoende. / ENGLISH ABSTRACT: This research study explored Grade 9 learners’ process skills and their ability to conduct a scientific investigation. The understanding of these skills, for example observation, measurement and data collection, that these learners drew upon, and the way they reasoned while communicating their findings in the investigation, were also examined. This whole process was evaluated using three tools: a written survey, interviews, and observations of 42 Natural Sciences learners at the primary school. The written survey was the base-line tool to evaluate the learners’ understanding of scientific investigation. The interviews were done in five categories: the purpose of scientific investigation, the role and the advantages of understanding process skills, the problems and challenges encountered when learners are performing scientific investigations and experiences gained in conducting a scientific investigation. The main body of data was obtained from observing learners working cooperatively in the actual process of conducting scientific investigations. An analysis of their performance of tasks, both individually and as part of the group, was conducted. An analysis of the sample of learners’ performances revealed that few learners display a satisfactory understanding of how to collect data and communicate their findings. Instead, only a partial achievement of the requirements of conducting a scientific investigation was the norm. These learners observed and measured inaccurately, identified only some variables, established only simple trends in the process of collecting data, and did not form enough structure to communicate their findings.

Persuasion communication, elaboration likelihood model, intrinsic persuasion variables, extrinsic persuasion variables, Life Orientation, HlV/Aids, grade 9 learners, guidance counselling, persuasion campaigns, credibility, motivation, capacity, youth The elaboration likelihood model (Petty & Caccioppo, 1996:l-309) in the field of persuasion communication explains the role that variables can play in the measure to which the youth can be influenced and persuaded by messages aimed at changing sexual risk behaviour. In order to offer the North West Province Department of Education's Life Orientation learning area, which is marked by a life skills approach, a better chance of success, it is important to determine which of the intrinsic and/or extrinsic variables-as is hypothesised by the elaboration likelihood model-play a role with grade 9 learners. Thus, the persuasion messages within Life Orientation could be adapted accordingly. The purpose of this study was to determine what role the intrinsic and/or extrinsic persuasion variables have in the presentation of Life Orientation classes to selected grade 9 learners at three Potchefstroom high schools. Relevant literature was analysed in regard to HlV/Aids campaigns and programmes that had been launched in South Africa, especially in instances where the theoretical framework corresponded with this study. The empirical study was done by way of methodological triangulation. An overall picture was formed by way of a quantitative survey questionnaire of the persuasion variables that are found among grade 9 learners in Potchefstroom, Promosa and Ikageng. Qualitative methods (focus groups, personal interviews and non-participatory observation) were employed to investigate the deeper seated aspects of the persuasion variables. The results of the study confirm the premise of the elaboration likelihood model, and proved that intrinsic persuasion variables play an important role with grade 9 learners when HlV/Aids persuasion messages are conveyed to them through Life Orientation classes. Thus, it can be inferred that grade 9 learners of the three selected Potchefstroom schools would process these persuasion messages via the central route, which enhances the chances of long term persuasion. Further, it appears that in this study extrinsic persuasion variables mostly played a strengthening role with regard to persuasion messages. The study deduces, therefore, that Life Orientation, and specifically the content that is focused on HIV/Aids, led to the successful persuasion of grade 9 learners in the selected schools. However, the study also makes important recommendations on how the impact of these persuasion messages can be even more heightened within the context of the elaboration likelihood model. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006

Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006.

Persuasion communication, elaboration likelihood model, intrinsic persuasion variables, extrinsic persuasion variables, Life Orientation, HlV/Aids, grade 9 learners, guidance counselling, persuasion campaigns, credibility, motivation, capacity, youth The elaboration likelihood model (Petty & Caccioppo, 1996:l-309) in the field of persuasion communication explains the role that variables can play in the measure to which the youth can be influenced and persuaded by messages aimed at changing sexual risk behaviour. In order to offer the North West Province Department of Education's Life Orientation learning area, which is marked by a life skills approach, a better chance of success, it is important to determine which of the intrinsic and/or extrinsic variables-as is hypothesised by the elaboration likelihood model-play a role with grade 9 learners. Thus, the persuasion messages within Life Orientation could be adapted accordingly. The purpose of this study was to determine what role the intrinsic and/or extrinsic persuasion variables have in the presentation of Life Orientation classes to selected grade 9 learners at three Potchefstroom high schools. Relevant literature was analysed in regard to HlV/Aids campaigns and programmes that had been launched in South Africa, especially in instances where the theoretical framework corresponded with this study. The empirical study was done by way of methodological triangulation. An overall picture was formed by way of a quantitative survey questionnaire of the persuasion variables that are found among grade 9 learners in Potchefstroom, Promosa and Ikageng. Qualitative methods (focus groups, personal interviews and non-participatory observation) were employed to investigate the deeper seated aspects of the persuasion variables. The results of the study confirm the premise of the elaboration likelihood model, and proved that intrinsic persuasion variables play an important role with grade 9 learners when HlV/Aids persuasion messages are conveyed to them through Life Orientation classes. Thus, it can be inferred that grade 9 learners of the three selected Potchefstroom schools would process these persuasion messages via the central route, which enhances the chances of long term persuasion. Further, it appears that in this study extrinsic persuasion variables mostly played a strengthening role with regard to persuasion messages. The study deduces, therefore, that Life Orientation, and specifically the content that is focused on HIV/Aids, led to the successful persuasion of grade 9 learners in the selected schools. However, the study also makes important recommendations on how the impact of these persuasion messages can be even more heightened within the context of the elaboration likelihood model. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2006

In this study, the role of the problem-based approach on the performance of Grade 9 learners in solving word problems is investigated. Traditional approaches have produced learners whose performance in mathematics is not satisfactory and who are not sufficiently equipped with critical and problem skills that are necessary in this dynamic world. Problem-based approach is among the current reform efforts recommended for teaching and learning mathematics. For this approach to be successful, learners need vital tools such as problem solving strategies, which many learners in this country lack. The emphasis in this study was therefore on exposing learners to a variety of problem solving strategies through the problem-based approach. Problems solved throughout the investigation were non-routine, word problems. The results show that awareness of these strategies improves learners' problem solving performance and attitudes towards mathematics. Based on this investigation, recommendations are made concerning effective implementation of this approach to the teaching and learning of mathematics. / Educational Studies / Thesis (M. Ed. (Specialisation in Mathematical Education))

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / This study explored the different teaching strategies which teachers use to teach mathematics in order to improve the performance of Grade 9 learners in the subject in Mkhuhlu Circuit; Bohlabela District of Education in Mpumalanga Province. The inability of Grade 9 learners to achieve the set minimum performance standard of a pass at level 3 (40%) in mathematics poses a challenge because mathematics is set as a pass requirement in the said grade and it is compulsory for all learners to enrol for this subject. The poor performance of learners in mathematics is attributed to inappropriate teaching strategies that teachers use in the teaching of this subject. There are lessons to be drawn from the practices of leading countries in learner performance in mathematics and this study sought to find alternative strategies that are appropriate for teaching Grade 9 learners and to improve their performance in mathematics in the circuit. The study used constructivism as its lens to look at the realities about learner performance in mathematics. Constructivism as a theory presents and unpacks the manner in which people learn and acquire knowledge. The participants for this study were sampled using a purposive sampling technique and samples were drawn from two secondary schools representing good and poor performance of Grade 9 learners in mathematics. Seven participants were engaged in this study and this sample included a principal, SMT member, and mathematics teacher from each school. A subject advisor for mathematics in the GET was also interviewed. This study adopted and followed a qualitative design of inquiry which included interviews, observation, and the analysis of documents and artefacts to collect data from the different respondents that were identified for this study. The inquiry was guided by the following research questions: Which teaching strategies do teachers normally use to teach mathematics in Grade 9 at Mkhuhlu circuit? There are two sub-questions which were used to support the main research question and they are: To what extent do teachers vary the strategies of teaching and which strategies and LTSM do the teachers use to teach mathematics in Grade 9? What is the level of support that teachers receive from the different levels of the system? Data was analysed by organizing the data collected using codes to summarize it and then interpret the coded data to identify themes, patterns and relationships. This study revealed that different teaching strategies have an impact on the learners’ academic performance in mathematics. It also emerged from this study that quality and effective teaching and learning of mathematics are grounded on the constructivist theory. This study also established that the choice and use of appropriate teaching strategies coupled with the availability of relevant resources contribute towards positive learning gains. Similarly, learners’ preferences of teaching and learning strategies must be considered towards the development and sustenance of a positive attitude towards mathematics. The study recommended that the Annual Teaching Plans should suggest teaching strategies to be used for a particular topic; and that teachers must specify their teaching strategies and their choice of resources in the planning of every lesson. The provision of resources, particularly for mathematics teaching must be made an apex priority. Subject advisors must give attention to the teaching strategies that teachers use in curriculum delivery and not only on content mastery and coverage. School Management Teams must follow-up on the implementation of ICT in their curriculum management and monitoring. The study further recommended that an analysis of results must shift from concentrating on the pass percentages and focus on the quality of the passes. The identified limitations of this study were methodological limitations and sample characteristic limitations where the size of the research sample was relatively small.

The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest. / Science and Technology Education / M. Ed. (Natural Science Education)