This thesis aims to explore the mathematics achievement of second language immigrants in compulsory school as they continue their schooling in Sweden. Specifically, the thesis aims to generate more knowledge about different sub-categories of second language students, namely newly arrived immigrants, early arrived immigrants and other second language students in compulsory school. The data in this thesis consists of students’ responses to test items and thus mainly contains mathematical symbols, essentially numbers in different representations, written by the students. Doing so, this thesis problematizes the concept of second language students in mathematics in two aspects. One aspect is to assess the first and second language students’ achievement in different mathematical content domains, instead of only assessing the total achievement. Another aspect is to see the second language students as different sub-categories of second language students. Papers I and II of this thesis found that the achievement difference between first and second language students is not homogeneous. Instead the achievement difference between first and second language students is larger for concepts that are rare in mathematics textbooks. Moreover, the achievement difference between first and second language students varies with the content domain. Another way to say this is that first and second language students have different achievement profiles. Papers III and IV of this thesis explored how sub-categories of second language students achieved on mathematics test items. Mathematics achievement studies on second language students often classify the second language students into a single category of students. Methodologically this imposes a concept of viewing second language students as homogeneous in proficiency in the language of instruction. This view is challenged in this thesis by dividing the second language students into newly arrived immigrants, early arrived immigrants and other second language students. These three sub-categories have different proficiency in Swedish language due to how long they have lived in Sweden. Papers III and IV found that these student categories both had different test achievement and, related to this, also used mathematical concept representations differently. In particular, the newly and early arrived immigrants seemed to experience on average different challenges during mathematics testing. The newly arrived students seemed more challenged with terminology but less with the mathematical content while the opposite seemed to hold for the early arrived students. An implication for teaching is that particularly early arrived second language children seem to be in urgent need of support in mathematical concept building from first day of schooling in the new country. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: Manuscript.</p>

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 teaching and learning of algebraic linear graphs in the school have experience problems with regards to understanding this topic. The learner's inability to understand algebraic linear graphs as a result of scaling was evidence in this study. Learners experience difficulties in interpreting, constructing and predicting from linear graphs without the knowledge of scaling. Four tasks were considered necessary for constructing linear graphs. This research focused on scaling task. The objective of the research is to establish the fact that scaling has influence on the understanding of algebraic linear graphs. An empirical method of research was employed to carry out this research. The results proved that scaling has influence on the understanding of algebraic linear graphs at grade 9 (Form B). Learners will find it easy to construct, interpret and make prediction from a graph drawn by scaling. / Mathematical Sciences / M.A. (Mathematics Education)

Text in Afrikaans, summary in English / The object of the study was to determine if the use of different types of music would have an influence on the study effectiveness of the high school pupils. The music was used by the educational psychologist together with study methods. An empirical study was done in which three groups of students were used. The first group had no music, the second group had pop music and the last group had baroque music in their study session. The empirical study showed that music and then specifically baroque music had an influence on the study effectiveness of pupils. A program was compiled in which guidelines were given for study, the program is now used in a study program for high school students. Recommendations were made for the use of music with study methods for the Educational Psychologist, teachers and pupils / Educational Studies / M. Ed. (Voorligting)

This essay is an investigation of varieties of English used, learned, and taught, in a Swedish school. The age of the students is 15-16 and they attend grade 9. The hypothesis of this essay is that American English is the variety most students prefer and use, and that British English is the variety mainly preferred by teachers and the school system. This do not collaborate with the ‘learner-centered learning’ pedagogical view (Modiano 2009:172). The data is mainly collected in three areas. 1: a teacher survey, to determine the teachers ́ views and opinions of the varieties of English. 2: a student survey, to examine whether the students prefer one variety to the other, and if they are even aware of what variety they are speaking, and 3: the data gathered from transcribing this year’s English National Test to determine what types of English that are represented in the test. The result of this essay confirms the hypothesis that AmE is the variety both preferred and used by younger students in Sweden today, and that these students do find that they are allowed to use any variety they wish while learning in school. BrE is still the variety preferred by teachers and the school system, however AmE is catching up. Furthermore, the students do have a high level of participation in their own acquisition of English.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL).

Sammanfattning Bakgrund: Energidrycker har blivit en del av dagens konsumtionskultur och har gått från att vara en enkel läskedryck till att innehålla uppiggande ämnen som koffein, taurin, B-vitaminer, guarana och ginseng. Energidryckens popularitet sträcker sig över olika åldersgrupper och sammanhang. Denna dryckeskategori har väckt oro från både forskare och samhället, särskilt med avseende på dess påverkan på hälsan och dess likheter med läkemedel. Energidrycker har utvecklats till en omdiskuterad produktkategori, som förenar hälsoperspektiv, marknadsföringsfrågor och regleringar, vilket har frammanat behov av forskning och debatt inom området. Syfte: Att undersöka vilken utsträckning samt vilka motiv det finns bakom att ungdomar i åk 9 dricker energidryck.  Metod: Studien genomfördes med en webbenkät via Forms med elever i åk 9. Data bearbetades i Excel och redovisades deskriptivt. Resultat: Deltagarna i studien var 229 ungdomar i åk 9. Av dessa uppgav 82% (n=188) att de smakat energidryck. Medelåldern för första gången ungdomar smakade energidryck var 12,0 (±2,2) år. 45% (n=83) drack energidryck färre än en dag i veckan och 38% (n=71) drack energidryck 1 – 4 dagar/vecka. Gällande mängden ungdomarna drack var det 70% (n=129) som drack en burk/tillfälle. De främsta motiven för konsumtion av energidryck var smak, för att bli pigg och för att få extra energi. Ungdomarna drack energidryck mestadels i hemmet eller hos kompisar. Märket och priset var de vanligaste anledningarna till inköp av energidryck. 82% (n=151) av ungdomarnas föräldrar visste om deras konsumtion av energidryck varav 29% (n=51) inte tyckte om konsumtionen. Slutsats: Denna studie visar att en betydande majoritet av ungdomarna har provat energidrycker vid en medelålder på 12 år, trots att finns en rekommenderad åldersgräns på 15 år vid inköp av energidryck. De flesta ungdomarna konsumerade energidryck mer sällan och i mindre mängder, men det fanns även en betydande andel som konsumerade dem regelbundet och i större kvantiteter. Den omfattande digitala marknadsföringen av energidrycker riktad mot ungdomar kan vara en viktig påverkansfaktor som behöver regleras. Studien identifierar även könsskillnader i konsumtionen (ej statistiskt testat) där pojkar tenderade att dricka energidrycker något oftare och i större mängder än flickor. Föräldrars medvetenhet och acceptans av ungdomars konsumtion indikerar behovet av ökad förståelse hos vuxna om energidryckers påverkan på ungdomars välmående. / Abstract Background: Energy drinks have become a part of today's consumer culture and have gone from being a simple soft drink to containing stimulants such as caffeine, taurine, B vitamins, guarana, and ginseng. The popularity of energy drinks spans different age groups and contexts. This beverage category has raised concerns from both scientists and society, especially with regard to its impact on health and its similarities to pharmaceuticals. Energy drinks have developed into a controversial product category, combining health perspectives, marketing issues and regulations, which has prompted the need for research and debate in the field.  Aim: To investigate the extent and motives behind young people in grade 9 drinking energy drinks. Method: The study was conducted with a web survey via Forms with students in grade 9. The data was processed in Excel and reported descriptively.  Results: The participants in the study were 229 adolescents in grade 9. Of these, 82% (n=188) stated that they had tasted energy drinks. The average age at which young people first tasted energy drinks was 12.0 (±2.2) years. 45% (n=83) drank less energy drinks than one day a week and 38% (n=71) drank energy drinks 1-4 days/week. Regarding the amount the adolescents drank, 70% (n=129) drank one can/occasion. The main motives for the consumption of energy drinks were taste, to get alert and to get extra energy. The adolescents drank energy drinks mostly at home or at friends' houses. The brand and price were the most common reasons for purchasing energy drinks. 82% (n=151) of the adolescents' parents knew about their consumption of energy drinks, although 29% (n=51) did not like it.  Conclusion: This study shows that a significant majority of adolescents have tried energy drinks at an average age of 12 years, despite the fact that there is a recommended age limit of 15 years when purchasing energy drinks. Most of the adolescents consumed energy drinks less often and in smaller amounts, but there was also a significant proportion who consumed them regularly and in larger quantities. The extensive digital marketing of energy drinks aimed at young people may be an important influencing factor that needs to be regulated. The study also identifies gender differences in consumption (not statistically tested) where boys tended to drink energy drinks slightly more often and in larger amounts than girls. Parents' awareness and acceptance of adolescent consumption indicates the need for increased understanding among adults about the impact of energy drinks on adolescent well-being.

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))