M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.

Submitted in fulfilment of the requirements for the Degree of Master of Technology: Nursing, Durban University of Technology, 2014. / Globally there is recognition of a health workforce crisis characterised by critical shortages, migration, and an uneven geographical distribution of health professionals. The Nursing Strategy for South Africa records that for many decades nursing has been a career of choice for South Africans from all sectors of society (Department of Health 2008: 11). That has changed as nursing has become less appealing to learners. This raises questions as to the knowledge, attitudes and perceptions of learners towards the nursing profession. Aim of the study : The aim of the study was to determine factors influencing high school learners towards nursing as a career. Methodology : A descriptive cross-sectional quantitative and qualitative design was used to guide the study. The study was conducted in two high schools that were purposely sampled; the population comprised of high school learners from the two schools. Questionnaires were used to collect data from Grades 10 and 11. Life Orientation subject teachers were interviewed during data collection. Quantitative data was analysed by using SPSS. Qualitative data was analysed by using thematic analysis. Results : The findings of this study revealed that learners had inadequate knowledge of nursing. Interviews with teachers showed that this inadequate knowledge by learners could be associated with a lack of active involvement of the Department of Health in promoting nursing as a career.

Language, schooling and self have always been inextricably intertwined in the life of high school adolescents. Yet, there has been a paucity of research that investigates the relationship between language, identity, and language-in-education policies that often contradict multiple and fluid identity expressions of young adolescents. The aim of this study project was to explore the relationship between multilingualism and identity construction among urban black youth in two heteroglossic schools of Soweto township and to understand identity of black urban youth in South Africa. Two phases of data collection were carried out. First, a baseline survey of language patterns was administered to a total of 138 (n=138) grade 11 adolescent youth ranging from 15-19 years old. The second phase involved focus group discussions comprising 10 and 7 self-selected multilingual adolescents per school in order to approximate out of school multilingual spaces to explore a full range of language use, identity expressions and language attitudes. The results of the study are two pronged. The survey revealed a high degree of multilingualism and multilayered identities among the participants as manifested in all spheres of their lives such as the school yard, home, and conversation with friends. However, this complex identity matrix is constrained by classroom practices that are torn between monolingual policy preferences and actual language mixing. Correspondingly, focus group-based language performance and metacognitive reflections on multilingual performance also revealed that a fluid, mobile and versatile communicative practice referred to as translanguaging, which goes a step further from traditional code-switching, is a norm among these urban youth adolescents. The study concludes by highlighting tensions on identity constructions of highly multilingual urban youth. The pervasiveness of identity construction through the translanguaging phenomenon suggests cross-language boundaries and emergence of new urban identities that are expressed through hybrid varieties such as ‘kasitaal’. Multilingually sensitive education approaches that are considerate of the inextricable relationship between age of identity construction, language and education as well as new areas for further research are recommended.

High school adolescent's suicidal behaviour caused a concern to the Umzimkulu community and the multi - disciplinary team in the local Psychiatric institution during the years 1997 - 1999 . The purpose the study was to identify and describe the charactics of adolescents who committed suicide. Rutter's (1995) model of risk. resilience and recovery has been used as a theoretical frame work for the study. A descriptive, exploratory case study design is most suitable for the incidence of suicide at Umzimkulu District .The case study approach was best suited as it assists in an indepth study focussing on contemporary phenomena with sum real life contexts . The distinctive need for the case study design arises out the desire to understand complex psycho-social phenomena of adolescent suicide (Yin, 1989).Each adolescent who committed suicide over the last two years in Umzimkulu District will form a case . All data about the particular person will be the case description Adolescents who committed suicide were identified from the records at the police intelligence office of Umzimkulu Police Station. Parents, identified friends, teachers and health workers who had known the adolescents. Semi structured interviews with open ended questions were used. Interview schedules for teachers, parents and close friends differed slightly. A tape recorder for later transcription was utilised. To analyse the data, Ruttter's model was utilised to do cross case analysis. Results according to Rutter's model, were that, due to inconstant support received by the adolescents, high levels of stress in early child hood, had left them insuffiently resilient to with stand the problems they encountered during adolescence. / Thesis (M.Cur.)-University of Natal, Durban, 2001.

M.A. (Psychology) / The aim of this study is the development of a career program to promote career maturity in standard eight pupils. In order to achieve the aim of the study a development research model was conceptualised. The model is based on Thomas (1984) four-phase model and consists of the following phases: analysis, design, implementation and evaluation phases. In each of these phases a number of methodologies were conducted to meet the requirements of each phase. In the design phase a deviation was made from Thomas (1984) methodology and the methodologies used by Nel and Nel (1992) was implemented to fit the needs of the study. In the first phase the analysis phase a problem was identified and analyzed by using qualitative and quantitative analysis. In the design phase a practice model was conceptualised which serves as an explication model within which the contents' of the career maturity program could be justified. Out of this explication model and theoretical framework the contents of the programme was determined. In the implementation phase of the research model the program was applied and monitoring evaluation was done by the researcher. The implementing of the programme resulted in a number of modifications of the programme because of certain problems that were picked up by the researcher. The evaluation of the programme fell mainly on monitoring evaluation that was done by the researcher in the implementing of the program. The main finding of the research was that the program does promote career maturity in standard eight pupils but it is necessary to do further research on the impact evaluation of the programme.

D.Ed. / The situation in education in Soweto in the 1980's was an important contributory factor to this study. Problems resulting from underachievement, early school drop-out and the consequent loss of manpower provision, are current and are often ascribed to inadequate achievement motivation. As part of the project "Learning motivation" which has been undertaken by the Education Faculty of the Rand Afrikaanse University, inter-disciplinary in approach and financially supported by HSRC, this study attempts to locate achievement motivation in the anthropological-pedagogic paradigm. Within the context of black education, it is particularly aimed at devising measuring instruments for the establishment of reliable and valid measures of achievement motivation for standards six, eight and ten pupils in Soweto. It also attempts to establish whether there is any tendency in the achievement motivation between these different standards and certain biographical information with the objective of setting up a possible guidance programme which would endeavour to strenghten the achievement motivation of these pupils. A number of theories on motivation, learning- and achievement motivation were studied. Direct and indirect measuring techniques to determine the level of achievement motivation were then considered. Eventually it was decided to include Viljoen's (1983) achievement motivation questionnaire (AMQ) and Hermans' (1972) "Prestatie Motivatie Test voor Kinderen" (PMT-K) in the questionnaire booklet. This booklet comprised the following tests: the Achievement Motivation Questionnaire (AMQ), the aspiration level test, the Prestatie Motivatie Test voor Kinderen (PMT-K), the Modernity Scale of Thompson (1977 & 1980) and questions to gather biographical data. The AMQ consists of eighty items of which eight indicate social desirability, while the rest indicate certain characteristics, as derived from the study of the literature, of the achievement motivated person. The PMT-K consists of four achievement motivation scales namely achievement motive, positive fear of failure, negative fear of failure and social desirability. These two questionnaires·are used in an attempt to determine the scholastic achievement motivation and fear of failure of standards six, eight and ten pupils in different secondary schools in Soweto (N = 778). A further in-depth study using the projective Thematic Apperception Test (TAT) of Baran (1971) was undertaken with a small group of standard six pupils, but the results of this investigation were not significant. Statistical calculations were applied to the data to determine the reliability and validity of the measures of the AMQ and PMT-K. Furthermore an attempt was made to determine whether there were any significant differences between the achievement motivation and fear of failure of standard six pupils and a number of biographical information. The results of the study led to the following conclusions: = the Achievement Motivation Questionnaire appears to be effective in determining the achievement motivation of standard six pupils in Soweto; = further research and refinement of the AMQ and PMT-K are necessary to develop possible reliable and valid measures of achievement motivation in standards eight and ten:= in-depth research is necessary with regard to the fear of failure as one of the components of the nomological network in which achievement motivation operates; it appears that significant differences exist in the achievement motivation of standard s.Lx pupils when some biographical aspects are considered. These differences should be taken into consideration in devising a guidance programme for these children.

M.Ed. (Educational Psychology) / The influence of the HIV and AIDS pandemic has had a detrimental effect on the lives of children and adolescents affected by it in that the disease has caused the loss of their parents or parental support. The result of the HIV and AIDS pandemic has seen an increase in the number of children and adolescents living in child-headed households. Research shows that children living in child-headed households may be at risk both in a socio-economical and educational manner. There is a concern that children living in child-headed households may also be affected developmentally, especially with regard to development into adulthood. Psychosocial developmental theory of an individual posits that there is an interaction between social and psychological factors which is to say that an individual’s culture, values, beliefs, attitudes and feelings are all involved in how an individual develops into an adult. This research study aims at exploring the psychosocial developmental experiences of Grade 10 learners from child-headed households. A phenomenological multiple case study design was used to gain an in-depth understanding of four cases. This design was descriptive and exploratory in nature. The data collection methods used included semi-structured individual interviews and collages with four purposefully selected participants, and a focus group interview with a separate group of participants from similar circumstances. The data was subjected to content analysis so as to explore emerging themes as related to the psychosocial developmental experiences of the participants. The findings revealed that the psychosocial developmental experiences of the participants can be described by three themes, namely psychological experiences, social experiences and educational experiences. The sub-themes that emerged demonstrate that these participants have a generally positive outlook on life and the future. The participants demonstrated a desire for a better life and felt that getting a good education would stand them in good stead to reach their dreams and goals. Despite this positive outlook, findings also indicated that there is a need for psychological and social support for learners in child-headed households. As such it is recommended that support systems such as mentors and educational psychologists are implemented in school and community environments.

M.Ed. (Curriculum Studies) / The teaching and learning of Afrikaans is shrouded in controversy (1976, Rand Daily Mail, May 6, p.12). Some will ascribe all the tension, riots and demonstrations to this one factor, namely Afrikaans as a curriculum subject, or formerly Afrikaans as medium of instruction (World, 1976). An objective view of this whole issue is, however, essential in order to come to the real position of Afrikaans as a curriculum subject. In order to this, the problem must be outlined clearly and the parameters drawn. Also the problem should be analysed so that the factors underlying the problem become clear. Only in this manner can the real issues underlying the problem be addressed, that is factors militating against the effective and successful teaching and learning of Afrikaans as a school subject...

Cell-phones and the Short Message Service (SMS) have become an important part of people's lives, with significant implications for communication and information transmission. The SMS, based on its versatility as a personal and direct medium of communication, provides an excellent means of marketing and also a possible avenue to the Nelson Mandela Metropolitan University (NMMU) for marketing its programmes. However, the success of such mobile (SMS) marketing depends largely on its acceptance by high school learners. The objective of this study was to determine whether Port Elizabeth’s high school learners are likely to accept marketing messages of the NMMU via SMS. This objective was achieved with the relevant literature study and empirical study. The literature study provided an overview of mobile marketing, mobile advertising and a detailed discussion of the SMS as a marketing tool. The various factors that might influence cell-phone users’ acceptance of mobile marketing were also reviewed. The relevance of these factors to mobile (SMS) marketing was tested using a model developed by Bauer, Barnes, Reichardt and Neumann (2005: 186) as the basis. (ii) The empirical data were collected by means of a survey, and using a self-administered questionnaire. Based on a systematic sampling, 480 respondents from 17 feeder schools of the NMMU in Port Elizabeth were selected, 417 completed the questionnaire. The empirical findings showed that most Port Elizabeth’s high school learners owned a cell-phone, their most used form of SMS was text messaging and that they are keen to receive study information from the NMMU. The data of the current study did not fit the model proposed by Bauer et al (2005: 186, as shown in Figure 1.1), and also did not fit a modified model (see Figure 3.1). Hence, further analysis and manipulation of the data resulted in a more appropriate model (see Figure 5.7). The study proposes that, Port Elizabeth’s high school learners currently display some acceptance of mobile marketing. The NMMU can consider developing and using mobile (SMS) marketing for promoting its study programmes to high school learners, although it can still not be used as the major marketing instrument. It should be effective if used with push advertising, in conjunction with other media and through capitalizing on the influence of reference groups.

M.Ed. / The research question asked in this study is: "In what ways could learners' involvement influence the attainment of learning outcomes in the teaching and learning of Economics?" The answer to the above question will form the basis of the aim of the study. The aim of this study is to explore and describe in a qualitative manner the ways through which learners' involvement could influence the attainment of learning outcomes in the teaching and learning of Economics. To achieve the above aim of the study, the following objectives are stated: A theoretical background will be presented on learners' involvement and the attainment of learning outcomes in order to explore the present practice. Through a qualitative investigation the researcher will determine how Economics teachers presently involve learners in the teaching and learning of Economics. Data will be analysed and interpreted regarding learners' involvement in the teaching and learning of Economics. Data will be described and compared with literature.