Thesis (MPH.) -- University of Limpopo, 2019 / Background: Worldwide, childhood obesity has increased over the past few decades. It has become a public health concern in South Africa and in many developing countries. The aim of the study was to determine the knowledge and perceptions of grade 10 and 11 learners towards obesity within Seshego Circuit of Capricorn District in Limpopo Province. Methods: A quantitative descriptive cross-sectional study design and stratified random sampling method was used in the selection of 194 learners from three (3) high schools. Data were analysed using SPSS v24.0 and both frequencies and inferential statistics were analysed. Results: Results from the study showed that 53% of learners were females and 47% were males. The mean score for knowledge was 4.2 ± 1.08 ranges from 1 to 6 and 92% (179/194) of learners were considered to be knowledgeable. There was no statistical significant association between knowledge and socio- demographic profiles of learners (p>0.05). Shared perception of obesity among learners include lack of self-control (90%); losing weight naturally (40%); being less attractive than other children (74%). Conclusion: The findings from the study revealed varied perceptions on obesity with most learners significantly knowledgeable. Programmes focusing on prevention of obesity among learners should be strengthened.

Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013 / The aim of this study was to create a dynamic software system that captures all information related to a student and delivers it to the educators, principal, higher authorities and parents. In order to achieve this aim, an investigation was launched as to the development of a cost-effective school management system for disadvantaged schools in the Free State Province using the Software as a Service (SaaS) delivery model. Although a variety of other school management systems exist in the market, they are often expensive and difficult to maintain. Details such as previous academic performances, disciplinary actions taken against a student in the current school, ailments the student suffers from and parental details are some of the information that will help an educator to better understand a student. The software that is currently in use fails to deliver this information. Designing the software as a multitenant system, helps accommodate different schools under the same database, while the shared database, shared schema reduces back-end costs. Database design was carried out in such a way that tenant data is logically isolated and that data integrity is maintained throughout. What makes the software explained in this study cost effective is the method of delivery that was employed, which is SaaS. Here, software is not purchased, there is no upfront capital and the yearly license fee is eliminated, as schools need only pay a monthly rental fee for the services they use. Since all services are provided through the Internet, there is no need for system space; the only requirement is a high-speed Internet network.

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

A Dissertation Submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy / In the mid 1970s certain hitherto white private schools began admitting pupils of other race groups. As desegregated schools become more common in this country, there is need for curriculum research that can inform both policy makers and practioners. This study explores curriculum issues at a secondary school ten years after it admitted pupils of all race groups. Located within the qualitative research paradigm, this research is an ethnographic case study based on a year's participant observation in the school The study focused on teachers' approaches to their work, their aims, choice of material and methodology, academic achievement patterns, perceptions of factors influencing these and strategies for dealing with them; pupils' responses to different curriculum content, teaching styles and strategies, and the interplay between social interaction and learning. Within a framework of Similarity, there were differences among black and white pupils' expectations of the school, their evaluation of subjects, their prioritization of constructs of good teaching and their evaluation of the school in fulfilling key expectations. Black pupils underachieved academically. and were relatively more sensitive to the subtle tension underlying race group interaction. The curriculum was perceived as basically assimilationist, and most teaching conservative. geared toward narrow academic aims. A small group of teachers who promoted a less Eurocentric approach which tended to be more pupil-centered, activity-based and issue-centered met some opposition from their colleagues. The study highlights the interplay between social interaction and achievement, the need to address both social and personal educational aims together with academic achievement. The findings suggest that unless certain key curriculum changes are implemented, black pupils are likely to remain academically marginalized in open schools, and desegregated schools run the risk of contributing little to social change. / AC2017

Thesis (M. Ed.) --University of the North, 1998 / Refer to the document / HSRC (Human Science Research Council)

Thesis (M.A. (Social Work)) -- University of Limpopo, 2012 / Refer to document

This thesis reports on a critical literacy intervention with a grade 9 class the purpose of which was to raise awareness and change attitudes and perceptions towards gender. Texts are not neutral, and critical literacy is a way of examining a wide variety of texts in order to discern the values and ideologies behind them. In this way social inequalities and injustices are revealed and the reader is empowered to change the status quo (Janks 1993, 2001, 2010; Fairclough 1989 and 1992; Comber 2001 and others). At the same time their language and thinking skills should improve. Critical literacy is not separate from literacy, but rather an approach which raises awareness and facilitates critical engagement (Stevens and Bean 2007; Woodridge 2001). However, the ability to read effectively is important for the development of critical literacy (Sanders 1994; Hall 1998). Attitudes towards gender are socially constructed and deeply acculturated. Despite gender rights being protected under the South African Constitution (1996), and social justice issues such as gender empowerment being articulated in Curriculum 2005 this is not evident in schools where hegemonic masculinity and patriarchal attitudes manifest themselves in sexual harassment, gender violence and discrimination (Bhana 2005 and 2009; Morrell et al 2009). Changing these attitudes is difficult, but critical literacy offers an approach which can empower both boys and girls. This research used a mixed methods approach as this is flexible and allows for changes as the research progresses. Both qualitative and quantitative data collection techniques have been used in order to achieve triangulation and complementarity. Triangulation verifies, while comlementarity is used to enhance, clarify and elaborate on, data collected from different sources. Thus the mixed methods research leads to greater validity and reliability than a single method. The findings of this research are threefold. The first is that a critical literacy approach is difficult to implement if learners have weak reading skills. In order to engage critically with texts learners need decoding skills and fluency (Rasinski et al. 2004; Morris and Gaffney 2011) as well as a range of skills such as the ability to draw inferences, make judgments, evaluate and analyse what they are reading. This research reveals that the learners in grade 9 do not have the requisite reading ability to engage meaningfully with critical literacy. Reading comprehension tasks are inadequately completed and they are reading at a level well below their chronological ages. Furthermore, few of them come from a background where books and reading is valued, therefore few of them read for pleasure. In addition, this deficit in reading affects their ability to decode visual texts in the form of advertisements effectively. Changing attitudes to gender is challenging as these are deeply acculturated in the school and the wider society (Morrell et al 2009). In class when the message being imparted goes against embedded cultural values the boys decline to participate; in less formal situations the boys display hegemonic masculinity indicating that they have greater power and status than girls. Although Curriculum 2005 gives a special place to social justice issues and critical literacy is one of the Language, Literacy and Communication specific outcomes, the learners in grade 9A do not appear to have meaningfully engaged with it, despite being the only group to have followed Curriculum 2005 since they entered school in grade 1. The results of this research suggest that reading is central to creative thinking and problem-solving and thus needs to be addressed across all school grades, learning areas and subjects. In addition, if gender equity is to be attained, the school and the wider community need to be involved and public role models have to be seen to lead the way. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.

This research report looks into the factors that cause truancy among secondary school pupils. The aim is to establish ways in which the African Secondary School teachers can manage the problem. It is argued that the causes of truancy are multifaceted. Thus in attempting to understand these causes and to develop strategies to manage truancy, several approaches are considered, which focus on the individual truant, the family, the community and, in particular school, related factors. Empirical research was undertaken in the Galeshewe, Kimberley area with particular reference to Tlhomelang High School. Questionnaires were administered with the staff and interviews were conducted with both staff and pupils. Data was also obtained from official records. It is concluded that a major cause of truancy is the absence of a culture of teaching and learning. A number of recommendations are proposed to manage these problems. / Thesis (M.Ed.)-University of Natal, Durban, 1992.

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

M.Phil. (Subject Didactics) / The urgency of the issues concerning man's relationship to the natural environment is confirmed by the large-scale publicity given these issues by the media. This has resulted in a fairly general public awareness of environmental issues, which is at present reflected by numerous efforts to further stimulate positive interests in conservation and the responsible use of natural resources. It is generally accepted that the next generation of decisionmakers should be more thoroughly equipped to face these environmental issues and problems, some of which threaten life's very existence. Over the past 15 years, therefore, several organizations have accepted the responsibility of making schoolchildren much more aware of the environment and of encouraging in them a sense of· responsibility towards it. To date, however, efforts to bring this about have been made outside the formal education sector. In fact, there are indications that Environmental Education has had very little impact on our school programmes. It appears that particularly those school subjects which are supposed to introduce pupils to aspects of the natural environment, are still taught as if there were nothing wrong with the environment and as if the environment were just another topic to be studied. Environmental issues are avoided in most current school syllabuses, designed as they are to prepare pupils academically for university or the labour market. However, there are indications that, particularly as a result of increased public pressure, the formal education sector will eventually have to accept responsibility for assimilating the principles of Environmental Education into school curricula. The White Paper on Environmental Education (April 1989) seems to support this. It is generally accepted· that Environmental. Education will not be regarded as a new school subject, but that it will re-emphasize classic educational principles aimed at encouraging positive pupil attitudes towards the environment. These attitudes can be define by terms such as responsibility, concern, inclination towards conservation, environmental awareness and respect for creation.