Globally, student absenteeism is seen as a period of time when students do not attend classes. This is a serious concern for lecturers at institutions of higher learning (Lipscomb & Snelling, 2010:573). In South Africa, student absenteeism is rampant amongst university and college students (Wadesango & Machingambi, 2011:89), and it is also a problem in the Limpopo Province (Ramodike, 2008:2). The objectives of this study were to explore and describe the reasons for nursing students to be absent from class in a college of nursing in the Limpopo Province, and to formulate strategies to reduce student absenteeism in a college of nursing in the Limpopo Province. The research design in this study was quantitative, descriptive, exploratory and cross sectional in nature. The sample included nursing students, from level I to level IV of their studies (n=209), registered at a college of nursing in the Limpopo Province. The data was collected using the Factors influencing Absenteeism Questionnaire (FIAQ) (Fayombo, 2012). EpiData and SPSS statistical programmes were used to analyse the data. The results of the study showed that nursing students absent themselves from class due to aspects of student-centred factors, for instance when they want to prepare for examination (53.1%; n=111); and home-related factors, most nursing students reported that they are absent from class when there is death of a family member (63.2%; n=132). Regarding school-related factors, most nursing students indicated that poor infrastructural facilities in school provide reasons for students’ absenteeism (39.2%; n=82). However, the results revealed that there is no relation between social factors and students’ absenteeism, as most of the respondents (48.3%; n=100) disagreed that the unavailability of entertainment like malls or movies around the campus is a cause of student absenteeism. With regard to measures to reduce students’ absenteeism, most of the respondents (73.7%, n=154) indicated that they need a prize giving ceremony for students that are never absent from class. A further 54.1% (n=113) reported that they want a motivating program that will emphasise the benefits of attending classes, and 47.8% (n=100) indicated that they need a program that teaches friendly and mutual lecturer-student relationships. Recommendations for nursing education, practice, future research and a policy were made. / MCur, North-West University, Potchefstroom Campus, 2015

Globally, student absenteeism is seen as a period of time when students do not attend classes. This is a serious concern for lecturers at institutions of higher learning (Lipscomb & Snelling, 2010:573). In South Africa, student absenteeism is rampant amongst university and college students (Wadesango & Machingambi, 2011:89), and it is also a problem in the Limpopo Province (Ramodike, 2008:2). The objectives of this study were to explore and describe the reasons for nursing students to be absent from class in a college of nursing in the Limpopo Province, and to formulate strategies to reduce student absenteeism in a college of nursing in the Limpopo Province. The research design in this study was quantitative, descriptive, exploratory and cross sectional in nature. The sample included nursing students, from level I to level IV of their studies (n=209), registered at a college of nursing in the Limpopo Province. The data was collected using the Factors influencing Absenteeism Questionnaire (FIAQ) (Fayombo, 2012). EpiData and SPSS statistical programmes were used to analyse the data. The results of the study showed that nursing students absent themselves from class due to aspects of student-centred factors, for instance when they want to prepare for examination (53.1%; n=111); and home-related factors, most nursing students reported that they are absent from class when there is death of a family member (63.2%; n=132). Regarding school-related factors, most nursing students indicated that poor infrastructural facilities in school provide reasons for students’ absenteeism (39.2%; n=82). However, the results revealed that there is no relation between social factors and students’ absenteeism, as most of the respondents (48.3%; n=100) disagreed that the unavailability of entertainment like malls or movies around the campus is a cause of student absenteeism. With regard to measures to reduce students’ absenteeism, most of the respondents (73.7%, n=154) indicated that they need a prize giving ceremony for students that are never absent from class. A further 54.1% (n=113) reported that they want a motivating program that will emphasise the benefits of attending classes, and 47.8% (n=100) indicated that they need a program that teaches friendly and mutual lecturer-student relationships. Recommendations for nursing education, practice, future research and a policy were made. / MCur, North-West University, Potchefstroom Campus, 2015

Univ., Diss.--Trier, 2001.

Thesis (DPhil (Social Work))--Stellenbosch University, 2008. / The policy statements of South Africa stipulate that students of social work have to be led in an interactive way during teaching and learning in order to prepare them for their career, but also to attain the outcomes of the current tertiary education system of South Africa. These outcomes have, among others, the purpose of empowering students to develop into critical thinkers. During the mentioned teaching and learning process students are given the opportunity of bringing their own diverse frames of reference and experiences to the learning situation and share with one another. Because different inputs are accommodated in the teaching- and learning process, students get the opportunity to appreciate their own diversity, that of their fellow students, as well as the diversity of society. Students can consciously reflect on this and so doing understand theory better and eventually integrate it. Lecturers in social work are not necessarily prepared and equipped to teach effectively within the mentioned context. Although teaching and learning in social work is unique, the effectiveness of the process of teaching and learning depends on the implementation of a suitable teaching style by the lecturer, as well as the fitting of this style to the particular learning style of the students by which empowering teaching and learning is facilitated. In this research, the Huguenot College, Wellington was used as a case study to critically study the application of interactive teaching and learning. A combined qualitative and quantitative research method was used to involve the final year students in social work in an exploratory study. Eight principal themes, including the traditional Christian character of the Huguenot College and the preferred method of study of the students were researched. Significant findings of this study indicate that: • The students in social work at the Huguenot College are of the opinion that the Christian character of this institute should be preserved to play a role in teaching and learning and that the appropriate accommodation of the diverse spiritual needs of the students augments the effectiveness of the teaching and learning process. • The students in social work at the Huguenot College prefer to study according to a combination of the Assimilative Study Method (observe-and-think) and the Convergent Study Method (think-and-do). These two learning styles correspond with the expectations of the outcomes based education system, according to which, among others, students are expected to be critical thinkers in effective teaching and learning. • Lecturers in social work impair the effective handling of diversity during teaching and learning because class discussions on sensitive issues are ignored and the lecturers do not demonstrate adequate knowledge and understanding of the differences among students in a diverse context. In conclusion the recommendations of this study are given as guidelines for lecturers in social work in order to optimize interactive teaching and learning. The most important recommendations resulting from this study indicate that: • The most relevant and appropriate way in which the Christian character of the Huguenot College can be accommodated has to be examined and implemented and the Christian church communities have to become involved in an appropriate way as co-role players in the teaching and learning of prospective social workers. • The course of the historic events at the Huguenot College must be utilized to stimulate the critical thinking process of the students. • Lecturers in social work must make a concerted effort to increase interactive teaching and learning in social work by, for example, fitting the unique learning styles of the students to appropriate teaching styles in a creative way with the view to optimizing the teaching and learning process.

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Frans Vredenrijk Engelenburg (1863-1938) played a major role in the development and expansion of Afrikaans and the Afrikaans academic culture - especially in the northern part of South Africa. As a Dutch intellectual, lawyer and journalist in the nineteenth century South African Republic (Transvaal), he in particular played an important role as advisor and opinion maker from the 1890s onward. One of his biggest achievements was the key role that he played in the establishment of De Zuid Afrikaanse Akademie voor Taal, Letteren en Kunst in 1909. This study is the first part of a more comprehensive biographical project on the life of Engelenburg and the role he fulfilled in the history of the Akademie and South Africa until the thirties of the twentieth century. Since the 1600s the Engelenburg family has played a prominent role in the community where they lived. Aside from the high positions they had held for centuries before, they had in the fourth and again in the sixth generation married into noble families. This contributed to their important position in the community. Due to circumstances Engelenburg was not raised in the Engelenburg milieu. A family break in 1836 was the cause that Engelenburg's father, as a baby, was spirited away from this family milieu. Engelenburg received an extraordinarily good schooling. The solid intellectual foundation already laid then, to a large extent determined the course of his life. He was at the Stedelijk Gymnasium Arnhem when he met Marie Koopmans-De Wet (1834-1906), an aunt by marriage who lived in Cape Town, when on a visit to Europe. She was his soul mate and acted as a mentor and advisor to Engelenburg. The friendship strengthened with the years. He already at school had the desire to visit South Africa one day. His parents' divorce when he was still a student at the University of Leyden, steered his life in a very different direction than what he had foreseen for himself. The divorce was to a large extent the reason that, although he had studied law, he discarded the notion of a career in law after only a year. His decision to follow a career in journalism affected the rest of his life. The Transvaal War (1880-1881) meant that the Dutch developed an admiration for the Transvaalers for the determination and courage they displayed in their attempts to defeat the British army. President Paul Kruger's call shortly after the war that the Transvaal needed young Dutchmen further encouraged Engelenburg to come to South Africa. Previously Engelenburg had for a year worked for Fred Hogendorp at the Dagblad van Suidholland en s’Gravenhage in The Hague. Circumstances abruptly changed when Hogendorp suddenly became insane. During the same time, the owner of De Volksstem newspaper in Pretoria had committed suicide and Engelenburg seized the work opportunity. Within a matter of three months, he arrived in the Transvaal. Within a month after his arrival he was appointed chief editor of De Volksstem. He had studied the Transvaal situation thoroughly and by means of the newspaper and through tireless efforts, he contributed to improving the farming community’s cultural literacy. The education situation in the Transvaal enjoyed his constant attention. After the Anglo-Boer War (ABW) (1899-1902), he continued to work towards improving the education system in the Transvaal. He early on became involved in the Transvaal University College (later University of Pretoria). Before the ABW he did everything possible to promote the Dutch language to the Boer people. However, after the war he realised that Afrikaans had a rightful place, and he, in addition to Dutch, became a champion for the Afrikaans language. The battle between the proponents of Dutch and Afrikaans respectively, increased after the ABW. To achieve unity of action between the two groups, De Zuid Afrikaanse Akademie voor Taal, Letteren and Kunst was founded in 1909. Behind the scenes Engelenburg was one of the major driving forces to assist with the founding of the organisation. As a board member and later as chairman, he gave impetus to the Akademie. In 2009 the organisation celebrated its centenary. This is an important milestone, especially seen in the light of the current political climate in South Africa. The Akademie can now be regarded as a monument to Engelenburg as the fruit of his labour and perseverance during the first three decades of the Akademie’s existence. / Thesis (M.A. (History))--North-West University, Vaal Triangle Campus, 2010.

Frans Vredenrijk Engelenburg (1863-1938) played a major role in the development and expansion of Afrikaans and the Afrikaans academic culture - especially in the northern part of South Africa. As a Dutch intellectual, lawyer and journalist in the nineteenth century South African Republic (Transvaal), he in particular played an important role as advisor and opinion maker from the 1890s onward. One of his biggest achievements was the key role that he played in the establishment of De Zuid Afrikaanse Akademie voor Taal, Letteren en Kunst in 1909. This study is the first part of a more comprehensive biographical project on the life of Engelenburg and the role he fulfilled in the history of the Akademie and South Africa until the thirties of the twentieth century. Since the 1600s the Engelenburg family has played a prominent role in the community where they lived. Aside from the high positions they had held for centuries before, they had in the fourth and again in the sixth generation married into noble families. This contributed to their important position in the community. Due to circumstances Engelenburg was not raised in the Engelenburg milieu. A family break in 1836 was the cause that Engelenburg's father, as a baby, was spirited away from this family milieu. Engelenburg received an extraordinarily good schooling. The solid intellectual foundation already laid then, to a large extent determined the course of his life. He was at the Stedelijk Gymnasium Arnhem when he met Marie Koopmans-De Wet (1834-1906), an aunt by marriage who lived in Cape Town, when on a visit to Europe. She was his soul mate and acted as a mentor and advisor to Engelenburg. The friendship strengthened with the years. He already at school had the desire to visit South Africa one day. His parents' divorce when he was still a student at the University of Leyden, steered his life in a very different direction than what he had foreseen for himself. The divorce was to a large extent the reason that, although he had studied law, he discarded the notion of a career in law after only a year. His decision to follow a career in journalism affected the rest of his life. The Transvaal War (1880-1881) meant that the Dutch developed an admiration for the Transvaalers for the determination and courage they displayed in their attempts to defeat the British army. President Paul Kruger's call shortly after the war that the Transvaal needed young Dutchmen further encouraged Engelenburg to come to South Africa. Previously Engelenburg had for a year worked for Fred Hogendorp at the Dagblad van Suidholland en s’Gravenhage in The Hague. Circumstances abruptly changed when Hogendorp suddenly became insane. During the same time, the owner of De Volksstem newspaper in Pretoria had committed suicide and Engelenburg seized the work opportunity. Within a matter of three months, he arrived in the Transvaal. Within a month after his arrival he was appointed chief editor of De Volksstem. He had studied the Transvaal situation thoroughly and by means of the newspaper and through tireless efforts, he contributed to improving the farming community’s cultural literacy. The education situation in the Transvaal enjoyed his constant attention. After the Anglo-Boer War (ABW) (1899-1902), he continued to work towards improving the education system in the Transvaal. He early on became involved in the Transvaal University College (later University of Pretoria). Before the ABW he did everything possible to promote the Dutch language to the Boer people. However, after the war he realised that Afrikaans had a rightful place, and he, in addition to Dutch, became a champion for the Afrikaans language. The battle between the proponents of Dutch and Afrikaans respectively, increased after the ABW. To achieve unity of action between the two groups, De Zuid Afrikaanse Akademie voor Taal, Letteren and Kunst was founded in 1909. Behind the scenes Engelenburg was one of the major driving forces to assist with the founding of the organisation. As a board member and later as chairman, he gave impetus to the Akademie. In 2009 the organisation celebrated its centenary. This is an important milestone, especially seen in the light of the current political climate in South Africa. The Akademie can now be regarded as a monument to Engelenburg as the fruit of his labour and perseverance during the first three decades of the Akademie’s existence. / Thesis (M.A. (History))--North-West University, Vaal Triangle Campus, 2010.