Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

This study was undertaken to investigate the possibilities of using the computer in teaching Accounting as a school subject. For the purpose of this study three possible uses were identified, viz. computer assisted teaching and learning, computer managed teaching and practice-orientated teaching. In this study the meaning of the term computer was restricted to a microcomputer system. The method of the investigation applied was one of literature study supplemented by informal talks, as well as correspondence with a few colleagues in the USA. From the investigation it became evident that, as far as the subject Accounting is concerned, there are sufficient opportunities to incorporate the computer in the three areas that were identified. Especially as far as practice-orientated teaching is concerned, the field seem to be wide open since very little attention has been given to this aspect in the RSA. The possible use of the computer is hampered mainly by two factors, viz. the high costs involved in purchasing the hardware on the one hand, and the lack of adequate programs of a good quality on the other. It was also found that the syllabuses for Accounting do not yet provide for the use of microcomputer technology in Accounting. Therefore the subject teacher is dependent on himself for incorporating this new development into his teaching of the subject. The teacher of Accounting should also acquaint himself with the criteria for evaluating programs so that he can use programs critically. The conclusion which is reached is that the time is ripe to use the computer in the subject Accounting. In view of developments in the business world especially, practice-orientated teaching should receive serious attention. Everyone concerned with the subject, viz. teachers, planners, researchers, compilers of syllabuses, publishers of textbooks as well as the private sector should work together to do justice to this matter. / Thesis (MComm)--PU vir CHO, 1986

Thesis (MEd)--PU vir CHO

Volgens die Kurrikulum- en Assesseringsbeleidsverklaring moet Inligtingstegnologie-leerders in graad 10 aanvangsonderrig in Scratch as programmeertaal ontvang en in graad 11 na Delphi of Java as programmeertaal oorskakel. In Noordwesprovinsie word Delphi as programmeertaal in graad 11 bestudeer. Die aard van Scratch en dié van Delphi verskil egter van mekaar. Scratch is ʼn visuele programmeertaal met ʼn speelse aard, waar boublokke met ingeboude programmeringskode inmekaar gepas word om programme te skep, terwyl programmeringskode in Delphi, onderhewig aan sintaktiese reëls, ingetik word. Daar word verder van leerders verwag om by Delphi ʼn objekgeoriënteerde programmeringsbenadering te volg terwyl Scratch as ʼn objekgebaseerde programmeertaal beskou word. Die oorgang vanaf Scratch na Delphi is nog nie tevore in navorsing ondersoek nie. Die doel van hierdie navorsing was dus om te bepaal hoe Scratch aan graad 10-leerders onderrig behoort te word om die oorgang na Delphi as sintaksisgebaseerde, objekgeoriënteerde programmeertaal te ondersteun. ʼn Kwalitatiewe studie is gedoen waartydens onderhoude met agt Inligtingstegnologie-onderwysers in Noordwesprovinsie gevoer is. Aan die begin van 2013 is die eerste onderhoude gevoer om te bepaal hoe Scratch in graad 10 onderrig is. Ná verloop van ses maande is ʼn tweede onderhoud met elke deelnemende onderwyser gevoer om te bepaal hoe die oorgang na Delphi in graad 11 ervaar is. Die bevindings dui daarop dat deelnemende onderwysers onseker was hoe om Scratch te onderrig en dat programmeringsbeginsels en -begrippe nie pertinent onderrig is nie. Onderwysers het op leerders se intuïtiewe begrip van programmeringsbegrippe staatgemaak en geskikte onderrig–leerstrategieë is nie toegepas nie. Met die oorgang na Delphi in graad 11 het onderwysers aangedui dat hulle programmering feitlik weer van voor af moes onderrig en dat baie min programmeringsbegrippe na Delphi oorgedra is. Onderwysers was onder druk om programmeringsbegrippe wat in graad 10 reeds vasgelê moes gewees het, tesame met nuwe begrippe wat vir die onderrig van Delphi benodig was, te onderrig. Voorstelle van onderwysers om toekomstige druk te verlig, het betrekking gehad op ʼn inkorting in Scratch-onderrigtyd en was nie gerig op die onderrig van programmeringsbeginsels en -begrippe in Scratch met die oog op die oorgang na Delphi nie. Tydens die navorsing is bevind dat die meeste programmeringsbeginsels en -begrippe reeds met Scratch onderrig kan word. Scratch-onderrig, met die oog op die oorgang na Delphi, moet egter noodwendig anders geskied as Scratch-onderrig ten einde ʼn belangstelling vir programmering te kweek. Na aanleiding van hierdie navorsing word aanbevelings gemaak om Scratch te onderrig, sodat die kennis en vaardighede wat graad 10-leerders met Scratch opdoen, verband hou en toegepas kan word op Delphi. Om onderwysers te ondersteun en hulle onsekerheid van Scratch-onderrig die hoof te bied, word spesifieke aanbevelings met betrekking tot die onderrig van Scratch gemaak ten opsigte van probleemvoorstelling en algoritme-ontwerp, instandhouding, foutopsporing en fouthantering, veranderlikes en datatipes, herhaling- en besluitnemingstrukture, objekgeoriënteerde begrippe, bewerkingsoperators, karakterhantering en ʼn onderrig–leerstrategieë vir Scratch. / MEd (Computer Science Education), North-West University, Potchefstroom Campus, 2015

Volgens die Kurrikulum- en Assesseringsbeleidsverklaring moet Inligtingstegnologie-leerders in graad 10 aanvangsonderrig in Scratch as programmeertaal ontvang en in graad 11 na Delphi of Java as programmeertaal oorskakel. In Noordwesprovinsie word Delphi as programmeertaal in graad 11 bestudeer. Die aard van Scratch en dié van Delphi verskil egter van mekaar. Scratch is ʼn visuele programmeertaal met ʼn speelse aard, waar boublokke met ingeboude programmeringskode inmekaar gepas word om programme te skep, terwyl programmeringskode in Delphi, onderhewig aan sintaktiese reëls, ingetik word. Daar word verder van leerders verwag om by Delphi ʼn objekgeoriënteerde programmeringsbenadering te volg terwyl Scratch as ʼn objekgebaseerde programmeertaal beskou word. Die oorgang vanaf Scratch na Delphi is nog nie tevore in navorsing ondersoek nie. Die doel van hierdie navorsing was dus om te bepaal hoe Scratch aan graad 10-leerders onderrig behoort te word om die oorgang na Delphi as sintaksisgebaseerde, objekgeoriënteerde programmeertaal te ondersteun. ʼn Kwalitatiewe studie is gedoen waartydens onderhoude met agt Inligtingstegnologie-onderwysers in Noordwesprovinsie gevoer is. Aan die begin van 2013 is die eerste onderhoude gevoer om te bepaal hoe Scratch in graad 10 onderrig is. Ná verloop van ses maande is ʼn tweede onderhoud met elke deelnemende onderwyser gevoer om te bepaal hoe die oorgang na Delphi in graad 11 ervaar is. Die bevindings dui daarop dat deelnemende onderwysers onseker was hoe om Scratch te onderrig en dat programmeringsbeginsels en -begrippe nie pertinent onderrig is nie. Onderwysers het op leerders se intuïtiewe begrip van programmeringsbegrippe staatgemaak en geskikte onderrig–leerstrategieë is nie toegepas nie. Met die oorgang na Delphi in graad 11 het onderwysers aangedui dat hulle programmering feitlik weer van voor af moes onderrig en dat baie min programmeringsbegrippe na Delphi oorgedra is. Onderwysers was onder druk om programmeringsbegrippe wat in graad 10 reeds vasgelê moes gewees het, tesame met nuwe begrippe wat vir die onderrig van Delphi benodig was, te onderrig. Voorstelle van onderwysers om toekomstige druk te verlig, het betrekking gehad op ʼn inkorting in Scratch-onderrigtyd en was nie gerig op die onderrig van programmeringsbeginsels en -begrippe in Scratch met die oog op die oorgang na Delphi nie. Tydens die navorsing is bevind dat die meeste programmeringsbeginsels en -begrippe reeds met Scratch onderrig kan word. Scratch-onderrig, met die oog op die oorgang na Delphi, moet egter noodwendig anders geskied as Scratch-onderrig ten einde ʼn belangstelling vir programmering te kweek. Na aanleiding van hierdie navorsing word aanbevelings gemaak om Scratch te onderrig, sodat die kennis en vaardighede wat graad 10-leerders met Scratch opdoen, verband hou en toegepas kan word op Delphi. Om onderwysers te ondersteun en hulle onsekerheid van Scratch-onderrig die hoof te bied, word spesifieke aanbevelings met betrekking tot die onderrig van Scratch gemaak ten opsigte van probleemvoorstelling en algoritme-ontwerp, instandhouding, foutopsporing en fouthantering, veranderlikes en datatipes, herhaling- en besluitnemingstrukture, objekgeoriënteerde begrippe, bewerkingsoperators, karakterhantering en ʼn onderrig–leerstrategieë vir Scratch. / MEd (Computer Science Education), North-West University, Potchefstroom Campus, 2015

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988