Entrepreneurship is significant to the production process for economic growth and development. The Nigerian government supports entrepreneurial development by providing business training for entrepreneurs across the country; however, the impact of such programs in current entrepreneurship in Nigeria has not been researched. This study was designed to examine the impact of the training on entrepreneurial outcomes such as profitability, revenue, and access to finance using the social construction framework and the theory of external control of organizations. Based on a quantitative quasi-experimental design involving a posttest comparison group, the impact of government support on randomly selected beneficiaries and nonbeneficiaries with the FCT was tested using an independent samples t test and binary logistic regression analysis. The results showed no significant relationship between business training and entrepreneurial outcomes. Additionally, it was not likely that an unemployed beneficiary would start a new business after the training, and trainees had difficulty accessing business loans. The social change implication of this study is that public sector institutions engaged in entrepreneurship development in Nigeria need pragmatic interventions that translate into positive entrepreneurial outcomes. They also need to focus on areas that cater for different categories of entrepreneurs such as age groups, educational level, business experience, and nature of the business to enhance effectiveness. Periodic assessment of the intervention programs is necessary using experimental and quasi-experimental studies. Therefore, this study can contribute to the data that public sector institutions can use to develop better interventions for entrepreneurs.

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In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>

<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>

Magister Educationis - MEd (Mathematics and Science Education) / The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named Culture Secondary School have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learnerss pre- and post-test conceptions of fermentation with special reference to traditional beer or Umqombothi an Attitudes to Science (ATS) questionnaire which was used to find out the learners' worldviews, a Science Achievement Test (SAT) which was used to assess the learners' generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo; home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gathered were both analyzed in terms of qualitative and quantitative descriptions. / South Africa

In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

People often have very little knowledge about the impact of unsustainable human population growth on the environment and social well-being especially in developing countries. Therefore, an efficient method should be explored in order to educate, and if possible, to convince the members of the public to realize the environmental and social problems caused by the unsustainable population growth. Digital Game-Based Learning (DGBL) has been highlighted by some studies as an innovative tool for learning enhancement. While only a handful of studies have scientifically evaluated the impact of DGBL on knowledge outcomes, the approach is an attractive tool to increase knowledge and motivate engagement with environmental issues surrounding population growth because of its potential to improve learners’ motivation and engagement thereby compared to traditional learning approaches. Therefore, the three primary research questions for this study are: 1) "Can a single-player digital game be an appropriate and attractive learning application for the players to gain insight about the relationship between the growing human population and the environmental issues?" 2) "How can we design environmental games for the players to gain insights about the relationship between the growing human population and the environmental issues via playing a game?" and 3) "What are the obstacles preventing the players from adapting environmental knowledge obtained from the learning mediums into the real-life?" To inform the development of an efficacious DGBL game to impact learning outcomes, critical reviews of environmental issues related to population growth as well as critical reviews of commercial and serious environmental games in terms of their educational and motivational values were undertaken in this study. The results of these critical reviews informed the development of a Guideline for Environmental Games (or GEG). The GEG was developed by combining the engaging game technology with environmental learning and persuasion theories. The GEG was then used to inform the development of a prototype game called THE GROWTH; a single-player, quiz-based, city-management game targeting young adolescents and adults. Multiple evaluation methods of the game were used to answer the three key research questions mentioned earlier. These methods included: 1) The Randomized Controlled Trial approach (RCT) where the participants were systematically divided into the experimental and the control group respectively and their knowledge scores (quantitative data) compared and analyzed, 2) The participants’ abilities to recall and describe the environmental and well-being issues were collected and analyzed qualitatively using The Content Analysis method (CA) and, 3) The participants’ overall feedback on the learning mediums was collected and analyzed to evaluate the motivational values of THE GROWTH itself. To this end, THE GROWTH was evaluated with 82 Thai-nationality participants (70 males and 12 females). The results showed that participants assigned to play THE GROWTH demonstrated greater environmental and social-well-being knowledge related to population growth (F(1,40) = 43.86, p = .006) compared to the control group participants assigned to a non-interactive reading activity (consistent with material presented in THE GROWTH). Furthermore, participants who played THE GROWTH recalled on average more content presented in the game when compared to participants who were presented with similar content in the reading material (t (59) = 3.35, p = .001). In terms of level of engagement, the study suggested that participants assigned to the game were more engaging with their learning medium on average when compared to participants assigned to the non-interactive reading activity. This is evidenced by the longer time participants spent on the task, the activity observed from participants’ recorded gameplay, and their positive responses in the survey. The semi-structured interviews used in this study highlighted the participants’ attitudes towards the environmental, social, and technological issues. Although the participants’ perceived behavioural intention towards the environmental commitments were not statistically differed between the two study group, their responses still provide some evidences that leaps may occur from the learning mediums to the real-world context. Furthermore, these responses can be valuable evidences for the policy makers and for the future development of environmental serious games. Overall, the results suggested that digital environmental games such as THE GROWTH might be an effective and motivational tool in promote the learning about sustainable population size, the environment, and the social well-being. The game’s ability to convince the participants to change towards sustainable lifestyles, however, might be subjected to the future research and other real-world circumstances such as the governmental and public supports. In summary, the research in this thesis makes the following contributions to knowledge: • The Guideline for Environmental Games (GEG) contributes to knowledge about making theoretically-based environmental games. It has particular significance because the guideline was validated by demonstrating learning improvements in a systematic randomized controlled trial. • The use of Multi-Strategy Study Design where multiple systematic evaluation methods were used in conjunction to provide conclusive findings about the efficacy of DGBL to impact outcomes. • THE GROWTH itself is a contribution to applied research as an example of an effective DGBL learning tool.

The aim of this qualitative interpretive research was to explore the experiences of HIV counsellors and how these experiences influence the counsellors' psychological wellbeing. The complexities of the context within which HIV pre and post test counselling occurs form the day-to-day real ity of barely trained volunteer counsellors whose task it is to counsel, inform and educate people at grass roots concerning HIV. The guiding question of the current research pertained to the experience of HIV counselors regarding the influence of their work on their own well-being. A case study design was used. In depth interviews were conducted with nine Sotho speaking HIV counselors working in primary healthcare clinics in the Sedibeng region of Gauteng. Additional data was collected through observation. Data was initially coded, using axial coding; this was followed by thematic analysis. The focus was .on the psychological well-being of the volunteer HIV counsellors. The data indicated that the participants were not overwhelmed by the many stressors of their challenging occupations. They succeeded in developing their own ways of stress relief especially through practising their spiritual beliefs and other means like participating in community activities and meaningful relationships of significant other. They experienced personal growth and empowerment in general, but especially in the field of health and sexuality. The female participants were increasingly able to negotiate safer sex. Participants' lives were enriched through amongst others the regard they received from their communities, and being in a position to give information and advice that they gained from the training and exposure to information. The participants experienced feelings of self-worth in that they were able to contribute to their communities and thereby adding meaning to their own existence. It became clear that their character strengths such as wisdom, courage, humanity, justice and transcendence enabled them to function and grow in their difficult situation. The research highlighted that the inner strengths and virtues of the volunteer counsellors enable them to persist, in challenging work conditions and socio-economic circumstances. Difficulties facing volunteer HIV counsellors that became clear are the lack of support and recognition they have to contend with. It is therefore recommended that more attention should be given by the relevant stakeholders to strengthen the support and to make more resources available to them. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.

The aim of this qualitative interpretive research was to explore the experiences of HIV counsellors and how these experiences influence the counsellors' psychological wellbeing. The complexities of the context within which HIV pre and post test counselling occurs form the day-to-day real ity of barely trained volunteer counsellors whose task it is to counsel, inform and educate people at grass roots concerning HIV. The guiding question of the current research pertained to the experience of HIV counselors regarding the influence of their work on their own well-being. A case study design was used. In depth interviews were conducted with nine Sotho speaking HIV counselors working in primary healthcare clinics in the Sedibeng region of Gauteng. Additional data was collected through observation. Data was initially coded, using axial coding; this was followed by thematic analysis. The focus was .on the psychological well-being of the volunteer HIV counsellors. The data indicated that the participants were not overwhelmed by the many stressors of their challenging occupations. They succeeded in developing their own ways of stress relief especially through practising their spiritual beliefs and other means like participating in community activities and meaningful relationships of significant other. They experienced personal growth and empowerment in general, but especially in the field of health and sexuality. The female participants were increasingly able to negotiate safer sex. Participants' lives were enriched through amongst others the regard they received from their communities, and being in a position to give information and advice that they gained from the training and exposure to information. The participants experienced feelings of self-worth in that they were able to contribute to their communities and thereby adding meaning to their own existence. It became clear that their character strengths such as wisdom, courage, humanity, justice and transcendence enabled them to function and grow in their difficult situation. The research highlighted that the inner strengths and virtues of the volunteer counsellors enable them to persist, in challenging work conditions and socio-economic circumstances. Difficulties facing volunteer HIV counsellors that became clear are the lack of support and recognition they have to contend with. It is therefore recommended that more attention should be given by the relevant stakeholders to strengthen the support and to make more resources available to them. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.