Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.

The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local high school's year-long precollege intervention program in a convenience sample of 112 Grade 9 students. The research questions examined the difference between the program participants and non-participants' academic outcomes including grade point average and semester course grades in math, English, science, and social science from Semester 1 to Semester 2 in the 2014-2015 school year. Independent samples t tests were used to identify whether there was a significance difference between the mean-scores of the intervention and control groups. The results indicated that the program did not significantly impact the participants' academic outcomes, and the program goals were not met. The evaluation report included the results, provided recommendations to increase understanding of the intervention program and students' needs, inform and engage stakeholders, redesign program goals, allocate resources, and streamline program activities. The improved program model could enhance students' academic outcomes and lead to higher high school graduation and college enrollment rates for students.

A handful of studies have shown that National Inter-religious Councils (NIRCs) contribute to electoral violence prevention. However, no quantitative study has evaluated the impact of their interventions and the conditions under which they lower electoral violence. Using data on African national elections from 1992-2019, I examine whether NIRCs' electoral-related peacebuilding interventions lower the severity of electoral violence and if their ability to do so depends on NIRCs' social power. The results in this thesis indicate that the presence of NIRCs' interventions during electoral rounds lowers the likelihood of severe electoral violence. The findings also reveal a significant disordinal interaction between NIRCs' interventions and their power, where the predicted probability of severe electoral violence reduces by 42% when powerful NIRCs implement peacebuilding interventions and, on the other hand, increases by 20% when less powerful NIRCs intervene. While this thesis fails to explain the disordinal interaction effect, it details this study's methodological tools and limitations and contributes an original dataset of NIRCs' interventions and power for future research.

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The research was aimed at addressing the challenge of evaluating a large scale change intervention in a large organisation and in a complex environment. Finding robust, meaningful yet realistic methodologies from among the array of possible approaches, methods and techniques has proved problematic, for both organisational practitioners and academics alike. The research explored this issue of choice from the perspective of ¿fit for purpose¿ and suggests a multi-faceted approach, using a range of evaluation methods and techniques, which were applied to an ongoing example at the BBC. It was also planned to use structural equation modelling (SEM) techniques to examine the relationships between variables critical to the study. The approach described represents a ¿pilot¿ evaluation exercise, which drew on data collected from early cohorts going through the BBC Leadership Programme, a key element of the ¿Making it Happen¿ change strategy initiated by the then Director General, Mr. Greg Dyke. As a second level of research, an evaluation of the primary evaluation itself, i.e. of the BBC Leadership Programme, was also undertaken to assess the effectiveness of the primary evaluation strategy and its implementation. Three hypotheses were examined in terms of programme impact: It was proposed that participation in the programme would bring about collective improvements in individual leadership behaviour (Ho1), leading to improved departmental performance across the business (Ho2), in turn, resulting in improved organisational performance (Ho3). Due to limitations in the application of the methodology it was not possible to use SEM analyses on the data collected. Alternative analyses failed to demonstrate conclusive support for all three hypotheses and, while other factors besides programme attendance appear to influence leadership performance the afore-mentioned limitations restrict the ability to draw firm conclusions. Following evaluation of the primary evaluation it was evident that, as a pilot exercise, important outcomes from the programme evaluation give rise to ¿lessons learned¿ and changes are suggested for any future evaluation exercise of this kind.

<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>

This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators’ understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners’ understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin’s (1958) Argumentation Pattern (TAP) and Ogunniyi’s (1995) Contiguity Argumentation Theory (CAT).

This thesis is comprised of four studies and concerns haemodialysis patients’ confidence in being able to manage fluid intake between treatment sessions, and whether the fluid intake is influenced by certain modifiable characteristics of the persons in question. The overall aim was to study aspects of excessive fluid overload and haemodialysis patients’ self-regulation of fluid allotment from a bio-psychosocial and behavioural medicine perspective. The extent of non-adherence to fluid allotment was described in Study I. National registry data were used. Three out of ten Swedish haemodialysis patients had excessive fluid overload and one out of five was at risk for treatment related complications due to too rapid ultrafiltration rate. The objective in Study II was to develop and psychometrically evaluate a self-administered scale to measure situation-specific self-efficacy to low fluid intake. The measure (the Fluid Intake Appraisal Inventory) was found to be reliable and valid in haemodialysis settings. Subgroups based on individual profiles of self-efficacy, attentional style and depressive symptoms were explored in Study III using a cluster analytic approach. Three distinct subgroups were found and the subgroup structure was validated for clinical relevance. The individuals’ profile concerning self-efficacy, attentional style and depressive symptoms has to be taken into account in nursing interventions designed to reduce haemodialysis patients’ fluid intake. In Study IV, an intervention designed to reduce haemodialysis patients’ fluid intake was introduced and its acceptability, feasibility and efficacy were evaluated and discussed. Acceptability of such an intervention was confirmed. Addressing beliefs, behaviours, emotions and physical feelings is clinically feasible and may reduce haemodialysis patient’s excessive fluid overload. This thesis indicates that there is a potential for improvement in the fluid management care of haemodialysis patients. Behavioural nursing strategies that aim to assist patients to achieve fluid control should be applied more extensively. Cognitive profiles of the patients should be taken into account when targeted nursing intervention aiming to encourage and maintain the patient’s fluid control is introduced.

The research was aimed at addressing the challenge of evaluating a large scale change intervention in a large organisation and in a complex environment. Finding robust, meaningful yet realistic methodologies from among the array of possible approaches, methods and techniques has proved problematic, for both organisational practitioners and academics alike. The research explored this issue of choice from the perspective of 'fit for purpose' and suggests a multi-faceted approach, using a range of evaluation methods and techniques, which were applied to an ongoing example at the BBC. It was also planned to use structural equation modelling (SEM) techniques to examine the relationships between variables critical to the study. The approach described represents a 'pilot' evaluation exercise, which drew on data collected from early cohorts going through the BBC Leadership Programme, a key element of the 'Making it Happen' change strategy initiated by the then Director General, Mr. Greg Dyke. As a second level of research, an evaluation of the primary evaluation itself, i.e. of the BBC Leadership Programme, was also undertaken to assess the effectiveness of the primary evaluation strategy and its implementation. Three hypotheses were examined in terms of programme impact: It was proposed that participation in the programme would bring about collective improvements in individual leadership behaviour (Ho1), leading to improved departmental performance across the business (Ho2), in turn, resulting in improved organisational performance (Ho3). Due to limitations in the application of the methodology it was not possible to use SEM analyses on the data collected. Alternative analyses failed to demonstrate conclusive support for all three hypotheses and, while other factors besides programme attendance appear to influence leadership performance the afore-mentioned limitations restrict the ability to draw firm conclusions. Following evaluation of the primary evaluation it was evident that, as a pilot exercise, important outcomes from the programme evaluation give rise to 'lessons learned' and changes are suggested for any future evaluation exercise of this kind.