The purpose of this research was to shed light on the factors that explain the differential achievement in science education between learner groups from different socio-economic backgrounds, through a cross-analysis of two case study schools in the Mafikeng area. It was hoped that a broader understanding of the distinctive factors that account for the achievement gap in science between learner groups from affluent communities and their impoverished counterparts would help in informing the relevant policy makers on the best systems to put in place to address this vexing phenomenon of achievement gap. A multi-faceted instrument technique, comprising a questionnaire, semi-structured interviews, class observations, profile of science department and document reviews, was employed to gather data. The research paradigm that was used to underpin this study was the "emancipatory'' type since the issue under investigation was a social one and involved under-privileged individuals as well. The analysis of data was guided by the principles of social constructivist theory which incorporated both statistical, empiricist quantitative and the .qualitative analysis. The cross- analysis of the two case study narratives compared to and contrasted factors that underly leaner achievement in the natural sciences. The findings revealed that a wide variety of factors, all of which are direct manifestations of one's socio-economic standings. have a direct bearing on one 's scholastic achievement. This manifested itself in the form of, among others, the resources available at the school one attends, the quality of education (foundation stages) one received, the attitudes of educator one has, and of course, attitudes of the learner towards his/her school work. Furthermore, learner achievement was found to be consistent with the level of parental involvement in their children's education. Since the cross-analysis of the study revealed that disparity in the allocation of resources was one of the prime culprits in the creation and maintenance of the achievement gap, between learner groups from the two distinct socio-economic societies, it was recommended that some kind of parity be brought to prevail in that regard. Also recommended was the fact that educators and learners alike, especially from disadvantaged schools, recommit themselves to their school work. In addition, parents of learners from poor backgrounds should get involved, more than ever before, in their children 's school matters, in order to register some improvement in the quality of their education. Recommended for further study is the need to establish the factors that explain a differential achievement between schools in the same socio-economic band and the correlation between heredity and achievement. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2004

Participation in physical activity was found to be associated with health benefits. Lack of physical activity is a risk factor that may lead to mortality. The purpose of this study was to investigate the perceptions of barriers and benefits of participating in physical activity and the levels of physical activity and to investigate the relationships between perceived barriers and benefits of participating in physical activity and levels of physical activity in boys and girls attending farm schools in Alma-Vaalwater area. A total of 344 children (185 boys and 159 girls) aged 15 to 16 years completed a questionnaire on perceptions of barriers and benefits of participation in physical activity, and a Previous Day Physical Activity Recall (PDPAR) questionnaire on the levels of physical activity. The data was analysed using descriptive statistics, independent t-testing and correlations by means of SPSS (Version 15.0). The results show that barriers (with high mean values) experienced by boys to be physically active included lack of time, to do work/school work, and physical activity makes one sweat. In girls barriers experienced to be physically active included lack of time, to do work/school work and lack of equipments. With regard to the perceived benefits of participating in physical activity both boys and girls showed high mean values in to stay in good health, to feel well and to have energy. The results further showed that lack of equipments was negatively associated with participation in physical activity in boys and girls during the week and weekend days respectively. In addition girls showed a Significant relationship between to relieve stress and physical activity. Significant gender differences regarding the levels of physical activity with girls participating more in light physical activity than boys were found. This study recommended the need for the introduction of awareness programmes on physical activity as well as well-structured programmes of physical activity by qualified personnel geared towards the improvement of general well-being of children. More studies with a larger sample size are required to verify the present findings. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2010.

Participation in physical activity was found to be associated with health benefits. Lack of physical activity is a risk factor that may lead to mortality. The purpose of this study was to investigate the perceptions of barriers and benefits of participating in physical activity and the levels of physical activity and to investigate the relationships between perceived barriers and benefits of participating in physical activity and levels of physical activity in boys and girls attending farm schools in Alma-Vaalwater area. A total of 344 children (185 boys and 159 girls) aged 15 to 16 years completed a questionnaire on perceptions of barriers and benefits of participation in physical activity, and a Previous Day Physical Activity Recall (PDPAR) questionnaire on the levels of physical activity. The data was analysed using descriptive statistics, independent t-testing and correlations by means of SPSS (Version 15.0). The results show that barriers (with high mean values) experienced by boys to be physically active included lack of time, to do work/school work, and physical activity makes one sweat. In girls barriers experienced to be physically active included lack of time, to do work/school work and lack of equipments. With regard to the perceived benefits of participating in physical activity both boys and girls showed high mean values in to stay in good health, to feel well and to have energy. The results further showed that lack of equipments was negatively associated with participation in physical activity in boys and girls during the week and weekend days respectively. In addition girls showed a Significant relationship between to relieve stress and physical activity. Significant gender differences regarding the levels of physical activity with girls participating more in light physical activity than boys were found. This study recommended the need for the introduction of awareness programmes on physical activity as well as well-structured programmes of physical activity by qualified personnel geared towards the improvement of general well-being of children. More studies with a larger sample size are required to verify the present findings. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2010.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

School-based health promotions targeted at improving nutrition and increasing physical activity are seen by governments and public health experts as integral to reducing obesity among children even though such promotions often produce disappointing results. This mixed methods research involving six case schools explored the application of marketing theory in educational settings and postulates that marketing communications processes are relevant when facilitating school-based health promotions. The research intention was to determine the impact of communication processes on the implementation of school-based health promotions by investigating children‘s exposure to promotions and outcomes of promotions. Hence stakeholder perceptions and expectations of promotions were analysed. Additionally, communication enhancers and inhibitors for promotions were identified and communication approaches used by Health Promoting Schools (HPS) were compared with those used by non-HPS. Principals and teachers were interviewed to discover selection, implementation and health promotion outcomes while parents were surveyed about the influence of school-based health promotions on their children‘s eating and exercise behaviours. Children participated in focus groups to determine their perceptions of health promotions, issues and behaviours. Data were analysed using a blended models framework combining best practice principles from marketing communications theory and behavioural theory. The framework was used to explore communication processes within school-based health promotions and behavioural outcomes of those promotions. It was discovered, first, that government policy and community priorities impact upon which health messages are promoted and why. Second, it was found stakeholder roles and relationships impact upon when and where health is promoted and by whom. Third, the extent to which health concepts are integrated into school life highlighted the importance of how health is promoted. Finally, it was established that communication processes and related behaviours, which take place within different environmental contexts, are influenced by communication noise, the skills and abilities of parents and children, and environmental conditions. Future research directions include examining how health priorities of school communities can be combined into a shared vision for health promotions. Clarifying stakeholder roles and examining formation, strength and success characteristics of stakeholder relationships in health promotions is a possibility too. Exploring the HPS initiative and environmental influences on healthy behaviours also warrants further investigation.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45).

Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 82-89). Also available on the World Wide Web.

Thesis (MTchLn)--University of Canterbury, 2007. / Typescript (photocopy). "February 2007." Includes bibliographical references (leaves 139-147). Also available via the World Wide Web.

Thesis (Ph.D.)--Tufts University, 2005. / Adviser: Jeanne P. Goldberg. Submitted to the School of Nutrition Science and Policy. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;