The purpose of this paper was to investigate the foremost teachers thinking of computers in teaching, how they work practically with computers as a tool, and if it is reflected in the students' school performance. To carry out this study, I used qualitative interviews as a method and I have interviewed four teachers where two works at the high school and two in upper secondary school. Both schools use computers in teaching as a supplementary tool for teaching materials. All teachers have similar ideas regarding what purpose one should use the computer and in which way, but the important thing is that the teachers and students receive an introductory course in how to use computers. Educators agree that this approach is and can promote students' language and knowledge regardless of the subject. My informants have come up with own methods that they use in the digital classroom including Skype, YouTube, Facebook and flippedclassroom where one can learn from other educators working. ICT is something that teachers work a lot with where they teach students include being critical of sources of information that they encounter.

The purpose of this three-part study is to acquire greater knowledge of success in school and the factors that affects it, in order to better understand the school-related reality that students face every day. It is made up of a document study of some of the currently leading literature on academic and other types of success and of the Swedish steering documents that regulate the Swedish school system and a questionnaire based survey on what Swedish high school students believe it takes to succeed in school. Largely, the study finds that both inner factors, like personality traits and soft skills, and outer factors like school organization and good teachers, have a massive impact on academic outcome and therefore also adult outcome. The study largely finds that there are much empirical evidence suggesting that certain things affect achievement both positively and negatively. Nothing is left up to chance.

The purpose of this study was to determine the sources of stress, support systems, coping strategies and psychological well-being of adolescents in a rural area, and to use this information to develop a coping and life skills programme. While all families face stressor events and crises, some are more likely than others to experience a series of challenges that threaten their functioning. Rural families often face a greater variety of stressor events on a more continues basis than do families in metropolitan areas (Dyk, 2003). Rural families do not have as many resources and services available lo address their problems as do urban families (Deavers & Hoppe, 2001). Farm schools suffer from a variety of shortages. Many schools suffer from a pressing shortage of space and educational aids and in most cases there is only one teacher for every 50 learners (Van Kleist, 2002). Some of the learners have to walk more than 1Okm to school everyday because of the lack of transport. Most schools lack proper sanitation and electricity. Recreational and cultural activities are curtailed through shortages of equipment and suitable locations. Education in life skills may contribute to the enhancement of life quality, The development of constructive coping strategies protects mental health and enhances bio psycho- social well-being in times of high stress. Previously it was assumed that each individual acquired these skills as part of growing up. Alas, the truth is that many people do not cope with life and never learned these skills. These skills should therefore be taught in a direct and systematic way, rather than being left to be learnt incidentally. The qualitative research design was based on a sample of 56 male and female adolescents between 1 2 and 16 years of age. The adolescents were from four farm schools situated in the Potchefstroom area. Sixteen learners were randomly selected for semi-structured interviews to obtain basic information for the pilot study. Approximately 37 learners took part in the programme. The learners attended Grades 4-7. The deve1opment of the programme was done in five phases. During phase one semi structured interviews were held with some of the learners. During phase two the interviews were evaluated thematically, The data was then organized into conceptual categories and was then analyzed. During phase three the programme was developed according to the themes derived from phase two. In phase four the programme was presented at the schools as a trial test. During phase five the programme underwent some changes according to the findings in phase four. The development of the programme went well, however presenting the programme was a more demanding task. Almost none of the participants could properly speak or understand Afrikaans or English. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007

Many children and adolescents in South Africa are being exposed as witnesses or are direct victims of violence in today's society. The purpose of this study is to explore what violent exposure adolescents have experienced and to develop a programme that includes coping skills, expression of emotion and communication. The research formed part of the FLAGH study. The research was done in the form of action research where the adolescents took part in the whole process of developing the programme. The study was done in four phases. In the first phase a random sample of 36 adolescents from Fikadibeng School in the North West Province were selected. They completed the Coping Responses Inventory-Youth Form, the Survey of exposure to community violence, Things I have seen and heard questionnaire and the Self-expression and control scales. In the second phase the programme was developed using the results of the pre-testing and a literature study on the effects of the exposure of violence on children. During the third phase the developed programme was pilot tested on a randomly selected group of the children and the post-testing took place in order to evaluate and adjust the programme according to the results found. Suggestion for the adjustment of the programme was done during the fourth phase of the study. Adolescents were largely exposed to community violence. They also displayed tendencies to internalize anger and used looking for guidance and cognitive avoidance as part of their coping repertoire. The programme proved to benefit the children in their coping with violence. It is recommended that for the future, larger groups of adolescents should be evaluated and programmes should be presented to a larger community in order to assist adolescent in their use of coping skills. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.

The aim of the research was to investigate the needs of adolescents and to determine their attitude, knowledge and skills regarding HIV/AIDS and life skills. The next step was to develop an empowering program to teach them life skills and to educate them with regard to the HIV/AIDS epidemic. To meet this aim, the following objectives were formulated: -To identify the needs of adolescents and extend their knowledge, skills and attitude regarding HIV/AIDS and life skills through empirical research and literature study. -To design a life skills program through a literature study and empirical research in order to improve the social functioning of the adolescents. The objectives were achieved by studying the relevant literature and through empirical research. The available literature on the subject was consulted to determine whether any research has been conducted in this field, and whether the subject could be researched. The empirical research was conducted to confirm the previous research findings. The literature study and empirical research were vital for formulating a social work empowering program. In this research, the survey method was used as a systematic fact-gathering procedure. Data was gathered through a structured questionnaire. The data was used to describe the study sample, since socio-economic status could possibly have an effect on the general health and development of children. The research data were collected from the adolescents and their families to estimate the prevalence of their living standards, habits and lifestyle, knowledge, attitude and behaviour regarding HIV/AIDS . The findings of this research reflected that adolescents had an urgent need for more knowledge and information concerning HIV/AIDS and life skills. In order to address this problem an empowering program was developed and will be presented. In this research the group work method will be used as an effective intervention strategy in empowering young people. Education is crucial; therefore it seems important to educate young people in certain life skills to empower them to cope with the challenges and demands of life. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.

The importance of sport psychological skills training is emphasized by the contention that the knowledge obtained through observing an athletes' behaviour within a sporting environment could be used to explain, predict and change behaviour, thereby, enhancing sport performance. Sport psychological factors are being recognized as one of the most significant contributors to sport performance. Three hundred and fourteen provincial netball players (average age = 20.30 ± 3.88 years) from 33 teams who participated in the 2004 South African Inter-Provincial Netball tournament completed the Competitive State Anxiety Inventory-2 (CSAI-2), Athletic Coping Skills Inventory-28 (ACSI-28) and Psychological Skills Inventory (PSI). Results from the first article revealed that this population had limited prior exposure to sport psychological skills (SPS) and sport psychological skills training (SPST) programmes in general. The skills to which these players have primarily been exposed to are self-confidence, positive self-talk, team cohesiolspirit, goal-setting and concentration skills. The players further perceive SPST to be very important and expressed a need thereof, especially since 26.43% of the players perceive their ability to be psychologically well prepared for competitions as average or below average. A comparative study between more successful and less successful groups of u/19 and u/21 netball players showed that the more successful group to have significantly better values for cognitive state anxiety (direction), state self-confidence (direction) and peaking under pressure. The more successful group obtained better results in 13 of the 19 tested variables. Eight of these variables (of which three significantly so) are able to accurately (69.44% effective) discriminate between these two groups. Collectively, the SPS levels. information on SPST and the extent to which SPS contribute to performance necessitate a collaborated effort by sport psychologists and netball coaches to develop and implement a consistent, systematic sport-specific SPST programme. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2007

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase. / Thesis (M.Ed.)-North-West University, Vaal Triangle Campus, 2011

The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase. / Thesis (M.Ed.)-North-West University, Vaal Triangle Campus, 2011