In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.

The problem with which this investigation is concerned is that of a survey of the various integrated laboratory sequence programs at college and university chemistry departments. A preliminary questionnaire served to determine which chemistry departments had tried an ILS approach. Those departments which responded that they had tried an ILS approach and were willing to answer a questionnaire concerning it were sent copies of the main questionnaire. The returned copies of these two questionnaires form the source of data for the dissertation. The dissertation is organized into five chapters. The first chapter gives the background and significance, statement of the problem, the purposes and delimitations of the study, and a definition of terms. Chapter II is a review of the literature. Chapter III describes the collection of data. Construction, validation, administration, and analysis of the questionnaire are considered. The findings of the study are presented in Chapter IV. After an introduction, the occurrence of ILS programs and the reasons for trying or not trying an ILS approach are tabulated. The nature of the ILS programs which have been tried and the problems and changes that have occurred in the various programs are presented. The last part of Chapter IV is devoted to the perceived advantages and disadvantages of the ILS approach. Chapter V presents a summary of the findings. Conclusions are drawn and recommendations are made on the basis of the findings.

In view of the National Plan for Higher Education (Department of Education, 2001) that calls for an increased throughput of students at higher education institutions within South Africa, a quantitative study was undertaken at a particular higher education institution during 2005 to identify factors associated with achievement in mathematics at entry level to tertiary studies. Factors considered in this study pertained specifically to those that may facilitate the introduction of intervention aimed at assisting students enrolled for mathematics at tertiary level and who are at risk of failing. Students admitted to either a degree or extended degree programme in science, engineering and technology (SET) in 2005 at the higher education institution constituted the target population. A survey was conducted at the onset of the academic year among students in the target population providing written consent to participate in the study. Three pen-and-paper questionnaires were administered, i.e. a background questionnaire, a newly developed cognitive instrument for the measurement of basic mathematical skills, including mathematics language proficiency, and an adapted instrument, based on an existing standardised instrument, the Study Orientation in Mathematics (SOM) instrument (Maree, Prinsloo & Claassen, 1997), for the measurement of the affective and behavioural domains related to the studying of mathematics. Information regarding student achievement at the end of their first semester of study was obtained from student academic records. Background variables, in particular being an English second language (ESL) student and having received home language tuition at school were shown to be associated with the initial preparedness of students, i.e. their Grade 12 achievement. These variables did not, however, directly contribute towards the prediction of achievement at entry level to the institution. The extent to which students have acquired basic mathematical skills, particularly mathematical language proficiency (not necessarily reflected in their Grade 12 results) was shown to contribute significantly towards the prediction of achievement in mathematics at entry level. In addition, anxiety and attitude towards mathematics and the utilisation of effective study behaviour were also shown to be associated with achievement; the latter contributing significantly towards the prediction of achievement at entry level for both degree and extended degree programme students. The findings culminated in recommendations for tertiary institutions, educators and those embarking on future research relating to the theme in question. The issue of measuring basic mathematical skills, including mathematical language proficiency and study strategies of students studying towards careers in SET at the onset of their studies and providing support to improve these, is emphasised. / Prof. J. Strauss

M.Ed. (Education) / Please refer to full text to view abstract

D.Ed. / As a curriculum initiative Technology Education is in its infancy in South Africa. It has only recently, in 1996, been introduced as a compulsory area of learning in the school curriculum. Technology Education with its particular elements of knowledge, skills, attitudes and values is conceptually different from anything previously taught in the school curriculum. The appropriateness of methodology is of fundamental importance to the success of the subject/learning area and probably represents the most significant factor in the effectiveness of its delivery. It is clear that current approaches to learning and instruction are not geared towards the attainment of the desired outcomes in Technology Education. For example, the opportunities for knowledge construction through engagement in the cognitive processes of critical and creative thinking, decision-making problem solving and designing are overshadowed by traditional approaches to curriculum delivery. This is compounded by the fact that no instructional models, which exemplify appropriate instructional practice in Technology Education exist currently in South Africa. The aim of this study was to design and implement an instructional programme in the learning area Technology at a College of Education, and based on the findings, generate a prospective instructional model which would exemplify appropriate instructional practice and at the same time contribute towards the attainment of the desired outcomes in Technology Education. The qualitative research paradigm, using the contextual case study design was considered the most acceptable research strategy for a project of this nature. A group of 20 second year learners was observed around specific tasks comprising the programme. Data was gathered using a variety of methods, viz. direct observation, questionnaires and interviews to gauge firstly, how the learners had experienced the programme, and secondly, how the teacher educator experienced the programme. From the study it appeared that exposure to the instructional programme proved to be an empowering educational experience for both learners and teacher educator alike. In addition to widening the scope and providing opportunities both inside and outside the classroom, the programme appeared to have provided entrepreneurial opportunities for the participants of the programme. Although the instructional programme catered for knowledge construction using a variety of approaches (both behaviourist and constructivist) the most significant gain for learners seemed to have emanated from both group discussion and group work. Although it cannot be stated conclusively that cognitive development had taken place, positive interdependence, shared responsibility, social skills and enhanced learning were evident. The findings of the research provided the foundation for the design and development of an instructional model in Technology Education.

A STUDY OF FACTORS THAT PREDICT THE SUCCESS OF CHRIST-CENTERED HIGHER EDUCATIONAL INSTITUTIONS: A MIXED METHOD STUDY Timothy Lee Smith, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Michael S. Wilder Many faith-based academic institutions began to deteriorate in the twentieth century as the institutions wandered toward a secular educational platform. Because of this transition, there is a renewed call for faith-based institutions to move beyond an environment of piety by creating a climate of faith and learning as the foundational synergistic roots in preparing graduates to embrace the cause of Christ. To address this concern, a sequential transformative mixed methods study was implemented to describe the factors, as expressed by presidents of Christian institutions, which predict the missional success of Southern Baptist Convention liberal arts educational institutions. In addition, this study argued that presidents of Christian institutions can clearly describe the factors of missional success of Christian institutions and a self- assessment model of institutional success can be established from the learned factors. In stage 1 of the study, 24 presidents of CCCU institutions, but not leaders of SBC schools, agreed to provide factors through an e-Delphi approach that predicted the success of Christ-centered institutions. Ninety factors were gathered during the initial phase of the study. With the completion of two additional rounds of surveys with the same presidents, a group of 56 factors were found important or very important in achieving the success of a Christ-centered institution. These factors were then examined through a factor analysis statistical process that established 6 clusters. In the second stage of the study, presidents of SBC institutions ranked the factors in each cluster. The results revealed that the most important cluster that included 5 factors addressed the importance of right Christian persons and explained 66 percent of model. The second cluster contained 19 factors about operational principles of the institution. Both of these clusters explained nearly 80 percent of the model of success. Results illustrated that presidents can express the factors that predict the success of Christ-centered higher educational institutions. The significance of these findings is the opportunity to examine the historical cases where Christian institutions wandered from their Christian faith and to look forward in using this model in promoting the success of a Christian higher educational institution.

The introductory art history course at the university level is the focus of this study. Recognized inadequacies of the traditionally conceived course prompt the development and implementation of a new course humanistically oriented and characterized by innovative methodologies derived from encounter group processes. The course develops through formative processes of examining three deviating teaching approaches: traditional, transitional-exploratory, and alternative-innovative. The resultant format applies concepts of art history, art education,general education, and humanistic psychology to needs of art and non-art students. Course implementation reveals experiences conducive to both art and personological student self-development. The conclusion is that a new art history course was developed and merits empirical testing.

A thesis submitted to the Faculty of Education, in fulfillment of the requirements for the degree of Master of Education / This study explores the factors which influence the design and implementation of EAP content-based courses for second-language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Southern Africa. A set of key ,comprehensive factors which affect the success and effectiveness of EAP content based courses are identified. / Andrew Chakane 2018

This research study explored the dimensions of motivation that may exist for mature psychology graduates when completing their postgraduate degree. And because it is widely acknowledged that stress is often a close companion to motivation, specifically in the pursuit of academic goals, the study also investigated those aspects of coping skills these individuals employed to sustain their motivation in completing their studies. Eight mature female psychology postgraduates from four different South African public universities were identified using a non probability sampling technique. Semi structured interviews were then carried out with the eight participants; the interviews were then transcribed and analysed using content analysis. The results of the study indicated that self efficacy; intrinsic motivation, attribution and achievement goals all play a role in the students’ motivation. It further indentified perseverance as an important factor in the students’ completion of their studies. Positive beliefs, problem solving strategies and social support appeared to be the most widely used coping skills by this sample.

This paper reports the findings of a mixed methods research study which sought to explore the impact of teaching and learning cultures on the performance of fourth year Accountancy students. The collection of data was done through questionnaires as well as interviews with lecturers. Learning culture was explored by measuring and comparing the cultural dimensions of fourth year Accountancy students at two South African universities in order to understand the differences and similarities between the two institutions’ student bodies. There were statistically significant differences between the students of the two universities only along the cultural dimensions of long-term orientation and indulgence versus restraint. It was found that uncertainty avoidance, monumentalism and the age of students significantly impact their performance in Accountancy. Cultural dimensions of students which could hinder their performance in Accountancy are identified and some recommendations are made with regards to addressing areas of weakness in learning culture.