D.Phil. / The aim of this research is to determine the state of concept learning and concept teaching in History at Vista University. In order to determine this, the following objectives were formulated: To determine the role of concepts in History. To determine, from a learning-psychological perspective, the importance of concept-learning as a significant part of the process of meaningful learning. To identify factors which influence concept learning. - To determine guidelines for the meaningful learning and teaching of concepts from a didactical perspective. - To illustrate the link between the learning theories and the distinctive nature of History as an academic discipline by means of an example. In order to address the aim and objectives, an extensive and comprehensive literature study was undertaken. The literature study firstly focussed on the various conceptualizations regarding concepts, its value in teaching and learning, its distinctive nature, as well as its general and unique characteristics. The differences between the use of concepts in the Natural Sciences and Social Sciences were highlighted. It was further established that concepts in History have a significant structuring value as well as formative value. For this very reason, the close link between concepts and generalizations in History was elaborated upon. Generalizations in History should however not be equated to laws formulated in the Natural Sciences. Generalizations in History have no control or predictive value, but rather explain historical events by providing detail (local expressions in time, place and circumstance). These local expressions are made up of concepts. Attention was given to the theoretical substructure of concept learning in general by studying the learning theories of Piaget, Bruner, Ausubel, Gagne and Vygotsky. Concept learning was identified as an integral link in the chain/process of meaningful learning.

M.A. (Linguistics and Literary Theory) / Please refer to full text to view abstract

Bibliography: pages 189-198. / Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.

Submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education, in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2008. / The present study is about the problem solving and the use of computer in teaching and learning of mathematics. The study was conducted to grade eight learners where basic mathematics concepts are introduced. The reason is that lack of knowledge of basic mathematics concepts, irrelevant approaches and methods used in teaching mathematics are perceived as the cause of poor performance in mathematics. Therefore if learners could master these concepts and acquire problem solving skills at elementary level they can do better in upper levels especially in grade 12. In this regard the effects of problem solving involving the use of computer at grade eight level have been investigated. The first aim was to test the effects of multidimensional approach using computer in algebra problem solving. The second aim was to determine the effects multiple representations in computer environment have on mathematics problem solving. The third aim was to determine the effects of computer assisted collaborative learning on mathematics problem solving. To achieve these aims an unstandardised achievement test and a questionnaire was administered to a sample of grade eight learners from three high schools in KwaZulu Natal. The results revealed that if problem solving is integrated with other components (dimensions) such as the teaching of facts and skills, teaching for understanding and the use of technology (computer) learners are likely to achieve better results in mathematics. The results also revealed that the use of multiple representations in expressing the mathematical concept or idea and collaboration among learners in problem solving improve learners' understanding of mathematics. The discussion of the results of this study leads to the discussion of implications of the findings and recommendations. / University of Zululand.

This study is focused upon an investigation of the content and methodology of the introductory speech course in the Oregon community colleges. The current content appears to be one of an emphasis on skill building in the area of public speaking. Previous research in the area of content and methodology of the basic course have centered on the courses offered at four-year institutions and has asked only faculty and administrators what they felt should be offered in the introductory course. This research study will instead question students and faculty at the vocational level in the community college of Oregon to see if there is a similarity in their concepts of what should be taught in this course. An answer to the following question was sought: to what extent are the underlying assumptions of the basic speech courses at the community college level seen by the instructors similar to or different from the self-reported needs in communcation training if the community college student?

The problem of this study was to determine the effects of progressive practice skill building procedures and paced practice skill building procedures upon the straight-copy typewriting achievement of students enrolled in first-term collegiate typewriting. The procedures were compared on the bases of the dependent variables: 1) straight-copy stroking speed, and 2) straight-copy accuracy. The following null hypotheses were tested: 1. There will be no significant differences in the straight-copy stroking speeds achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures. 2. There will be no significant differences in the straight-copy accuracy achieved by students participating in progressive practice skill building procedures and students participating in paced practice skill building procedures.

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The main problem of this investigation is to study certain aspects of accounting education in the senior and junior colleges of Oklahoma during the school year 1957-1958 for the purpose of making proposals for its advancement.