It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008

Abstract The purpose of this research was to collect information on the meaning of thesis-related peer situations for expertise development of students, and to develop the pedagogical foundations of the thesis process. The holistic concept of man and the integrated didactic pedagogic perspective provided the approach to study peer action. The objective was to describe, interpret and understand students’ experiences of thesis-related peer situations from the perspective of expertise development. In addition, the objective was to understand the meaning of peer situations to students’ learning by analysing their study orientations. The research data was provided by 96 students (N=116) in the School of Health and Sports at Kajaani University of Applied Sciences. The data on study orientations were collected using questionnaires (the response percentage 83) and the data on peer situations in the form of essays. The data on study orientations were processed through explorative factor and cluster analysis. The essay-based data were processed first through inductive-deductive content analysis. Then the themes were presented as meanings and finally, networks of meanings describing expertise development, i.e. competences. The orientation to learning was described through ten study orientation factors. Central outcomes of this research were the heterogeneity of the students’ study orientation and the differences between young and adult students. Five clusters describing the students were formulated: adaptive learner; social, deep-oriented learner; self-confident high-flyer; uncommitted yet hard working student, and conscientious burning-out student. Learning in peer situations showed that the students developed their expertise through internal understanding and awareness. First the students created a personal meaning relationship to the peer situation and to themselves, after which they experienced participation in the peer situations. The results also showed that expertise development emerged as competences of collective dialogue and trust, development of self-regulation learning processes and documentation supporting superficial learning. The students emphasized particularly the confidentiality of peer relations, the significance of empathic listening in peer situations. The students’ deep-oriented learning was supported by successful peer situations. The superficial learner enhanced his superficial learning in the end of peer situations focusing. A peer situation, at its best, evolved into a learning environment, where students felt that through a trust relation they were able to relate to the expertise that working life. This research shows that special attention must be paid to related to the pedagogical development of the thesis process: 1) Reflective development of students’ internal understanding and awareness, 2) Awareness of the complex of goals, learning and peer situations, 3) Significance of collectivity and dialogue, 4) Deep-orientation of students’ learning, and 5) Support for optimism development. / Tiivistelmä Tutkimuksen tarkoituksena oli saada tietoa opinnäytetyöprosessiin liittyvien vertaistilanteiden merkityksestä opiskelijoiden asiantuntijuuden kehittymiselle ja kehittää opinnäytetyöprosessia ammattikorkeakoulun pedagogiikan suuntaisesti. Vertaistoimintaa lähestyttiin holistisen ihmiskäsityksen sekä pedagogisen ja didaktisen suhteen integroidusta näkökulmasta. Tavoitteina oli kuvata, tulkita ja ymmärtää opiskelijoiden kokemuksia opinnäytetyöhön liittyvistä vertaistilanteista asiantuntijuuden kehittymisen näkökulmasta. Lisäksi tavoitteena oli ymmärtää vertaistilanteiden merkityksiä oppimisen osalta selvittämällä opiskelijan opiskeluorientaatiot. Tutkimusaineiston tuottivat Kajaanin ammattikorkeakoulun terveys- ja liikunta-alan 96 (N=116) opiskelijaa. Aineisto kerättiin opiskeluorientaatioiden osalta kyselylomakkeella (vastausprosentti 83) ja vertaistilanteiden osalta kirjoitelmien avulla. Opiskeluorientaatioita koskeva aineisto käsiteltiin eksploratiivisen faktori- ja klusterianalyysin avulla. Kirjoitelmilla tuotetun aineiston käsittely aloitettiin induktiivis-deduktiivisella sisällönanalyysillä. Saaduista teemoista muodostettiin merkityskokonaisuudet ja lopuksi asiantuntijuuden kehittymistä kuvaavat merkitysverkostot, kompetenssit. Oppimisen suuntautumista kuvasi kymmenen opiskeluorientaatiofaktoria. Keskeisenä tuloksena voidaan pitää opiskelijoiden opiskeluorientoitumisen heterogeenisuutta ja sen jakautumista nuorten ja aikuiskoulutuksessa opiskelevien kesken. Opiskelijoita kuvaavia klustereita muodostui viisi: sopeutettava oppija, sosiaalinen syväoppija, itseensä luottava menestyjä, omistautumaton pänttääjä ja tunnollinen pinkouupuja. Vertaistilanteissa opiskelija saavutti asiantuntijuuttaan kehittymällä oman sisäisen ymmärryksen ja tietoisuuden avulla. Opiskelija loi ensin henkilökohtaisen merkityssuhteen vertaistilanteeseen ja itseensä, minkä jälkeen hän koki vertaistilanteeseen osallisuuden. Asiantuntijuuden kehittyminen ilmeni myös yhteisöllisen dialogi- ja luottamusosaamisen, oppimisen itsesäätelyprosessien kehittymisosaamisen ja pintaoppimista tukevan dokumenttiosaamisen kompetensseina. Opiskelijat korostivat erityisesti vertaissuhteen luottamuksellisuutta ja vertaistilanteiden vuorokuuntelukohtaamisen tärkeyttä. Onnistuneet vertaistilanteet tukivat opiskelijan syväsuuntautuvaa ja yhteisöllistä oppimista. Pintaoppimiseen suuntautuneella opiskelijalla pintaoppiminen vahvistui vertaistilanteiden edetessä. Vertaistilanne kehittyi parhaimmillaan yhteisöllisyyttä tukevaksi oppimisympäristöksi, jossa opiskelijat kokivat saavansa kosketuspintaa työelämässä tarvittavaan asiantuntijuuteen. Tutkimus nosti esille tarpeen kiinnittää opinnäytetyön pedagogisessa kehittämisessä huomiota: 1) opiskelijan sisäisen ymmärryksen ja tietoisuuden reflektoivaan kehittymiseen, 2) tavoitteiden, oppimisen ja vertaistilanteen kokonaisuuden tiedostamiseen, 3) yhteisöllisyyden ja dialogisuuden merkitykseen, 4) oppimisen syväsuuntaamiseen ja 5) optimismin kehittymisen tukemiseen.

The failure rate in mathematics at school is high, not only in South Africa, but also internationally. Furthermore, learners with an apparently high general ability or aptitude for mathematics sometimes underachieve in the subject, while some learners with an apparently low general intellectual ability or aptitude for mathematics sometimes achieve well in the subject. Little attention is nonetheless given to learners' study orientation in mathematics, in spite of the fact that research has indicated that school mathematics is one of the best predictors of success in tertiary studies. An investigation into some epistemological approaches to the learning process in mathematics confirms that learners' achievement in mathematics is significantly affected by their study orientation in mathematics. The primary aim of this thesis was the development and evaluation of a study orientation questionnaire (SOM) in mathematics. Data processing procedures especially referred to the following two primary aims with the study: (a) Standardisation of the questionnaire. Steps carried out to evaluate the questionnaire psychometrically, include factor and item analysis. In the case of Grade 8 and 9, three fields (Study habits in mathematics, Mathematics anxiety and Study attitudes in mathematics) were identified. A fourth field, Locus of control regarding mathematics, was identified only in the case of learners in Grade 1 0 and ll. It was established that the SOM apparently has criterion related validity, as well as content and construct validity for the three language groups as a whole. Reliability coefficients for the SOM can in most cases be regarded as satisfactory. (b) Comparative studies to determine the applicability of the SOM. Analysis of variance techniques were used to determine where significant differences between groups (including grade-, mother tongue and sex groups) lay. Where MANOV AS showed significant differences, further investigation was carried out to determine in respect of which individual fields (single variables) groups differed significantly. By means of LSM it was determined which groups differed significantly in regard of the separate fields. Some of the findings include: * It seems that African language speakers in both grade groups are really trying to achieve in mathematics, but that their best efforts are not successful. * It would appear that girfs' level of Mathematics anxiety drops in Grade l 0 and ll. * Learners in Grade l 0 and ll show lower levels of Mathematics anxiety and more sufficient Study habits in mathematics than their counterparts in Grade 8 and9. * Perhaps the most significant finding is the phenomenon that African language learners in Grade l 0 and l l achieved much worse in regard of Locus of control than Afrikaans and English-speaking learners. A number of factors probably contribute towards this state of affairs, including language problems, teachers who are underqualified, African language learners' less than optimal socioeconomic status (SES) in general, a lack of facilities and text books and disruption which is still being experienced in rnnny traditionally black schools. It is recommended that these matters ·are attended to in an effort to create circumstances for more sufficient achievement in mathematics by learners from all language groups. / Thesis (PhD)--University of Pretoria, 1997. / Human Sciences Research Council (South Africa) / Psychology / PhD / Unrestricted

Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. / The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. / Psychology of Education / M. Ed. (Voorligting)