There is a longstanding divide between qualitative and quantitative research methods. In the field of teaching research methods, this divide has also been found (Onwuegbuzie & Leech, 2005) almost 20 years ago. With a mixed methods approach this thesis asks and aims to answer whether this divide prevails on a structural and content level. Specifically, the research question is: "Are there structural and content differences between the research landscape on teaching quantitative research methods and teaching qualitative research methods indicating that these two are seen as separate fields or are both part of the same overarching research domain?" Firstly, the research landscape for teaching qualitative research methods of the last 10 years was analyzed quantitatively (i.e. descriptive statistics, word frequencies in abstracts, citation measures). Citation measures identified the most relevant authors and documents. A rudimentary form of content analysis, consisting of deeply reading the documents and summarizing their content, was conducted on the identified documents. Subsequently, the same procedure was repeated on the research landscape for teaching quantitative research methods. While there is an overlap between the document corpora regarding relevant articles and the most cited references, there are also discrepancies. Specifically, there are structural differences such that the literature on teaching qualitative methods seems more disjunct. Furthermore, the dataset on teaching quantitative methods had a large emphasis on integrating qualitative methods and moving towards mixed methods compared to the literature on teaching qualitative methods focusing more on the actual topic of qualitative methods.

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The aim of this dissertation is to present a critical literature review and conceptual analysis of selected genre-based research materials from 1960-2002 on the theoretical and pedagogical issues involved in teaching reading and writing to students of English for Science and Technology. Methodologically, the comparative data-analysis is aimed at identifying commonalities and differences between the various data texts in terms of their definition, orientations, and pedagogical uses. Based on the analyses, suggestions are made for the additional practical applications of the approaches within a learning-centred, communicative framework. The main conclusion is that genre analysis is a fusion of textual-contextual orientations on a structural-linguistic, social-ethnographic cline, which involves simultaneous microlinguistic and macrorhetorical, social-ethnographic processing. Owing to the scope of genre analysis, it is suggested that a considerably expanded, in-depth investigation is needed to clarify the dynamic tensions between and within the individual genre-based approaches, as well as their pedagogical applications. / English Studies / MA (TESOL)

Thesis (MA) -- Stellenbosch University, 2003. / ENGLISH ABSTRACT: Health and social problems associated with the high-risk sexual behaviour of young people worldwide gave rise to the priority status accorded to sex education in the past decade. Despite the attention focused on and the goals set for sexual health education, surveys indicate that the AIDS epidemic is still spreading, STD infections are increasing and a growing number of unwanted pregnancies are reported every year. It seems therefore that many young people are not yet able to manage their sexual health effectively and sex educators are confronted with the challenge to provide more effective sexl education interventions. This study attempted to address the need for effective sexuality education for young people by designing, implementing and evaluating a peer group sexuality psycho-education programme targeted at university students. The process of programme development was guided by the phases proposed by the Psycho-education model: Phase 1: Problem-identification. This phase entailed becoming aware of the problem through media attention, social awareness, discussions with members of the community and exploring problems around young people's sexual health through an extensive literature review. Phase 2: Situation Analysis. During this phase the researcher clarified the identified problem by conceptualizing and defining relevant concepts and identifying theoretical frameworks and principles that could be used to address the problem. as well as the Action Research model were identified as useful theories. Phase 3: Development of the programme. The Information-Motivation-Behavioural skills (1MB) model and the Guerney model were used to guide the design of the programme. Phases 4, 5 and 6: Implementation, evaluation and re-evaluation. These interdependent phases entailed three consecutive implementations of the sexuality psycho-education programme. The principles of Action Research were used to guide the implementation and evaluation processes. Evaluation of qualitative data obtained through participatory research after each implementation allowed for continuous adaptation and improvement of the programme. At the end of the third implementation quantitative data was supplemented by quantitative data obtained with a pen-and-paper test-retest method. Quantitative results indicated that the sexuality education programme significantly increased subjects' knowledge regarding sex en sexuality, but did not have a significant impact on attitudes and perceived behavioural skills. There was an indication that clarification of attitudes had been promoted, and that attitudes relating to the use of contraception had positively changed. Furthermore, a significant change in perceived behavioural skills regarding communication about and behaviour for the prevention of HIV/STDs had been achieved. Qualitative evaluation indicated that subjects felt more positive about using condoms and about communicating with their partners about the use of contraceptives. Step 6 and full circle back to step 1: Final Re-evaluation and problem-identification. During this phase the researcher reviewed the outcomes of the intervention. New problems were identified and recommendations made for future continuation. The researcher concluded that the deficits in research methodology, such as a lack of structured qualitative evaluation, hampered effective evaluation of the programme. Further research needs to be conducted to develop appropriate theoretical frameworks and measuringinstruments with which to inform and evaluate the effectiveness of sex education programmes. / AFRIKAANSE OPSOMMING: Die gesondheids- en maatskaplike probleme wat verband hou met die hoë-risiko seksuele gedrag van jongmense wêreldwyd het daartoe gelei dat seksonderrig gedurende die afgelope dekade voorrang geniet het. Ondanks die toespitsing op seksuele gesondheid, en die doelwitte daarvoor gestel, toon peilings dat die VIGS-epidemie steeds versprei, seksueel-oordraagbare siektes (STDs) toeneem, en 'n groeiende aantalongewenste swangerskappe jaarliks aangemeld word. Dit blyk dus dat 'n groot aantal jongmense nie in staat is om hulle seksuele gesondheid effektief te bestuur nie en seksopvoeders word gekonfronteer met die uitdaging om meer effektiewe seksopvoedingsintervensies te verskaf. Met hierdie studie is onderneem om die behoefte aan doeltreffende seksualiteitsopvoeding vir jongmense aan te spreek, deur die samestelling, toepassing en evaluering van 'n portuurgroep seksualiteit psigo-opleidingsprogram gemik op universiteitstudente. Die proses van programontwikkeling is gelei deur die fases wat voorgestel is deur die Psigo-onderrigmodel: Fase 1: Probleemidentifikasie: Dié fase het kennisname van die probleem behels as gevolg van die aandag daaraan gewy in die media en as gevolg van maatskaplike bewustheid, asook deur bespreking met lede van die gemeenskap en deur ondersoek van probleme in verband met die seksuele welstand van jongmense deur middel van 'n uitgebreide literatuurstudie. Fase 2: Situasieanalise: Gedurende hierdie fase het die navorser die geïdentifiseerde probleem duideliker omskryf deur die relevante konsepte te konseptualiseer en omskryf, en teoretiese raamwerke en beginsels te identifiseer wat gebruik kon word om die probleem aan te pak. Fase 3: Ontwikkeling van die program: Die Informasie-Motivering-Gedragsvaardigheidsmodel (IMG) en die Guernymodel is gebruik as raamwerke vir die ontwerp van die program. Fases 4, 5 en 6: Implementering, evaluasie en her-evaluasie. Hierdie interafhanklike fases het drie opeenvolgende implementerings van die seksualiteit-psigo-opleidingsprogram behels. Die beginsels van Aksienavorsing is toegepas in die implementering- en evaluasieprosesse. Evaluasie van kwalitatiewe data, verkry deur deelnemende navorsing na elke implementering, het deurlopende aanpassing en verbetering van die program moontlik gemaak. Aan die einde van die derde implementering is kwantitatiewe data aangevul deur data wat verkry is deur 'n pen-en-papier toets-hertoets-metode. Stap 6 en terug tot by stap 1: Finale re-evaluasie en probleemidentifikasie. Gedurende hierdie fase het die navorser die resultate van die intervensie ontleed. Nuwe probleme is geïdentifiseer en aanbeveliings vir toekomstige voortsetting is gemaak. Die navorser het tot die gevolgtrekking gekom dat die tekortkominge in die navorsingsmetodologie - byvoorbeeld, 'n gebrek aan gestruktureerde kwalitatiewe evaluering - verhinder het dat effektiewe evaluering van die program kon plaasvind. Verdere navorsing word benodig om toepaslike teoretiese raamwerke en meetinstrumente te ontwikkel wat aangewend kan word om die ontwerp van seksopvoedingsprogramme te rig en die effektief van programme te evalueer.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Language Policy for Higher Education (2002) endorses multilingualism and language diversity in tertiary education. The issues relating to multilingualism in tertiary contexts and the design of a vocational language teaching program has not yet been adequately covered in research. Language teaching includes courses for specific purposes for adult learners. This type of teaching for specific purposes has not yet received much attention in Afrikaans second language research. There is currently little or no scientific research on the teaching and learning of Afrikaans as a second language for specific purposes in university context within the framework of the task-based theory. Therefore, this study – to design a vocational language teaching program for education students – was undertaken. Teachers (and education students) should be prepared for effective teaching to be challenged as South Africa is diverse in terms of culture and language, and learners are expected to use language at a high academic level. Linguistic diversity, as found in Western Cape schools, have a direct impact on learners‟ chances of success and education courses should prepare student teachers for teaching in multilingual contexts. Research shows that it is important for the teacher to be able to function in a multilingual context mainly in the foundation and intermediate phases. These are two of the teaching phases that student teachers are trained for in graduate programs. It is important that the education students' language training takes place in such a way that they would be able to function effectively in a multilingual context. The need for further development of Afrikaans as a second language in first-year English-speaking student teachers is especially great since no distinction is made between the two groups – Afrikaans first language speakers and Afrikaans second language speakers – from the second year on. In the second year of undergraduate education courses Afrikaans second language speakers are expected to be able to use Afrikaans at the same level as first language speakers, specifically with the aim of possible teaching in Afrikaans. This study looked at how and to what extent needs analyses contribute to determining the content of a specific purposes course for Afrikaans second language student teachers as they require a unique syllabus due to the fact that the nature of their communication places demands other than that of generic language acquisition. The characteristics of the specific skills that the students need were therefore studied through a needs analysis. Language for specific purposes (LSP) has its own approach to curriculum development and materials design as one of the goals include learning the specific language in limited time. This study will look at how and to what extent the LSP course take students' academic language needs into account. In other words, the principles underlying the design of LSP courses will be studied. The grading and organisation of the content of syllabi often occurred randomly in the past. With the use of needs analyses, the content of the specific purposes syllabi can be specifically determined. By making use of existing research, this study examines the sequencing of content or tasks within a syllabus. / AFRIKAANSE OPSOMMING: Die Taalbeleid vir Hoër Onderwys (2002) onderskryf veeltaligheid en taaldiversiteit in tersiêre onderrig. Die vraagstukke rakende veeltaligheid in tersiêre kontekste en die ontwerp van 'n beroepsgerigte taalonderrigprogram ("vocational language teaching programme") is nog nie genoegsaam in navorsing hanteer nie. Die onderrig van tale sluit kursusse vir spesifieke doeleindes aan volwasse leerders in. Hierdie tipe onderrig vir spesifieke doeleindes het nog nie veel aandag binne Afrikaanse tweedetaalnavorsing ontvang nie. Daar word tans min of geen wetenskaplike navorsing oor die onderrig en leer van Afrikaans as tweede taal vir spesifieke doeleindes binne die universiteitskonteks binne die raamwerk van die taakgebaseerde teorie onderneem. Daarom is hierdie studie na die ontwerp van 'n beroepsgerigte taalonderrigprogram vir onderwysstudente onderneem. Aangesien Suid-Afrika divers is ten opsigte van kultuur en taal, moet onderwysers (en onderwysstudente) daarop voorbereid wees dat effektiewe onderrig uitgedaag word, omdat van leerders verwag word om met taal op 'n hoë akademiese vlak om te gaan. Linguistiese diversiteit, soos gevind kan word in Wes-Kaapse skole, het 'n direkte invloed op leerders se kanse op sukses en onderwyskursusse sal leerderonderwysers daarop moet voorberei om in veeltalige kontekste onderrig te kan gee. Navorsing toon dat dit veral in die grondslag- en intermediêre onderrigfases is waar dit vir die onderwyser belangrik is om in 'n veeltalige konteks te kan funksioneer. Dit is twee van die onderrigfases waarvoor onderwysstudente in graad-programme opgelei word. Dit is belangrik dat hierdie onderwysstudente se taalopleiding van so 'n aard is dat hulle suksesvol in 'n veeltalige konteks kan funksioneer. Die behoefte vir die verdere ontwikkeling van Afrikaans as tweedetaal by eerstejaar- Engelssprekende onderwysstudente is veral groot aangesien daar vanaf die tweede jaar in sommige onderwyskursusse geen onderskeid tussen die twee groepe – Afrikaans eerstetaalsprekers en Afrikaans tweedetaalsprekers – getref word nie. In die tweede jaar van voorgraadse opvoedkunde-kursusse word van Afrikaans tweedetaalsprekers verwag om op dieselfde vlak met Afrikaans te kan omgaan as eerstetaalsprekers, spesifiek met die oog op moontlike onderrig in Afrikaans. In hierdie studie word gekyk na hoe en tot watter mate behoefte-analises bydra tot die bepaling van die inhoud van 'n spesifiekedoeleindeskursus vir Afrikaans-tweedetaalonderwysstudente aangesien hulle 'n eiesoortige sillabus benodig as gevolg van die feit dat die aard van hulle kommunikasie ander eise stel as die generiese taalverwerwingskursusse. Daarom word die eienskappe van die spesifieke vaardighede wat die studente benodig, deur middel van 'n behoefte-analise bestudeer. Taal vir spesifieke doeleindes (TSD) het sy eie benadering tot kurrikulumontwikkeling en materiaalontwerp aangesien een van die doelstellings onder meer die aanleer van die spesifieke taal binne beperkte tyd is. In hierdie studie word gekyk na hoe en tot watter mate die TSD-kursus die studente se akademiese taalbehoeftes in ag neem. Daar word met ander woorde na die beginsels wat onderliggend is tot die ontwerp van TSD-kursusse gekyk. Die gradering en ordening van die inhoude vir sillabusse het in die verlede dikwels lukraak plaasgevind. Met behoefte-analises kan spesifiekedoeleindesillabusse se inhoude meer spesifiek bepaal word. Deur gebruik te maak van bestaande navorsing, ondersoek hierdie studie die gradering en ordening van die inhoud of take binne 'n sillabus.

This study examines the impact of the transition from diploma to degree on the initial education and training of three para-professions in England; chiropody, occupational therapy (OT) and radiography. It focuses on the nature of and reasons for changes to their initial professional education and training and the potential impact of these changes on their professionalisation. The study adopted a multiple method approach; a historical review, which included documentary sources and interviews with key informants, aimed at identifying how and why these three para-professions wanted to achieve all-graduate entry, and the use of case studies to explore the differences between the diploma and degree courses. It is concluded that the achievement of all-graduate entry for these para-professions was an unintended consequence of the policies of the then government. As a result of the achievement of all-graduate entry changes were made to the respective diploma courses of these para-professions. The extent of these changes were related to the level of control and influence that the professional bodies exercised over the diploma courses. All the degree courses shared the following features: the development of autonomous, reflective practitioners who are life-long learners, an emphasis on theory rather than practice, and emphasis on propositional knowledge and the study of research methods. Although the degree courses for these para-professions achieved approval from HEIs it is argued that degree education is a contested concept. It is apparent that the para-professionals believed that the achievement of all-graduate entry would improve their professional status. However, it is evident from the study findings that it served to maintain rather than enhance their social status and market position. Changes to the initial education and training of these para-professionals were the results of the para-professionals having to respond to prevailing social, political and economic circumstances. If they had not taken this action it is suggested that their social status and market position may have been adversely affected.

M.A. / Please refer to full text to view abstract

Im Zentrum des Textes steht ein systemisches Modell, das verschiedene Schichten und Komponenten des Musikunterrichts in Beziehung zueinander stellt und als Beobachtungs- und Analyserahmen anbietet. Es zeigt die möglichen Perspektiven auf Praxis und die Ansatzpunkte für Theorie. Die Bestandteile des Modells werden erläutert und mit Beispielen aus den drei vorgegebenen Unterrichtsstunden veranschaulicht. Es soll verdeutlicht werden, dass didaktische Theorie das Bewusstsein für die Einflussfelder und ihre Wechselbeziehung schärfen und als Werkzeug zur Reflexion und Entwicklung von Unterricht zur Verfügung stellen kann. / The author suggests observing and analysing music lessons with regard to certain crucial fields and aspects. They are presented as part of a systemic model offering different perspectives on practice and initial points for a theoretical discourse. The components of the model are exemplified and applied to the three music lessons. Didactic theory is regarded to support the awareness of these aspects and their reciprocal influence on teaching and learning music and to offer tools for the reflection and development of practice.

The aim of current research is to analyze the effect of microfluidization on the stability and some quality characteristics of orange juice with respect to treatment pressure and cycle. Orange juice was microfluidized with four different pressures (34, 69, 103 and 138 MPa) and three different cycles (1, 2 and 3) at 18 &plusmn / 2 0C. Physical and chemical properties of microfluidized juices were compared with non-microfluidized freshly squeezed orange juice. Microfluidization made orange juice brighter and decreased redness and yellowness. There was a huge difference between non-microfluidized juice and microfluidized juice in terms of particle size. Microfluidization decreased the volume weighted mean (VWM) of orange juice between 90 % and 97 %. The results of total phenol content and antioxidant activity experiments showed that treatment pressure affected them positively / however cycle had not a significant effect on total phenol content and antioxidant property of orange juice (p&lt / 0.05). Our current research also includes effect of microfluidization on stability of orange juice. The broken down of aggregated structure and reduction in particle size due to treatment were observed by the scanning electron and light microscopes. Therefore, it was observed that treated orange juice could be homogeneous and opaque for 14 days at 4 0C. Cloud stability of juice showed that both pressure and cycle had important effect on the cloud stability (p&lt / 0.05). Microfluidization made the juice very stable but increase in pressure and cycle resulted in less stable juice. It was also measured that pectin methyl esterase activity was increased due to treatment of microfluidization.

M. Tech. Education / Given the challenges of shortage of skills as informed by low performance in Grade 12 Mathematics, it seemed appropriate that a study on factors behind poor performance in Mathematics amongst grade 12 learners be undertaken. The study explored various factors that contribute to poor performance of learners in Mathematics in grade 12.