The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows: Students’ poor background exposure to the English language; Students’ negative associations with language learning; EFL instructors’ ineffective classroom management; The adverse influence of students’ external social environments; Dependency in group work; low relevance of English Language support courses; Lack of administrative support from Universities. The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Enrolments in agriculture programmes at universities in South Africa are low when compared to the other programmes. The purpose of this study was therefore to identify factors influencing the choice of agriculture as a study discipline by undergraduates in agriculture, in an open distance education university in South Africa. The study also investigated the impact of the three agriculture curricula taught at school level, as well as how well it prepares students for tertiary education. Both qualitative and quantitative research methods were used. Open distance-learning agriculture students and agriculture educators participated in the survey. A structured online questionnaire and an open-ended questionnaire were employed. The study revealed that two major composite variables, namely family and friends, as well as job considerations, were highly significant in the students’ choice of agriculture at tertiary level. The impact of the agriculture curricula taught in the schools in preparation for tertiary education gave learners basic terminology and concepts involved in agriculture. The study also revealed challenges faced by agricultural science educators amongst which were the revealed challenges faced by agricultural science educators amongst which were the learners’ negative attitude towards the subject, inadequate or lack of infrastructure, and lack of proper guidance and counselling regarding choosing of subjects as factors that could hinder effective teaching and learning of agriculture in South Africa schools. Students studying through open distance learning indicated convenience, flexibility of studying at own pace, and ample time to spend with family and work, as factors that influenced their choice of studying through open distance learning. Recommendations on how to improve the agriculture curriculum in South African schools and attract more students’ enrolment in agriculture as a field of study at tertiary level upon completion of grade 12 are discussed in detail in the study / Agriculture, Animal Health and Human Ecology / M. Sc. (Agriculture)

Text in English / This study was designed to determine whether a relationship exists between self-reported mindfulness, self-consciousness, adjustment and academic performance in first-year university students. Additionally, the study aimed to assess the predictive quality of mindfulness and self-consciousness towards emotional adjustment (adjustment disorder symptoms, depression and anxiety) and academic performance, and to further determine the contribution of mindfulness and self-consciousness on adjustment to the predictability of academic performance. First-year students (N = 290) at the Tshwane University of Technology (TUT) at the Pretoria West and Ga-Rankuwa campuses completed the selfreported mindfulness measure, Mindfulness Attention and Awareness Scale (MAAS) (Brown & Ryan, 2003), the Self Consciousness Scale- Revised (SCS-R) (Scheier & Carver, 1985), the Beck Depression Scale (BDI) (Beck et al., 1961) the Beck Anxiety Scale (BAI) Beck & Steer,1993) and the adjustment disorder checklist; based on DSM V, (Sadock, Sadock & Ruiz, 2014). Students’ year-end results for the first year of study were used to operationalize academic performance. Results of correlation analyses indicated a significant negative correlation between mindfulness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety), a significant positive correlation between selfconsciousness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety) as well as a significant negative correlation between adjustment disorder symptoms and academic performance. Multiple linear regression analysis was used to test whether mindfulness and self-consciousness significantly predicted students’ depression, anxiety and adjustment disorder symptoms. The results of the regression analysis indicated the two predictors explained 16% of the variance (F (1, 1773) = 29.66, P< 0.0001) (depression), 14% of the variance (F (1, 985) = 24.14, p < 0.0001) (anxiety) and 14% of variance (F (2, 292) = 23.87, p <0.001) (adjustment disorder symptoms). Furthermore, mediation analysis provided information regarding the impact of mindfulness and selfconsciousness on students’ academic performance. The impact of mindfulness and selfconsciousness on students’ academic performance (students’ marks) was found to be mediated by adjustment disorder symptoms. However, the Sobel test indicated a significant effect (0.03) for mindfulness and an insignificant effect (0.09) for self-consciousness. / Psychology / Ph. D. (Psychology)

Industrial design is recognised for the value-oriented benefits it offers to businesses. Industrial design ensures that new products are more efficient, usable, convenient and safe to use within the evolving business environment. One of the important factors for the continuous achievement of high product quality and general economic growth and stability in countries such as West Germany, Korea and Japan is their sound industrial design base. Industrial design programmes can be instrumental to ignite an entrepreneurial and innovation spirit to assist in curbing the high unemployment rate and very low levels of entrepreneurial intentions in South Africa. The core of tertiary industrial design students has unique capabilities that can assist the South African economy to stimulate manufacturing, job creation and economic growth. The purpose of this study was to investigate the entrepreneurial intentions among industrial design students enrolled for the programme in Three-Dimensional Design, at Universities of Technology in South Africa. In addition, this study investigates the relationship between entrepreneurial intentions and actual business formation by graduates of the programme. Studies have been carried out in South Africa on entrepreneurial intentions, but not on the formation, occurrence and implementation of entrepreneurial intentions amongst industrial design students, specifically. To test the links between business education and entrepreneurial intentions, a research model based on Ajzen’s (1985) Theory of Planned Behaviour was adopted and tested using quantitative empirical data collected from students in industrial design at two Universities of Technology. Quantitative data were collected from a sample of 161 participants using a validated self-administered questionnaire. IBM SPSS and STATA were used to conduct descriptive statistics, Chi-square tests, factor analysis, reliability and structural equation modelling on the primary quantitative data. The empirical evidence partially supports the effectiveness of the Theory of Planned Behaviour in predicting entrepreneurial intentions. Although perceived social norms and self-efficacy is positively related to entrepreneurial intentions, results failed to reach statistical significance. However, personal attitude was found to mediate the relationship between these variables and entrepreneurial intention. Whilst business education is positively related to self-efficacy, entrepreneurial knowledge is positively related to higher levels of personal attitude and self-efficacy. The transformation of entrepreneurial intentions into actual business start-ups were investigated using qualitative empirical data collected from past graduates of the Three-Dimensional Design programme. Qualitative data were collected from a sample of 22 graduates through structured interviews. ATLAS.ti version 7.5.9 was used to analyse the qualitative data. The researcher provided evidence that there is a relationship between entrepreneurial intentions and the actual start-up of a business, as 45.5 per cent of graduates started businesses. Furthermore, business education positively influenced the actual start-up of businesses. However, graduates experienced many challenges to business start-up, with implications for the teaching of business subjects and for policy makers. / Business Management / D. Com. (Business Management)

The purpose of this study is to investigate the relationship between affective factors and the academic achievement of students at the University of Venda. Self-concept, motivation and attitude are affective factors selected for the study. The general aim of the study is to determine the role of self-concept, motivation and attitude in students' academic achievement and ultimately come up with some recommendations for enhancing these factors. The theoretical investigation indicates that there is a relationship between students' self-concepts, motivation, attitude, and academic achievement. Similarly, the empirical investigation has revealed that there is a significant correlation between self-concept, motivation, and academic achievement of students. It was, for example, found that female students are significantly more motivated than their male counterparts. It is therefore essential that educationists should understand the differences in motivational orientations of their students in order to facilitate effective learning. / Educational Studies / M.Ed.(Specialization in Education Psychology))

A carefully constructed set of 16 graphical tasks related to key biochemistry concepts was designed and administered to a group of 82 students in their final year of B.Sc. study. The test mean score of 48,3% ( 12,1) was low and characterised by gender and ethnic differences. There was a moderate linear relationship between biochemistry grades obtained by the students over two years of study and their graphical literacy (r = 0,433). The majority of the students exhibited slope/height confusion and only seven students (8,5%) were able to answer the two items corresponding to Kimura‘s Level F, the most complex and difficult level of graphical literacy. Eye tracking data gave valuable insights into different strategies used by students while interpreting graphs and is a valuable tool for assessing graphical literacy. These findings confirmed other studies where researchers have found a widespread lack of graph comprehension among biological science students. / Institute of Science and Technology Education / M. Sc. (Science Education)

The purpose of this study was to explore the knowledge, attitudes and behaviours regarding HIV and AIDS of university in Zimbabwe using the Health Belief Model (HBM) as the theoretical framework. The ultimate aim was to find out how at risk university students were of contracting HIV and AIDS. A quantitative, non-experimental descriptive, explorative and correlational research design was used, using self-designed questionnaires for data collection. Respondents were sampled through systemic stratified random sampling resulting in 403 undergraduate university students. Descriptive and inferential statistics were calculated using SPSS version 21 software program. Most students were knowledgeable about HIV transmission; the prevention of HIV and AIDS and sexual risk behaviours pertaining to HIV transmission. Students also did show positive attitudes towards PLHIV. Most students did not perceive themselves to be at high of contracting HIV and AIDS. Up to 52% who were sexually active had more than one sexual partner. The respondents knew that HIV and AIDS were not treatable but continued to indulge in risky sexual behaviours. Most respondents received information about HIV and AIDS from the media and peers. The findings would assist policy makers, programme planners and educators in developing in developing and implementing programmes to improve the health of university students. / Health Studies / M.A. (Health Studies)

Made available in DSpace on 2011-05-04T12:36:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 / O consumo de bebidas alcoólicas, o tabaco e o comportamento sexual de risco são alguns dos principais fatores relacionados com o estado de saúde dos indivíduos e das populações. Na atualidade, constituem um enorme problema de saúde pública na maioria dos países, pelos efeitos nocivos que produzem e suas conseqüências de ordem física, mental e social. O consumo de substâncias, sobretudo de álcool e cigarros, encontra-se presente, e é frequentemente estimulado, em anúncios comerciais, filmes, letras de música e outros meios de comunicação de massa. O objetivo deste estudo é descrever o perfil epidemiológico do consumo de álcool e fatores relacionados em estudantes universitários das Ciências da Saúde de Maceió/Alagoas. Participaram 608 estudantes de ambos os sexos, com idades entre 17 e 36 anos. Os dados foram obtidos mediante a aplicação de um questionário autopreenchido,adaptado a esta população. Os grupos que apresentaram maior consumo de álcool, especialmente o abuso de álcool, foram os estudantes universitários do sexo masculino (RP = 2,90), os de maior idade (RP = 3,24), os naturais de outras cidades (RP = 1,77), os fumantes (RP = 1,87) e aqueles que estavam expostos a publicidade do álcool (RP = 3,94). A prevalência de uso na vida de álcool foi de 90,4 por cento. O abuso de álcool teve uma prevalência de 18,3 por cento nos homens e 6,1 por cento nas mulheres. A média de consumo de álcool foi de 0,98 unidades/dia, com um consumo muito mais elevado no fim de semana (1,98 unidades/dia). A cerveja, os combinados e o vinho foram as bebidas mais consumidas. Por se tratar de um grupo de universitários, em especial por serem da área da saúde, é esperado um melhor entendimento das implicações do uso e abuso de álcool, do tabagismo e do comportamento sexual. Novas abordagens curriculares são necessárias, as quais deverão buscar estratégias mais contundentes e apropriadas para estes universitários, aumentando a chance de serem melhor assimiladas e, possivelmente, que práticas saudáveis sejam adotadas e recomendadas quando eles tornarem-se profissionais da saúde. / The consumption of alcoholic beverages, tobacco products and sexual activity are major factors related to the health of individuals and populations. At present, they constitute major public health problems in most countries, for their harmful effects on physical, mental and social spheres. The consumption of substances, particularly alcohol and cigarettes, is often encouraged, in advertisement, movies, music lyrics and other means of mass communication. The aim of this study is to analyze the epidemiological profile of alcohol consumption and related factors in college students of Health Sciences of Maceió / Alagoas. Study subjects comprised 608 students of both sexes, aged between 17 and 36 years. The data were obtained by applying a selfadministered questionnaire, which targeted university students. The groups that had higher alcohol consumption, especially alcohol abuse, were the male college students (RP = 2.90), the older subjects (RP = 3.24), the natives of other cities (RP = 1.77), the smokers (RP = 1.87) and those who were exposed to alcohol advertising (RP = 3.94). The prevalence of lifetime use of alcohol was 90.4%. The abuse of alcohol had a prevalence of 18.3% in men and 6.1% in women. The average consumption of alcohol was 0.98 units / day, with a much higher consumption over the weekend (1.98 units / day). Beer, the combination of alcohol and soda, and wine were the most widely consumed beverages. As students pursuing degrees in health care, it is fair to expect a better understanding of the implications of alcohol consumption, smoking and sexual behavior. New educational approaches are needed, with more emphasis on appropriate strategies to increase the knowledge and, possibly, the adoption of healthy practices and their dissemination when they become health professionals.

The aim of this diploma thesis is to determine, whether the discourse of sustainable development (SD) has any impact on the academic public concerning the knowledge of the topics and principles of SD, or whether it has impact on the value orientation. A group of university students of economics was chosen for the purposes of this thesis as an instance of the academic public. The thesis consists of two main parts: the theoretical part and the analytical part. The theoretical part defines the theoretical base of following topics: the development of the human attitude towards the Earth; the warning messages that preceded the revolutionary year 1987; the basis of the sustainable development; selected topics and principles of the environmental pillar of sustainability; the environmental education; environmental sociology and the new environmental paradigm. The methods applied in the analytical part of this thesis are based on the quantitative approach, NEP and HEP, the environmental sociology. The overview of the discourse of SD from the point of view of the environmental pillar allows for the specific research the operationalization of the knowledge of the topics and principles of SD including the readiness to use those principles.

Made available in DSpace on 2016-06-02T19:00:30Z (GMT). No. of bitstreams: 1 6092.pdf: 3928591 bytes, checksum: c4b67af56ef48c208861bc63bc08e72d (MD5) Previous issue date: 2010-07-05 / The main subject of this dissertation is how a form of suffering, the psychological distress, is constructed and experienced by young college students. The objects of analysis are the practices and discourses that produce psychological distress, as well as ways to overcome this experience. After identifying the importance and recurrence of psychological distress in the development of life experience among these students, I sought to explore the subject through an ethnographic research. Thus, this dissertation begins going deep into some issues raised by students' speech about how it is to suffer psychologically and what relationship this experience has with university life . In this first step I resorted to open interviews with students who had undergone psychotherapeutic processes. At a second moment, the research enters the boundaries of a research institution and university extension affiliated with the SUS ( Unified Health System ), which develops an Extension Project titled Group Therapy University Youth (GTJU). The project created by the School Health Unit (USE) Mental Health Program (PSM) intended to develop therapeutic tactics to help these young people cope with psychological distress, as professionals observed an excessively high demand for this cohort of young people. From this moment on, psychological distress among young college students becomes analyzed through the prism of Public Health. Therefore, the ethnography delves beyond observation and collaboration with the therapeutic groups and the Mental Health Program. Some native categories observed during group therapy and along the meetings of the PSM led me to extend the analysis to the institutional and technical-scientific discourses that guided certain therapeutic practices. Discourses on youth with special attention to youth protagonism and health with its unfoldings about mental health and the concept of vulnerability are articulated to the configuration of a specific type of subject: the citizen. / The main subject of this dissertation is how a form of suffering, the psychological distress, is constructed and experienced by young college students. The objects of analysis are the practices and discourses that produce psychological distress, as well as ways to overcome this experience. After identifying the importance and recurrence of psychological distress in the development of life experience among these students, I sought to explore the subject through an ethnographic research. Thus, this dissertation begins going deep into some issues raised by students' speech about how it is to suffer psychologically and what relationship this experience has with university life . In this first step I resorted to open interviews with students who had undergone psychotherapeutic processes. At a second moment, the research enters the boundaries of a research institution and university extension affiliated with the SUS ( Unified Health System ), which develops an Extension Project titled Group Therapy University Youth (GTJU). The project created by the School Health Unit (USE) Mental Health Program (PSM) intended to develop therapeutic tactics to help these young people cope with psychological distress, as professionals observed an excessively high demand for this cohort of young people. From this moment on, psychological distress among young college students becomes analyzed through the prism of Public Health. Therefore, the ethnography delves beyond observation and collaboration with the therapeutic groups and the Mental Health Program. Some native categories observed during group therapy and along the meetings of the PSM led me to extend the analysis to the institutional and technical-scientific discourses that guided certain therapeutic practices. Discourses on youth with special attention to youth protagonism and health with its unfoldings about mental health and the concept of vulnerability are articulated to the configuration of a specific type of subject: the citizen. / O tema central desta dissertação é como uma dada modalidade de sofrimento, o sofrimento psicológico, é construída e vivida por jovens estudantes universitários. Seus objetos de análise serão as práticas e discursos que produzem o sofrimento psicológico, bem como as formas de superação desta experiência. Após identificar a importância e a recorrência do sofrimento psicológico na construção de uma experiência de vida entre estes estudantes, busquei explorar o tema através de uma pesquisa etnográfica. Assim, esta dissertação se inicia aprofundando algumas questões levantadas pelo discurso dos estudantes a respeito de como é sofrer psicologicamente e qual a relação que esta experiência tem com a vida universitária . Nesta primeira etapa recorri a entrevistas abertas realizadas com estudantes que haviam passado por processos psicoterapêuticos. Num segundo momento, a pesquisa adentra nas fronteiras de uma instituição de pesquisa e extensão universitária filiada ao SUS, na qual se desenvolve um Projeto de Extensão intitulado Grupo Terapêutico Juventude Universitária (GTJU). O Projeto criado pelo Programa de Saúde Mental (PSM) da Unidade Saúde Escola (USE) pretendia desenvolver táticas terapêuticas para auxiliar estes jovens a lidar com o sofrimento psicológico, já que se observara dentre os profissionais uma demanda excessivamente alta para tal coorte de jovens. Deste momento em diante, o sofrimento psicológico entre os jovens universitários passa a ser analisado pelo prisma da Saúde Pública. Portanto, a etnografia se aprofunda para além da observação e da colaboração com os grupos terapêuticos e com o Programa de Saúde Mental. Algumas categorias nativas observadas durante a terapia de grupo e no decorrer das reuniões do PSM me levaram a estender a análise para os discursos institucionais e técnico-científicos que orientavam determinadas práticas terapêuticas. Discursos sobre as juventudes com especial atenção ao protagonismo juvenil e saúde com seus desdobramentos sobre a saúde mental e sobre o conceito de vulnerabilidade são articulados para a configuração de uma modalidade específica de sujeito: o cidadão. / O tema central desta dissertação é como uma dada modalidade de sofrimento, o sofrimento psicológico, é construída e vivida por jovens estudantes universitários. Seus objetos de análise serão as práticas e discursos que produzem o sofrimento psicológico, bem como as formas de superação desta experiência. Após identificar a importância e a recorrência do sofrimento psicológico na construção de uma experiência de vida entre estes estudantes, busquei explorar o tema através de uma pesquisa etnográfica. Assim, esta dissertação se inicia aprofundando algumas questões levantadas pelo discurso dos estudantes a respeito de como é sofrer psicologicamente e qual a relação que esta experiência tem com a vida universitária . Nesta primeira etapa recorri a entrevistas abertas realizadas com estudantes que haviam passado por processos psicoterapêuticos. Num segundo momento, a pesquisa adentra nas fronteiras de uma instituição de pesquisa e extensão universitária filiada ao SUS, na qual se desenvolve um Projeto de Extensão intitulado Grupo Terapêutico Juventude Universitária (GTJU). O Projeto criado pelo Programa de Saúde Mental (PSM) da Unidade Saúde Escola (USE) pretendia desenvolver táticas terapêuticas para auxiliar estes jovens a lidar com o sofrimento psicológico, já que se observara dentre os profissionais uma demanda excessivamente alta para tal coorte de jovens. Deste momento em diante, o sofrimento psicológico entre os jovens universitários passa a ser analisado pelo prisma da Saúde Pública. Portanto, a etnografia se aprofunda para além da observação e da colaboração com os grupos terapêuticos e com o Programa de Saúde Mental. Algumas categorias nativas observadas durante a terapia de grupo e no decorrer das reuniões do PSM me levaram a estender a análise para os discursos institucionais e técnico-científicos que orientavam determinadas práticas terapêuticas. Discursos sobre as juventudes com especial atenção ao protagonismo juvenil e saúde com seus desdobramentos sobre a saúde mental e sobre o conceito de vulnerabilidade são articulados para a configuração de uma modalidade específica de sujeito: o cidadão.