An exploration of factors contributing to gender-based violence among university students in selected universities of South Africa
- Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Authors: Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Date: 2020-11
- Subjects: Gender-based violence , Sexual harassment in education , College students
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10353/27050 , vital:66243
- Description: Gender-based violence among university students is a major problem in South Africa and the world at large. The incidence of gender-based violence among university students is increasing for both males and females. In South Africa, many university students are likely to be victims of both direct and indirect gender-based violence this brings to doubt the efficacy of policies to address gender-based violence. This study explored factors contributing to gender-based violence among university students in selected universities of South Africa. The study opted for a qualitative research approach to achieve its primary aim. The study used the case study research design. Furthermore, the study utilised a non-probability sampling method and purposive sampling technique to generate a sample size of 25 participants. Participants were selected based on the supposed value they would add to the study. The study employed in-depth interviews, focus group discussions, secondary data, and key informant interviews for the data collection method. There were three focus groups with 4 participants each, and two of the groups comprised university students and one of the key informants. The Modified lifestyle exposure model of personal victimisation and the Gender Role theory formed the theoretical framework that guided the study. The study established that even though many universities have develop policies to address gender-based violence there is poor implementation. This may be the result of not monitoring effectively which led the policy to be invisible to the students only appear on paper not into practice. In addition, many university students who are the victims of gender-based violence do not report their experiences to authorities in their institutions or to the police because of the fear that they can be victimised again or their perpetrators are those who are in authorities. Meanwhile, the universities do not have sufficient programs for GBV , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
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- Authors: Nobevu, luyolo Renald https://orcid.org/0000-0002-0494-2164
- Date: 2020-11
- Subjects: Gender-based violence , Sexual harassment in education , College students
- Language: English
- Type: Master'stheses , text
- Identifier: http://hdl.handle.net/10353/27050 , vital:66243
- Description: Gender-based violence among university students is a major problem in South Africa and the world at large. The incidence of gender-based violence among university students is increasing for both males and females. In South Africa, many university students are likely to be victims of both direct and indirect gender-based violence this brings to doubt the efficacy of policies to address gender-based violence. This study explored factors contributing to gender-based violence among university students in selected universities of South Africa. The study opted for a qualitative research approach to achieve its primary aim. The study used the case study research design. Furthermore, the study utilised a non-probability sampling method and purposive sampling technique to generate a sample size of 25 participants. Participants were selected based on the supposed value they would add to the study. The study employed in-depth interviews, focus group discussions, secondary data, and key informant interviews for the data collection method. There were three focus groups with 4 participants each, and two of the groups comprised university students and one of the key informants. The Modified lifestyle exposure model of personal victimisation and the Gender Role theory formed the theoretical framework that guided the study. The study established that even though many universities have develop policies to address gender-based violence there is poor implementation. This may be the result of not monitoring effectively which led the policy to be invisible to the students only appear on paper not into practice. In addition, many university students who are the victims of gender-based violence do not report their experiences to authorities in their institutions or to the police because of the fear that they can be victimised again or their perpetrators are those who are in authorities. Meanwhile, the universities do not have sufficient programs for GBV , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2020
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Unravelling the myths about unplanned pregnancy among female students at University of Fort Hare East London Campus, South Africa
- Authors: Chukwunyere , Amadi P
- Date: 2015
- Subjects: Unwanted pregnancy , Women college students , College students
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25415 , vital:64237
- Description: This research study examined: 1. the attitudes and perceptions of female university students towards unplanned pregnancies, their (pregnancies’) associated influences and their social economic consequences on the participants and their family. 2. The level of knowledge, the sources thereof, and the girls’ attitudes and perceptions toward contraception, abortion and their actual use as possible barriers in the prevention of unplanned pregnancies. 3. The possible interventions in curbing the phenomenon of unplanned pregnancies. Data for the study was gathered through in-depth-interviews with ten female undergraduate students at the University of Fort Hare in East London campus, who had the experience of unplanned pregnancy while studying. Selection of participants was done through snowball sampling. A number of factors responsible for the unplanned pregnancy are revealed, including: Inadequate and inconsistent use of contraceptives, ignorance about contraception or rejection of contraceptive use due to religious beliefs. Influential factors regarding unplanned child bearing include: The role of the mother and the boyfriend, traditional and religious beliefs, and the desire for child bearing and motherhood. Although the majority of the girls are knowledgeable about contraception, and their right to abortion, a number of barriers hinder them from putting this knowledge into practical use. Some of the most highlighted consequences of unplanned/unwanted pregnancy are the financial burden on the family and loss of study time. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Authors: Chukwunyere , Amadi P
- Date: 2015
- Subjects: Unwanted pregnancy , Women college students , College students
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25415 , vital:64237
- Description: This research study examined: 1. the attitudes and perceptions of female university students towards unplanned pregnancies, their (pregnancies’) associated influences and their social economic consequences on the participants and their family. 2. The level of knowledge, the sources thereof, and the girls’ attitudes and perceptions toward contraception, abortion and their actual use as possible barriers in the prevention of unplanned pregnancies. 3. The possible interventions in curbing the phenomenon of unplanned pregnancies. Data for the study was gathered through in-depth-interviews with ten female undergraduate students at the University of Fort Hare in East London campus, who had the experience of unplanned pregnancy while studying. Selection of participants was done through snowball sampling. A number of factors responsible for the unplanned pregnancy are revealed, including: Inadequate and inconsistent use of contraceptives, ignorance about contraception or rejection of contraceptive use due to religious beliefs. Influential factors regarding unplanned child bearing include: The role of the mother and the boyfriend, traditional and religious beliefs, and the desire for child bearing and motherhood. Although the majority of the girls are knowledgeable about contraception, and their right to abortion, a number of barriers hinder them from putting this knowledge into practical use. Some of the most highlighted consequences of unplanned/unwanted pregnancy are the financial burden on the family and loss of study time. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2015
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The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
- Full Text:
- Authors: Riley, Alanna
- Date: 2013
- Subjects: Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16182 , http://hdl.handle.net/10353/d1006237 , Blackboards , Blackboard drawing , Mathematics -- Study and teaching , College students , Educational change , Information technology , Teaching -- Aids and devices , College teaching , Assessment , Blended learning
- Description: This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.
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