Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
Substance abuse effects on academic performance and professional behaviour of public nursing college students in the Eastern Cape, South Africa
- Authors: Madikizela, Zoleka
- Date: 2019
- Subjects: Substance abuse -- South Africa -- Eastern Cape Nursing students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11407 , vital:39069
- Description: The purpose of the study was to explore the effects of substance abuse on the academic performance and professional behaviour of students at a public nursing college in order to develop guidelines for the prevention of substance abuse. The design that was chosen as most suitable for this study was the qualitative research design. The researcher chose this method as she sought to explore the effects of substance abuse on the participants in this study. A purposive sampling method was used to select participants on the basis of their knowledge of the phenomenon.The participants who were utilised were 3rd and 4th year level students in the four year diploma in nursing. A pilot study was conducted and participants with similar characteristicsto the study population were utilised. Individual interviews were used as the means to collect data during which participants were given an opportunity to discuss issues with the intention of eliciting their views and opinions. One broad, open ended question was used to gather information from the participants and subsequent questions were used to probe further for clarity. Data were collected until saturation pointwas reached. Transcriptions were done within two days of the interview. The researcher repeatedly listened to audio recordings of the data until completely satisfied with verbatim interpretation of data. Data analysis was done manually. The researcher used the process of bracketing during data analysis and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under study. The participants were allowed freedom to conduct their lives as autonomous agents, without control, coercion or exploitation. The findings revealed that: firstly, substance abuse has a negative impact of on both the academic performance and professional behaviour of the public nursing college students; secondly, that guidelines are needed for the prevention of substance abuse amongst students so as to focus on a ‘substance abuse free college environment’. vi The academic performance is negatively affected as substance abuse results in cognitive impairment, failure to meet the 85% lecture attendance requirement resulting in them repeating a year of study or being excluded from the course, and resulting in a missed opportunity to acquire scientific knowledge in nursing. The students’ academic aspirations get derailed. Students also experience strained relationships with lecturers due to drunkenness and bunking classes. Studentlecturer strained relationships are incompatible with academic achievement. Students whose professional behaviour is negatively affected by substance abuse demonstrate unethical conduct and professional misconduct in the clinical setting for experiential learning. The students fail to inculcate the values of the nursing profession and thus tarnish the image of the profession. Such students behave unprofessionally as they either absent themselves from duty, come on duty drunk or continue taking substances while on duty. They are also rude and swear at colleagues, supervisors, other staff members and patients. The students steal from colleagues and display insubordination. Their dress code is unprofessional and they are incompetent with poor standards of care towards the patients. The purpose of this study was to develop guidelines to prevent substance abuse at the college and this has been achieved. The results show that the college environment should be made substance abuse free by: firstly, identifying and mitigating the predisposing factors or reasons for substance abuse, for example: establish a proper and aesthetic infrastructure conducive to learning and teaching at the students’ residences and classrooms, set up mentorship programmes and introduce the house-mother model at residences; secondly, developing a policy on prevention of substance abuse within college premises including disciplinary measures; thirdly, developing stress management programmes for students to prevent abuse of substances as a coping mechanism, e.g. decongest the curriculum, curriculum review to be consultative, develop support groups, grant mid-year breaks and provide recreational and sporting facilities; fourthly, engage the services of a vii professional therapist for students who are already abusing substances or referral to the therapist; fifthly, clinical accompaniment should be strengthened for effective correlation of theory and practice; and, lastly, engage the services of a financial advisor to give guidance on income and expenditure with regard to student stipend instead of spending it on substances.
- Full Text:
- Authors: Madikizela, Zoleka
- Date: 2019
- Subjects: Substance abuse -- South Africa -- Eastern Cape Nursing students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11407 , vital:39069
- Description: The purpose of the study was to explore the effects of substance abuse on the academic performance and professional behaviour of students at a public nursing college in order to develop guidelines for the prevention of substance abuse. The design that was chosen as most suitable for this study was the qualitative research design. The researcher chose this method as she sought to explore the effects of substance abuse on the participants in this study. A purposive sampling method was used to select participants on the basis of their knowledge of the phenomenon.The participants who were utilised were 3rd and 4th year level students in the four year diploma in nursing. A pilot study was conducted and participants with similar characteristicsto the study population were utilised. Individual interviews were used as the means to collect data during which participants were given an opportunity to discuss issues with the intention of eliciting their views and opinions. One broad, open ended question was used to gather information from the participants and subsequent questions were used to probe further for clarity. Data were collected until saturation pointwas reached. Transcriptions were done within two days of the interview. The researcher repeatedly listened to audio recordings of the data until completely satisfied with verbatim interpretation of data. Data analysis was done manually. The researcher used the process of bracketing during data analysis and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under study. The participants were allowed freedom to conduct their lives as autonomous agents, without control, coercion or exploitation. The findings revealed that: firstly, substance abuse has a negative impact of on both the academic performance and professional behaviour of the public nursing college students; secondly, that guidelines are needed for the prevention of substance abuse amongst students so as to focus on a ‘substance abuse free college environment’. vi The academic performance is negatively affected as substance abuse results in cognitive impairment, failure to meet the 85% lecture attendance requirement resulting in them repeating a year of study or being excluded from the course, and resulting in a missed opportunity to acquire scientific knowledge in nursing. The students’ academic aspirations get derailed. Students also experience strained relationships with lecturers due to drunkenness and bunking classes. Studentlecturer strained relationships are incompatible with academic achievement. Students whose professional behaviour is negatively affected by substance abuse demonstrate unethical conduct and professional misconduct in the clinical setting for experiential learning. The students fail to inculcate the values of the nursing profession and thus tarnish the image of the profession. Such students behave unprofessionally as they either absent themselves from duty, come on duty drunk or continue taking substances while on duty. They are also rude and swear at colleagues, supervisors, other staff members and patients. The students steal from colleagues and display insubordination. Their dress code is unprofessional and they are incompetent with poor standards of care towards the patients. The purpose of this study was to develop guidelines to prevent substance abuse at the college and this has been achieved. The results show that the college environment should be made substance abuse free by: firstly, identifying and mitigating the predisposing factors or reasons for substance abuse, for example: establish a proper and aesthetic infrastructure conducive to learning and teaching at the students’ residences and classrooms, set up mentorship programmes and introduce the house-mother model at residences; secondly, developing a policy on prevention of substance abuse within college premises including disciplinary measures; thirdly, developing stress management programmes for students to prevent abuse of substances as a coping mechanism, e.g. decongest the curriculum, curriculum review to be consultative, develop support groups, grant mid-year breaks and provide recreational and sporting facilities; fourthly, engage the services of a vii professional therapist for students who are already abusing substances or referral to the therapist; fifthly, clinical accompaniment should be strengthened for effective correlation of theory and practice; and, lastly, engage the services of a financial advisor to give guidance on income and expenditure with regard to student stipend instead of spending it on substances.
- Full Text:
Supervision of student teachers in Zimbabwean Primary Schools: Implications for teacher pre-service programmes.
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
Synthesis, characterization and anticancer studies of Oxovanadium(iv) Dithiocarbamate complexes
- Authors: Hlobo, Priscilla Vuyiswa
- Date: 2019
- Subjects: Inorganic compounds -- Synthesis Chemistry, Inorganic
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/19131 , vital:39880
- Description: Eight new oxovanadium(IV) dithiocarbamate complexes, formed by the interaction of vanadyl sulfate pentahydrate and as-synthesized dithiocarbamate ligands, potassium N-morpholine-4- dithiocarbamate ligand (L1), potassium N-piperidinedithiocarbamate (L2), potassium N-(4- methoxyphenyl)dithiocarbamate ligand (L3), potassium N-diallyldithiocarbamate ligand (L4), potassium N-phenyldithiocarbamate ligand (L5), potassium N-dibenzylminedithiocarbamate ligand (L6), potassium N-(4-methylphenyl)dithiocarbamate ligand (L7), N-(1Himidazoledithiocarbamate) fluoride ligand (L8) in aqueous ethanol are described. The resulting complexes were elemental analyses, molar conductance, infrared, electronic, and nuclear magnetic resonance spectral studies. The spectral studies confirmed the formation of the ligands and complexes. Four complexes [VO(L1)2], [VO(L3)2], [VO(L6)2], and [VO(L8)2] derived from potassium N-morpholine-4-dithiocarbamate ligand (L1), potassium N-(4- methoxyphenyl)dithiocarbamate ligand (L3), potassium N-dibenzylminedithiocarbamate ligand (L6), and N-(1H-imidazoledithiocarbamate) fluoride ligand (L8) were characterized using cyclic voltammetry, to study their electrochemical behavior. Square pyramid oxovanadium(IV) complexes were proposed with the metal ion coordinated to two bidentate dithiocarbamate ligands through sulphur to complete its square pyramidal geometry. The anticancer screening of four oxovanadium(IV) dithiocarbamate complexes [VO(L1)2], [VO(L3)2], [VO(L6)2], and [VO(L8)2] are described.
- Full Text:
- Authors: Hlobo, Priscilla Vuyiswa
- Date: 2019
- Subjects: Inorganic compounds -- Synthesis Chemistry, Inorganic
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/19131 , vital:39880
- Description: Eight new oxovanadium(IV) dithiocarbamate complexes, formed by the interaction of vanadyl sulfate pentahydrate and as-synthesized dithiocarbamate ligands, potassium N-morpholine-4- dithiocarbamate ligand (L1), potassium N-piperidinedithiocarbamate (L2), potassium N-(4- methoxyphenyl)dithiocarbamate ligand (L3), potassium N-diallyldithiocarbamate ligand (L4), potassium N-phenyldithiocarbamate ligand (L5), potassium N-dibenzylminedithiocarbamate ligand (L6), potassium N-(4-methylphenyl)dithiocarbamate ligand (L7), N-(1Himidazoledithiocarbamate) fluoride ligand (L8) in aqueous ethanol are described. The resulting complexes were elemental analyses, molar conductance, infrared, electronic, and nuclear magnetic resonance spectral studies. The spectral studies confirmed the formation of the ligands and complexes. Four complexes [VO(L1)2], [VO(L3)2], [VO(L6)2], and [VO(L8)2] derived from potassium N-morpholine-4-dithiocarbamate ligand (L1), potassium N-(4- methoxyphenyl)dithiocarbamate ligand (L3), potassium N-dibenzylminedithiocarbamate ligand (L6), and N-(1H-imidazoledithiocarbamate) fluoride ligand (L8) were characterized using cyclic voltammetry, to study their electrochemical behavior. Square pyramid oxovanadium(IV) complexes were proposed with the metal ion coordinated to two bidentate dithiocarbamate ligands through sulphur to complete its square pyramidal geometry. The anticancer screening of four oxovanadium(IV) dithiocarbamate complexes [VO(L1)2], [VO(L3)2], [VO(L6)2], and [VO(L8)2] are described.
- Full Text:
Synthesis, characterization and in vitro antibacterial analysis of carvacrol based-hybrid analogues
- Authors: Mbese, Zintle
- Date: 2019
- Subjects: Medicinal plants Herbs -- Therapeutic use
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/14527 , vital:39998
- Description: he focus of this research was to synthesize and characterize carvacrol hybrid analogues. Twenty-one (21) carvacrol analogues were synthesized by reacting carvacrol with (1. 4- aminosalicylic acid, 2. ferrocene keto-butanoic acid, 3. Ferrocene butanoic acid, 4. succinic anhydride, 5. folic acid, 6. cinnamic acid, 7. leucovorin, 8. oleanolic acid, 9. artesunate, 10. cholesterol, 11. cholesterol succinate, 12. curcumin, 13. curcumin succinate, 14. zidovudine, 15. Zidovudine succinate, 16. 8-hydroxyquinoline, 17. 8-hydroxyquinoline succinate, 18. 2- (7-chloroquinolin-4-ylamino)ethyl 5-isopropyl-2-methylphenyl, 19. 2-(7-chloroquinolin-4- ylamino)ethyl 5-isopropyl-2-methylphenyl succinate, 20. 2-(2-(7-chloroquinolin-4- ylamino)ethoxy)ethyl 5-isopropyl-2-methylphenyl, 21. 2-(2-(7-chloroquinolin-4- ylamino)ethoxy)ethyl 5-isopropyl-2-methylphenyl succinate). The carvacrol analogues were characterized using FTIR, UHPLC-HRMS, 1H- and 13C-NMR spectroscopy. The antibacterial analysis was performed to evaluate the carvacrol analogues against bacterial strains. FTIR spectra of carvacrol analogues were found to exhibit peaks of C-O stretch and Ar-C in a range of 1014-1280 cm-1 and a range of 1414-1697 cm-1 which confirm the successful formation of esters. The proposed structures of carvacrol analogues were confirmed by the 1H- and 13C-NMR. The selected 1H-NMR signal for aromatic protons ranged at 6.00-8.95 ppm/δ. The selected 13C-NMR signal for ester carbon and aromatic carbons ranged at 160.0-175.0 ppm/δ and at 110.00-154.00 ppm/δ. The structures were also confirmed by UHPLC-HRMS. Carvacrol analogues exhibited the highest inhibitory effect against Gram-positive and Gram-negative tested bacterial strains.
- Full Text:
- Authors: Mbese, Zintle
- Date: 2019
- Subjects: Medicinal plants Herbs -- Therapeutic use
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/14527 , vital:39998
- Description: he focus of this research was to synthesize and characterize carvacrol hybrid analogues. Twenty-one (21) carvacrol analogues were synthesized by reacting carvacrol with (1. 4- aminosalicylic acid, 2. ferrocene keto-butanoic acid, 3. Ferrocene butanoic acid, 4. succinic anhydride, 5. folic acid, 6. cinnamic acid, 7. leucovorin, 8. oleanolic acid, 9. artesunate, 10. cholesterol, 11. cholesterol succinate, 12. curcumin, 13. curcumin succinate, 14. zidovudine, 15. Zidovudine succinate, 16. 8-hydroxyquinoline, 17. 8-hydroxyquinoline succinate, 18. 2- (7-chloroquinolin-4-ylamino)ethyl 5-isopropyl-2-methylphenyl, 19. 2-(7-chloroquinolin-4- ylamino)ethyl 5-isopropyl-2-methylphenyl succinate, 20. 2-(2-(7-chloroquinolin-4- ylamino)ethoxy)ethyl 5-isopropyl-2-methylphenyl, 21. 2-(2-(7-chloroquinolin-4- ylamino)ethoxy)ethyl 5-isopropyl-2-methylphenyl succinate). The carvacrol analogues were characterized using FTIR, UHPLC-HRMS, 1H- and 13C-NMR spectroscopy. The antibacterial analysis was performed to evaluate the carvacrol analogues against bacterial strains. FTIR spectra of carvacrol analogues were found to exhibit peaks of C-O stretch and Ar-C in a range of 1014-1280 cm-1 and a range of 1414-1697 cm-1 which confirm the successful formation of esters. The proposed structures of carvacrol analogues were confirmed by the 1H- and 13C-NMR. The selected 1H-NMR signal for aromatic protons ranged at 6.00-8.95 ppm/δ. The selected 13C-NMR signal for ester carbon and aromatic carbons ranged at 160.0-175.0 ppm/δ and at 110.00-154.00 ppm/δ. The structures were also confirmed by UHPLC-HRMS. Carvacrol analogues exhibited the highest inhibitory effect against Gram-positive and Gram-negative tested bacterial strains.
- Full Text:
Teacher practices and human capital acquisition: evidence from the international association for evaluation of educational achievement
- Authors: Tsikai,Epiphania
- Date: 2019
- Subjects: Human capital Academic achievement
- Language: English
- Type: Thesis , Masters , MCom (Economics)
- Identifier: http://hdl.handle.net/10353/17011 , vital:40811
- Description: Human capital is considered as the measure of education, skills, capacity and attributes of labour which impact people’s productive capacity and earning potential. The study used mathematics student academic performance as a proxy to measure human capital across countries using the Trends in International Mathematics and Science study (TIMSS) dataset. African countries participating in TIMSS are performing poorly as they are always at the bottom. The budget allocation of African countries is more than that of Asian countries, but the student outcomes do not correlate with the input. This is so disappointing considering the amount of money the governments invest in the education sectors. The study investigated teacher practices and human capital acquisition in four African countries that participated in TIMSS from 2007 to 2015. The four countries were South Africa, Botswana, Egypt and Morocco. In addition, the study included the best performing countries from East Asia that also participated in TIMSS. These four countries were Singapore, South Korea, Japan and Hong Kong Sar. The best performing countries were included in the analysis in order to determine best practice from the best performing countries. Using Stata 14, pooled OLS cross sections methodology was used to generate results on whether teacher practices influence students’ mathematics achievement by using grade 8 test scores per country, student and teacher background. The study found that some teacher practices significantly explain academic performance in mathematics especially in African countries whilst socio economic status significantly affect performance across all the countries. Future research will investigate some other measures that can promote good performance of mathematics in African countries.
- Full Text:
- Authors: Tsikai,Epiphania
- Date: 2019
- Subjects: Human capital Academic achievement
- Language: English
- Type: Thesis , Masters , MCom (Economics)
- Identifier: http://hdl.handle.net/10353/17011 , vital:40811
- Description: Human capital is considered as the measure of education, skills, capacity and attributes of labour which impact people’s productive capacity and earning potential. The study used mathematics student academic performance as a proxy to measure human capital across countries using the Trends in International Mathematics and Science study (TIMSS) dataset. African countries participating in TIMSS are performing poorly as they are always at the bottom. The budget allocation of African countries is more than that of Asian countries, but the student outcomes do not correlate with the input. This is so disappointing considering the amount of money the governments invest in the education sectors. The study investigated teacher practices and human capital acquisition in four African countries that participated in TIMSS from 2007 to 2015. The four countries were South Africa, Botswana, Egypt and Morocco. In addition, the study included the best performing countries from East Asia that also participated in TIMSS. These four countries were Singapore, South Korea, Japan and Hong Kong Sar. The best performing countries were included in the analysis in order to determine best practice from the best performing countries. Using Stata 14, pooled OLS cross sections methodology was used to generate results on whether teacher practices influence students’ mathematics achievement by using grade 8 test scores per country, student and teacher background. The study found that some teacher practices significantly explain academic performance in mathematics especially in African countries whilst socio economic status significantly affect performance across all the countries. Future research will investigate some other measures that can promote good performance of mathematics in African countries.
- Full Text:
Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District
- Osunkunle, Atinuke Oluwatoyin
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
Teachers’ beliefs and classroom practices about their oral and written corrective feedback strategies in selected peri-urban and rural schools in Umguza district in Zimbabwe.
- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
- Full Text:
- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
- Full Text:
Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
Teachers’ views on grade 7 reading comprehension skills amongst English first additional language learners: a case study
- Authors: Ruiters, Benedictor
- Date: 2019
- Subjects: Reading comprehension English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16307 , vital:40707
- Description: The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
- Full Text:
- Authors: Ruiters, Benedictor
- Date: 2019
- Subjects: Reading comprehension English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16307 , vital:40707
- Description: The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
- Full Text:
The aggressive behaviour among student athletes in collision, contact and noncontact sport
- Authors: Nkqoli , Likhona
- Date: 2019
- Subjects: Sports -- Psychological aspects Aggressiveness
- Language: English
- Type: Thesis , Masters , M Health.Sci.(Human Movement Science)
- Identifier: http://hdl.handle.net/10353/16758 , vital:40771
- Description: Aggressive behaviour among student athletes is often expressed dramatically in both males and females participating in sports. This expression of aggression may have a negative effect on their game during play as well as their psychological well-being. Being either verbally aggressive or physically aggressive during sports has social, economic and psychological consequences, which include changes in character. However, very few international studies and no South African study could be found during a literature search that addressed group differences in the life- and sport aggression among student athletes in contact, non-contact, and collision sports, and gender groups, particularly among varsity sport athletes. Consequently, the aim of this study was to investigate the differences between life- and sport aggression among student athletes in five different sports codes, categorised as collision sport (rugby), contact sport (soccer), and non-contact sports (cricket, netball, basketball), as well as gender differences at a rural university in the Eastern Cape Province, South Afric
- Full Text:
- Authors: Nkqoli , Likhona
- Date: 2019
- Subjects: Sports -- Psychological aspects Aggressiveness
- Language: English
- Type: Thesis , Masters , M Health.Sci.(Human Movement Science)
- Identifier: http://hdl.handle.net/10353/16758 , vital:40771
- Description: Aggressive behaviour among student athletes is often expressed dramatically in both males and females participating in sports. This expression of aggression may have a negative effect on their game during play as well as their psychological well-being. Being either verbally aggressive or physically aggressive during sports has social, economic and psychological consequences, which include changes in character. However, very few international studies and no South African study could be found during a literature search that addressed group differences in the life- and sport aggression among student athletes in contact, non-contact, and collision sports, and gender groups, particularly among varsity sport athletes. Consequently, the aim of this study was to investigate the differences between life- and sport aggression among student athletes in five different sports codes, categorised as collision sport (rugby), contact sport (soccer), and non-contact sports (cricket, netball, basketball), as well as gender differences at a rural university in the Eastern Cape Province, South Afric
- Full Text:
The analysis of industrial attachment assessment procedures for industrial clothing design and construction: implications for a vertically and horizontally integrated curriculum in the polytechnic colleges in zimbabwe
- Authors: Rumbidzayi, Masina
- Date: 2019
- Subjects: Interdisciplinary approach in education -- Zimbabwe Vocational education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11363 , vital:39065
- Description: Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
- Full Text:
- Authors: Rumbidzayi, Masina
- Date: 2019
- Subjects: Interdisciplinary approach in education -- Zimbabwe Vocational education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11363 , vital:39065
- Description: Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
- Full Text:
The community as part of a multi-stakeholder approach towards development opportunities for youth in Indwe, Eastern Cape
- Authors: Baleni , Khangelwa
- Date: 2019
- Subjects: Youth development Community development
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17518 , vital:41083
- Description: This dissertation discusses the involvement of a community in creating development opportunities for youth in Indwe, under Emalahleni Local Municipality in the Eastern Cape. Establishing a position where community members put themselves concerning youth development is what inspired the study. The study is further motivated by trying to gain perspectives from the youth because most discourses on youth rarely feature their voices. Additionally, it seeks to gain perspectives on the stakeholder’s insights on the involvement of the community in youth development. The literature consulted was broken up into; the situation of youth in South Africa, which looked at youth unemployment and youth development policies; youth development, which looked at risk and protective factors that affect youth development. The literature further uncovered the role currently played by communities in youth development, and lastly the multi-stakeholder processes for youth development. The Quintuple Helix model was a framework used to shape this study. This framework emphasises that the natural environment and in this case, the community be added to other stakeholders to ensure a sustainable youth development. What is crucial in the framework is the overlap and cross-communication between the different helixes or sectors, sectors such as the university, the government, the private sector, the culture based media, and the natural environment. The study utilised a qualitative methodology with an interpretive and descriptive paradigm, which used focus groups and a qualitative questionnaire as a method of data collection. The data was analysed and presented following the following three themes; i.e., community involvement in youth development, indigenous knowledge for youth development, and opportunities for youth development. The findings of the study revealed that, if Indwe community provides youth with more spaces, and chances to participate in their development, the youth could challenge prominent discourses than treat them as unmotivated, and exclude them from decision-making processes, which directly affect them, and the society within which they live. The findings also revealed that the Indwe community should inform youth iv development programmes, as this would ensure sustainability, and give a sense of ownership to the community. The findings further indicated that the Indwe community could utilise its natural resources to create opportunities for youth development. Moreover, the private sector, the media, and the education system have all contributed in youth development; however, the government has taken full responsibility for youth development in Indwe, and this caused the participants to feel that it is the government’s responsibility to create opportunities for youth development. In conclusion, Indwe community has a challenge of youth development. The problem is fuelled by issues such as complexity in politics, nepotism, and a lack of opportunities. Stakeholders such as the private sector, the media based culture, and the government are involved in the creation of development opportunities for youth in Indwe. However, the sector that has taken the most responsibility for the development of youth is the government. Indwe community members are not involved in the creation of opportunities for youth development; they, however, understand that they have to be significant role players.
- Full Text:
- Authors: Baleni , Khangelwa
- Date: 2019
- Subjects: Youth development Community development
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17518 , vital:41083
- Description: This dissertation discusses the involvement of a community in creating development opportunities for youth in Indwe, under Emalahleni Local Municipality in the Eastern Cape. Establishing a position where community members put themselves concerning youth development is what inspired the study. The study is further motivated by trying to gain perspectives from the youth because most discourses on youth rarely feature their voices. Additionally, it seeks to gain perspectives on the stakeholder’s insights on the involvement of the community in youth development. The literature consulted was broken up into; the situation of youth in South Africa, which looked at youth unemployment and youth development policies; youth development, which looked at risk and protective factors that affect youth development. The literature further uncovered the role currently played by communities in youth development, and lastly the multi-stakeholder processes for youth development. The Quintuple Helix model was a framework used to shape this study. This framework emphasises that the natural environment and in this case, the community be added to other stakeholders to ensure a sustainable youth development. What is crucial in the framework is the overlap and cross-communication between the different helixes or sectors, sectors such as the university, the government, the private sector, the culture based media, and the natural environment. The study utilised a qualitative methodology with an interpretive and descriptive paradigm, which used focus groups and a qualitative questionnaire as a method of data collection. The data was analysed and presented following the following three themes; i.e., community involvement in youth development, indigenous knowledge for youth development, and opportunities for youth development. The findings of the study revealed that, if Indwe community provides youth with more spaces, and chances to participate in their development, the youth could challenge prominent discourses than treat them as unmotivated, and exclude them from decision-making processes, which directly affect them, and the society within which they live. The findings also revealed that the Indwe community should inform youth iv development programmes, as this would ensure sustainability, and give a sense of ownership to the community. The findings further indicated that the Indwe community could utilise its natural resources to create opportunities for youth development. Moreover, the private sector, the media, and the education system have all contributed in youth development; however, the government has taken full responsibility for youth development in Indwe, and this caused the participants to feel that it is the government’s responsibility to create opportunities for youth development. In conclusion, Indwe community has a challenge of youth development. The problem is fuelled by issues such as complexity in politics, nepotism, and a lack of opportunities. Stakeholders such as the private sector, the media based culture, and the government are involved in the creation of development opportunities for youth in Indwe. However, the sector that has taken the most responsibility for the development of youth is the government. Indwe community members are not involved in the creation of opportunities for youth development; they, however, understand that they have to be significant role players.
- Full Text:
The construction and positioning of pregnant learners within contemporary South African legislation and policy
- Authors: Naidoo, Tashmin
- Date: 2019
- Subjects: Pregnant teenagers Educational law and legislation
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/16517 , vital:40727
- Description: In South Africa, nearly a third of women have children before they reach the age of 20, and basic education is compulsory until the age of 16. Many learners within the South African context continue to attend school until they are at least 20. Of all those teenage girls who fall pregnant, it is estimated that only around a third stay in school during their pregnancy and return following childbirth, with the highest return rate among those in Grade 12. As a result the government is committed to enforcing legislation and policy that protects and allows for pregnant learners to exercise their rights. The rationale of the study focuses on the fact that, rights-based documents are often at odds with the hierarchical spaces within schools. In practice, teachers and school managers continue to have the power to exclude pregnant learners. Although there is excellent legislation and progressive policy, these documents do not address the larger ideological landscape that impacts on the successful implementation of policy. Often policy is contradictory, ambiguous and draws on very conservative discourse. The aims of this study were to analyze the positioning of the pregnant learner within legislation and policy. A qualitative framework utilizing positioning theory was adopted in order to understand how the pregnant learner is positioned and constructed within relevant policy and legislation. This was accomplished by critically analyzing the discourses used within policy in order to tease out various themes or discourses, for example the pregnant learner as an ‘unfit mother’, as responsible, or as rights bearing etc. This was done in order to understand how the pregnant learner is positioned and what the implications of this positioning impose upon her life. The analysis suggests that pregnant learners are positioned as shifting ‘subjects’ in order to achieve very specific aims. The study established that their rights are not always absolute but contingent on other factors, that she is positioned as transitional, vulnerable, and rights-bearing and expected to be responsible. It is recommended that these policies be amended through a process of engagement with teachers and school management in order to ensure the rights of pregnant learners in schools.
- Full Text:
- Authors: Naidoo, Tashmin
- Date: 2019
- Subjects: Pregnant teenagers Educational law and legislation
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/16517 , vital:40727
- Description: In South Africa, nearly a third of women have children before they reach the age of 20, and basic education is compulsory until the age of 16. Many learners within the South African context continue to attend school until they are at least 20. Of all those teenage girls who fall pregnant, it is estimated that only around a third stay in school during their pregnancy and return following childbirth, with the highest return rate among those in Grade 12. As a result the government is committed to enforcing legislation and policy that protects and allows for pregnant learners to exercise their rights. The rationale of the study focuses on the fact that, rights-based documents are often at odds with the hierarchical spaces within schools. In practice, teachers and school managers continue to have the power to exclude pregnant learners. Although there is excellent legislation and progressive policy, these documents do not address the larger ideological landscape that impacts on the successful implementation of policy. Often policy is contradictory, ambiguous and draws on very conservative discourse. The aims of this study were to analyze the positioning of the pregnant learner within legislation and policy. A qualitative framework utilizing positioning theory was adopted in order to understand how the pregnant learner is positioned and constructed within relevant policy and legislation. This was accomplished by critically analyzing the discourses used within policy in order to tease out various themes or discourses, for example the pregnant learner as an ‘unfit mother’, as responsible, or as rights bearing etc. This was done in order to understand how the pregnant learner is positioned and what the implications of this positioning impose upon her life. The analysis suggests that pregnant learners are positioned as shifting ‘subjects’ in order to achieve very specific aims. The study established that their rights are not always absolute but contingent on other factors, that she is positioned as transitional, vulnerable, and rights-bearing and expected to be responsible. It is recommended that these policies be amended through a process of engagement with teachers and school management in order to ensure the rights of pregnant learners in schools.
- Full Text:
The contribution of the citrus sub-sector to the economy of Sundays River Valley Local Municipality
- Authors: Smith, Siphelele Ricardo
- Date: 2019
- Language: English
- Type: Thesis , Masters , M Agric (Agric Extension)
- Identifier: http://hdl.handle.net/10353/18861 , vital:42878
- Description: Neither the South African government, nor organised agriculture, nor the research community, has an accurate understanding of the role that the citrus sub-sector plays in the local economy of the main producing areas. There are in fact few studies in South Africa on the linkages between agriculture and other economic sectors at the local level. Through understanding the backward and forward linkages in the citrus sub-sector in Sundays River Valley, one of South Africa’s main citrus areas, it is possible to obtain a better understanding of how investment and expenditure in this sub-sector might influence other related subsectors. The main objective of the study is to assess and understand the citrus industry's contribution to the local economy of Sundays River Valley Local Municipality. This is done through the estimation of an input-output table which differentiates local from non-local economic linkages, and which also, given the labour intensity of the citrus subsector, is closed with respect to households, i.e. households are treated as an endogenous sector with interrelationships with the other sectors captured. The other sectors captured include agroprocessing, utilities, transport and retail. The input-out table, which is estimated based on primary surveys as well as secondary data, is thereafter used to perform input-output analysis on the basis of which the impact of different types of sectoral development are simulated. Results show that jobs can be created through expansion of area under citrus. In addition, more income to farm workers translates into higher income into the local retail sector. However, labour-saving technology could lead to job losses in both citrus and agroprocessing sectors.
- Full Text:
- Authors: Smith, Siphelele Ricardo
- Date: 2019
- Language: English
- Type: Thesis , Masters , M Agric (Agric Extension)
- Identifier: http://hdl.handle.net/10353/18861 , vital:42878
- Description: Neither the South African government, nor organised agriculture, nor the research community, has an accurate understanding of the role that the citrus sub-sector plays in the local economy of the main producing areas. There are in fact few studies in South Africa on the linkages between agriculture and other economic sectors at the local level. Through understanding the backward and forward linkages in the citrus sub-sector in Sundays River Valley, one of South Africa’s main citrus areas, it is possible to obtain a better understanding of how investment and expenditure in this sub-sector might influence other related subsectors. The main objective of the study is to assess and understand the citrus industry's contribution to the local economy of Sundays River Valley Local Municipality. This is done through the estimation of an input-output table which differentiates local from non-local economic linkages, and which also, given the labour intensity of the citrus subsector, is closed with respect to households, i.e. households are treated as an endogenous sector with interrelationships with the other sectors captured. The other sectors captured include agroprocessing, utilities, transport and retail. The input-out table, which is estimated based on primary surveys as well as secondary data, is thereafter used to perform input-output analysis on the basis of which the impact of different types of sectoral development are simulated. Results show that jobs can be created through expansion of area under citrus. In addition, more income to farm workers translates into higher income into the local retail sector. However, labour-saving technology could lead to job losses in both citrus and agroprocessing sectors.
- Full Text:
The effect of fresh seaweed and a formulated diet supplemented with seaweed on the growth and gonad quality of the collector sea urchin, Tripneustes gratilla under farm conditions
- Authors: Onomu , Abigail John
- Date: 2019
- Subjects: Marine algae Algae
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/14682 , vital:40044
- Description: This study investigates the effect of two fresh seaweeds, a formulated diet and different feeding regimes on the growth (weight, diameter and height) and gonad quality (gonadosomatic index, colour, texture, firmness and gonad maturity) of the collector sea urchin, Tripneustes gratilla under farm conditions for eighteen weeks. The gonad enhancement study was divided into two sections. The first section investigated the effect of feeds on the somatic growth and gonad quality for 12 weeks. The feeds investigated during this phase of the study were fresh Ulva (U); a 50:50 mixture of fresh Ulva and Gracilaria (UG); fresh Gracilaria (G) and a formulated diet, which contained 200g of dried Ulva per kg (designated as 20U). The second section or phase of this study started for a period of 6 weeks and investigated the effect of a change of diet on urchins previously fed the various feeds from section 1. The feeding regimes used were (U-20U) i.e urchins previously fed with Ulva were subsequently fed 20U diet, similarly, (UG-20U); (G-20U) and (20U- 20U). For the first section of the experiment, no differences were observed in the growth (weight, diameter and height) of urchins fed both fresh diets and the formulated diet. However, urchins fed the formulated diet produced gonad weight of 50.72 ± 5.4g which was significantly higher (P<0.001) than those fed fresh diets. The gonads of urchins fed the Gracilaria diet were significantly darker (P= 0.023) in colour compared with those examined from urchins fed the formulated diet, but were not significantly different from any of the other fresh diets tested (Ulva and Ulva mixed with Gracilaria). Gonad from each of the feed treatments were similar in terms of the redness (a*) and yellowness (b*) as well as the texture and firmness. The gonad maturities of urchins fed the various diets were not significantly different from each other. By the end of the second section/phase of the study (6 week period following the diet change), somatic growth (weight, height and diameter) of urchins in all treatment groups did not differ significantly from each other (ANOVA, P= 0.784; P= 0.988; P= 0.28 respectively). Gonad weight of urchins in treatment groups UG-20U and G-20U became similar to those fed the 20U diet at the end of the trial (week18). However, the gonad weight of urchins in the 20U treatment group remained significantly greater than urchins in the U-20U group at the end of the trial (Kruskal-Wallis ANOVA, P= 0.002). Gonad colour of urchins in the G-20U treatment became significantly lighter (ANOVA, P= 0.029) than those in the U-20U group after the change of diet. However, gonad lightness (L*) of urchins in treatment groups U-20U and G–20U did not differ significantly from those in the UG-20U and 20U treatment groups. All feed regimes were similar in terms of the gonad‟s redness (a*) and yellowness (b*), texture and firmness as well as gonad maturity at the end of the trial. This gonad enhancement study on wild collected adult T. gratilla has shown that somatic growth (urchin weight, test diameter and height) does not differ between the dietary treatments (fresh seaweeds and a formulated diet) tested in this study. The formulated feed (20U diet) does however enhance gonad growth of T. gratilla under farm conditions, supporting previous laboratory trials conducted on this species fed similar diets, indicating that sea urchins gonad enhancement can be cultured under farm conditions in South Africa.
- Full Text:
- Authors: Onomu , Abigail John
- Date: 2019
- Subjects: Marine algae Algae
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/14682 , vital:40044
- Description: This study investigates the effect of two fresh seaweeds, a formulated diet and different feeding regimes on the growth (weight, diameter and height) and gonad quality (gonadosomatic index, colour, texture, firmness and gonad maturity) of the collector sea urchin, Tripneustes gratilla under farm conditions for eighteen weeks. The gonad enhancement study was divided into two sections. The first section investigated the effect of feeds on the somatic growth and gonad quality for 12 weeks. The feeds investigated during this phase of the study were fresh Ulva (U); a 50:50 mixture of fresh Ulva and Gracilaria (UG); fresh Gracilaria (G) and a formulated diet, which contained 200g of dried Ulva per kg (designated as 20U). The second section or phase of this study started for a period of 6 weeks and investigated the effect of a change of diet on urchins previously fed the various feeds from section 1. The feeding regimes used were (U-20U) i.e urchins previously fed with Ulva were subsequently fed 20U diet, similarly, (UG-20U); (G-20U) and (20U- 20U). For the first section of the experiment, no differences were observed in the growth (weight, diameter and height) of urchins fed both fresh diets and the formulated diet. However, urchins fed the formulated diet produced gonad weight of 50.72 ± 5.4g which was significantly higher (P<0.001) than those fed fresh diets. The gonads of urchins fed the Gracilaria diet were significantly darker (P= 0.023) in colour compared with those examined from urchins fed the formulated diet, but were not significantly different from any of the other fresh diets tested (Ulva and Ulva mixed with Gracilaria). Gonad from each of the feed treatments were similar in terms of the redness (a*) and yellowness (b*) as well as the texture and firmness. The gonad maturities of urchins fed the various diets were not significantly different from each other. By the end of the second section/phase of the study (6 week period following the diet change), somatic growth (weight, height and diameter) of urchins in all treatment groups did not differ significantly from each other (ANOVA, P= 0.784; P= 0.988; P= 0.28 respectively). Gonad weight of urchins in treatment groups UG-20U and G-20U became similar to those fed the 20U diet at the end of the trial (week18). However, the gonad weight of urchins in the 20U treatment group remained significantly greater than urchins in the U-20U group at the end of the trial (Kruskal-Wallis ANOVA, P= 0.002). Gonad colour of urchins in the G-20U treatment became significantly lighter (ANOVA, P= 0.029) than those in the U-20U group after the change of diet. However, gonad lightness (L*) of urchins in treatment groups U-20U and G–20U did not differ significantly from those in the UG-20U and 20U treatment groups. All feed regimes were similar in terms of the gonad‟s redness (a*) and yellowness (b*), texture and firmness as well as gonad maturity at the end of the trial. This gonad enhancement study on wild collected adult T. gratilla has shown that somatic growth (urchin weight, test diameter and height) does not differ between the dietary treatments (fresh seaweeds and a formulated diet) tested in this study. The formulated feed (20U diet) does however enhance gonad growth of T. gratilla under farm conditions, supporting previous laboratory trials conducted on this species fed similar diets, indicating that sea urchins gonad enhancement can be cultured under farm conditions in South Africa.
- Full Text:
The effects of managerial competencies on the performance of small and medium enterprises in Makana Municipality
- Authors: Ncube, Mercy Sibusisiwe
- Date: 2019
- Subjects: Performance -- Management Small business -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Business Management)
- Identifier: http://hdl.handle.net/10353/13837 , vital:39716
- Description: Small and Medium Enterprises (SMEs) play a significant role in economic development, poverty alleviation and employment creation in most developing countries. The primary objective of this study was to investigate the effects of managerial competencies on the performance of SMEs in Makana Municipality. The secondary objectives of this study were to ascertain the effect of teamwork competencies on the performance SMEs, to establish the effect of global awareness competencies on the performance of SMEs, to investigate the effect of strategic action competencies on the performance of SMEs, to establish the effect of selfmanagement competencies on the performance of SMEs, and to establish the effect of communication competencies on the performance of SMEs. The study followed a quantitative research approach. Data was collected using survey method by way of self-administered questionnaires, which were distributed to a sample of 96 SMEs’ owners and managers in Makana Municipality. It was found that communication competencies, planning competencies, self-management competencies, and global awareness competencies have an effect on the performance of the SMEs in Makana Municipality. However, teamwork competencies and strategic action competencies did not show any effect on the performance of SMEs in Makana Municipality. The study concluded that managerial competencies have an effect on the performance of SMEs. Recommendations were provided to the government, local municipality as well as to the SME owners and managers.
- Full Text:
- Authors: Ncube, Mercy Sibusisiwe
- Date: 2019
- Subjects: Performance -- Management Small business -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Business Management)
- Identifier: http://hdl.handle.net/10353/13837 , vital:39716
- Description: Small and Medium Enterprises (SMEs) play a significant role in economic development, poverty alleviation and employment creation in most developing countries. The primary objective of this study was to investigate the effects of managerial competencies on the performance of SMEs in Makana Municipality. The secondary objectives of this study were to ascertain the effect of teamwork competencies on the performance SMEs, to establish the effect of global awareness competencies on the performance of SMEs, to investigate the effect of strategic action competencies on the performance of SMEs, to establish the effect of selfmanagement competencies on the performance of SMEs, and to establish the effect of communication competencies on the performance of SMEs. The study followed a quantitative research approach. Data was collected using survey method by way of self-administered questionnaires, which were distributed to a sample of 96 SMEs’ owners and managers in Makana Municipality. It was found that communication competencies, planning competencies, self-management competencies, and global awareness competencies have an effect on the performance of the SMEs in Makana Municipality. However, teamwork competencies and strategic action competencies did not show any effect on the performance of SMEs in Makana Municipality. The study concluded that managerial competencies have an effect on the performance of SMEs. Recommendations were provided to the government, local municipality as well as to the SME owners and managers.
- Full Text:
The Effects of Municipal Amalgamations on Organisational Culture: A Case-Study of Raymond Mhlaba Local Municipality in Eastern Cape Province.
- Authors: Ndlela, Likhaya Hlubikazi
- Date: 2019
- Subjects: Corporate culture Organizational change
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13848 , vital:39717
- Description: In the study, the researcher assessed the effects of amalgamations on organisational culture in the Raymond Mhlaba Local Municipality in Eastern Cape Province. The study examined whether the current organisational structure is conducive to a sound working environment, analysed change management interventions provided after the amalgamation and made recommendations to the local municipality on the measures to be taken to provide quality service delivery, improved communication networks and challenges that affect organisational culture. The entire research process was guided by the above research objectives and questions that strive to assess the outcomes of the effects of an amalgamation on organisational culture in Raymond Mhlaba. The study involved a qualitative research approach, and interviews were conducted for the administrative employees of the municipality. The findings of the study identified that the municipal amalgamation has negative effects on organisational culture, especially at the beginning of the amalgamation. The study established that there are many factors that led to the negative effect of an amalgamation on organisational culture, such as lack of management communication, consultation and planning strategies, preferential treatment, conflict and confusion, service delivery and failure to provide change management interventions. The study also revealed that the amalgamation came with better opportunities in terms of salary scales as the municipality is be more capacitated. These factors can be prevented to ensure the success of amalgamations in Local Government. Finally, the study makes recommendations for the municipality on how 10 to handle the amalgamation better, to result to a positive effect on organisational culture.
- Full Text:
- Authors: Ndlela, Likhaya Hlubikazi
- Date: 2019
- Subjects: Corporate culture Organizational change
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13848 , vital:39717
- Description: In the study, the researcher assessed the effects of amalgamations on organisational culture in the Raymond Mhlaba Local Municipality in Eastern Cape Province. The study examined whether the current organisational structure is conducive to a sound working environment, analysed change management interventions provided after the amalgamation and made recommendations to the local municipality on the measures to be taken to provide quality service delivery, improved communication networks and challenges that affect organisational culture. The entire research process was guided by the above research objectives and questions that strive to assess the outcomes of the effects of an amalgamation on organisational culture in Raymond Mhlaba. The study involved a qualitative research approach, and interviews were conducted for the administrative employees of the municipality. The findings of the study identified that the municipal amalgamation has negative effects on organisational culture, especially at the beginning of the amalgamation. The study established that there are many factors that led to the negative effect of an amalgamation on organisational culture, such as lack of management communication, consultation and planning strategies, preferential treatment, conflict and confusion, service delivery and failure to provide change management interventions. The study also revealed that the amalgamation came with better opportunities in terms of salary scales as the municipality is be more capacitated. These factors can be prevented to ensure the success of amalgamations in Local Government. Finally, the study makes recommendations for the municipality on how 10 to handle the amalgamation better, to result to a positive effect on organisational culture.
- Full Text:
The effects of polygamous marriages on the wellbeing of African women in Baziya area, Mthatha, Eastern Cape.
- Authors: Maroloma, Athini
- Date: 2019
- Subjects: Polygamy
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17606 , vital:41105
- Description: The study aimed on exploring the effects of polygamous marriages on the wellbeing of African women. The study was conducted in Baziya Administrative Area in Mthatha which in Eastern Cape. The researcher seeks to examine the reasons for African women to be engaged in polygamous marriages, to investigate challenges if any faced by African women in polygamous marriage and to examine professional support services available from the department of social development, the department of justice and the department of traditional affairs in advocating for women in polygamous marriages. Feminist theory was utilized in the study which focuses on the socially constructed gender differences that are created through the process of socialization which include gender inequality. The study was qualitative in nature. Interviews were conducted with polygamous married women and group discussions were conducted with stakeholders working with polygamous married women. Data was analyzed using thematic analysis. The study recommended therapeutic treatment of emotional stress for polygamous women or treatment of related bodily ills such as gender based violence or any other type of abuse should be provided by social workers. There is a need of implementation of empowerment programs, polygamous women should be encouraged to manage their careers proactively and to make informed choices
- Full Text:
- Authors: Maroloma, Athini
- Date: 2019
- Subjects: Polygamy
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17606 , vital:41105
- Description: The study aimed on exploring the effects of polygamous marriages on the wellbeing of African women. The study was conducted in Baziya Administrative Area in Mthatha which in Eastern Cape. The researcher seeks to examine the reasons for African women to be engaged in polygamous marriages, to investigate challenges if any faced by African women in polygamous marriage and to examine professional support services available from the department of social development, the department of justice and the department of traditional affairs in advocating for women in polygamous marriages. Feminist theory was utilized in the study which focuses on the socially constructed gender differences that are created through the process of socialization which include gender inequality. The study was qualitative in nature. Interviews were conducted with polygamous married women and group discussions were conducted with stakeholders working with polygamous married women. Data was analyzed using thematic analysis. The study recommended therapeutic treatment of emotional stress for polygamous women or treatment of related bodily ills such as gender based violence or any other type of abuse should be provided by social workers. There is a need of implementation of empowerment programs, polygamous women should be encouraged to manage their careers proactively and to make informed choices
- Full Text:
The experiences of student nurses regarding the negotiation of condom use at a Nursing College in the Eastern Cape Province
- Authors: Rumbu , Nosiphiwo Matshele
- Date: 2019
- Subjects: Condom use -- South Africa College students -- Sexual behavior
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11396 , vital:39068
- Description: The purpose of the study was to explore and describe the experiences of student nurses regarding negotiation of condom use at Lilitha College of Nursing, East London Campus. Human Immunodeficiency Virus (HIV) infection is still one of the severe global public health problems and a considerable number of people are living with HIV and millions of these people die of Acquired Immune Deficiency Syndrome (AIDS). It has been found that women have difficulty in negotiating condom use. The study that was conducted in Tanzania revealed that when women lack selfconfidence to negotiate condom use with their sexual companions, they may be exposed to unprotected sex, thus being at danger of contracting STIs as well as HIV/AIDS and therefore being more susceptible to adverse sexual and reproductive health results (Exavery, Kanté, Jackson, Noronha, Sikustahili, Tani, Mushi, Baynes, Ramsey, Hingora and Phillips, 2012:9). A qualitative, descriptive, explorative, contextual design was used to describe the experiences of student nurses regarding negotiation of condom use and a purposive sampling method was used to select fourth year students. Eleven students participated in the study. Data was collected by means of individual face-to-face interviews with fourth year students. The interviews continued until data saturation was reached. Data analysis was done using Tesch‟s approach to open coding in qualitative research. Themes, categories and sub-categories emerged from the data analysis and were fully discussed. The results of the study indicated that students experienced difficulties in negotiation of condom use, although some participants felt that they were comfortable to negotiate. Health education and awareness campaigns were recommended as fundamental tools that could be used as strategies to enhance successful negotiation of condom use.
- Full Text:
- Authors: Rumbu , Nosiphiwo Matshele
- Date: 2019
- Subjects: Condom use -- South Africa College students -- Sexual behavior
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11396 , vital:39068
- Description: The purpose of the study was to explore and describe the experiences of student nurses regarding negotiation of condom use at Lilitha College of Nursing, East London Campus. Human Immunodeficiency Virus (HIV) infection is still one of the severe global public health problems and a considerable number of people are living with HIV and millions of these people die of Acquired Immune Deficiency Syndrome (AIDS). It has been found that women have difficulty in negotiating condom use. The study that was conducted in Tanzania revealed that when women lack selfconfidence to negotiate condom use with their sexual companions, they may be exposed to unprotected sex, thus being at danger of contracting STIs as well as HIV/AIDS and therefore being more susceptible to adverse sexual and reproductive health results (Exavery, Kanté, Jackson, Noronha, Sikustahili, Tani, Mushi, Baynes, Ramsey, Hingora and Phillips, 2012:9). A qualitative, descriptive, explorative, contextual design was used to describe the experiences of student nurses regarding negotiation of condom use and a purposive sampling method was used to select fourth year students. Eleven students participated in the study. Data was collected by means of individual face-to-face interviews with fourth year students. The interviews continued until data saturation was reached. Data analysis was done using Tesch‟s approach to open coding in qualitative research. Themes, categories and sub-categories emerged from the data analysis and were fully discussed. The results of the study indicated that students experienced difficulties in negotiation of condom use, although some participants felt that they were comfortable to negotiate. Health education and awareness campaigns were recommended as fundamental tools that could be used as strategies to enhance successful negotiation of condom use.
- Full Text: