Dissertations / Theses on the topic 'Nutrition – Study and teaching – Zimbabwe'
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Chitumwa, Chemunondirwa Christopher. "Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14840.
Full textMuzenda, Verity. "The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019748.
Full textWilson, Kenneth Brockington. "Ecological dynamics and human welfare : a case study of population, health and nutrition in Zimbabwe." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/1317940/.
Full textMandikonza, Caleb. "Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1007321.
Full textMlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
Full textChipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.
Full textGudyanga, Anna. "Participation of Zimbabwean female students in physics: Subject perception and identity formation." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11542.
Full textStiles, Kathy Greaves. "Inhibitors to change: a case study of teacher change in a rural African context." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003460.
Full textChitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.
Full textChitepo, Thokozile 1961. "Students' ability to apply their knowledge and reason from science instruction in Zimbabwe." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34515.
Full textThe design of the study involved the use of three texts each of which represented different information types within a science domain, 'gas pressure'. The content of the texts was presented by the same teacher during natural classroom instruction to classes at two levels (higher and lower) of a high school grade. The first text concerned Basic Knowledge (concepts and principles) in the domain, and the second and third texts described Familiar and Unfamiliar experiments respectively within the same science domain. In addition, for both of these experiments, several types of information were presented: Procedures, Observations and Explanations. Students' responses to comprehension questions were subjected to a conceptual (propositional) analysis and coded against an 'expert' model of the content of the texts used by the teacher during instruction to the students. The study focused on identifying the extent to which the students' responses directly matched the 'expert' model or consisted of modifications (inferences) that indicated alternative (true or false) conceptual knowledge frameworks that the students may have possessed.
The major findings of this research were as follows: Students' answers to questions about their knowledge of basic concepts comprised a large number of responses that directly matched (i.e., literally recalled) the information presented by the teacher during instruction and also included a high number of incorrect inferences. Students' comprehension of the Familiar and Unfamiliar experiments was also characterised by a high degree of 'literal learning' as shown in the generally high amounts of recall of propositional information compared to inferences. Students' responses to these questions consisted mostly of Observation information, and least of Explanations. This suggests that they were more likely to recall observed events that they were to interpret. Students' reasoning was generally poor relative to their comprehension of both experiments, and their responses consisted of more recall responses than inferences. In addition, students' reasoning about the Unfamiliar experiment was characterised by a high number negative higher-order inferences. Finally, students in the higher level displayed higher levels of competence than those in the lower level, particularly in their knowledge of Procedures and Observations in contrast to Explanation information, for both experiments.
Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.
Full textBermudez, Maria Guadalupe. "The effect of nutrition education on the nutrition knowledge of college athletes." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1768.
Full textMugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.
Full textSome of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.
Because English is the working language of government, business, and industry in Zimbabwe, an English-only policy seems to be a practical means to prepare students for higher education and the workforce. The growing status of English as an international lingua franca provides additional support for such a policy.
This study reveals the need to rethink the imposition of an English-only policy. The findings indicate that current teaching approaches/methods and materials do not entirely support language development in English, largely because they do not take into account the economic, social, and linguistic situations of the students.
The study supports and calls for a multifaceted approach to the way language is currently taught in Zimbabwe, and sees this as one way secondary schools can produce, through the medium of English instruction, students and teachers who can adapt to rapid change, and relate to people from diverse socio-cultural and linguistic backgrounds.
The study emphasizes the integration and expectations of people's views on language and education, as heard and expressed by many respondents. This is considered central to any meaningful effort towards linguistic competence, a challenging but stimulating learning environment, and better communication among students and teachers.
Gummow, Maureen Theresa. "Linking children's literature with multiculturalism and nutrition." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1017.
Full textCarr, Corine M. "Assessing teaching style preference and factors that influence teaching style preference of registered dietitians." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117123.
Full textDepartment of Educational Leadership
Delfakis, Helen 1950. "THE EFFECTIVENESS OF VIDEOCASSETTES IN EDUCATING WOMEN, INFANTS AND CHILDREN PROGRAM (WIC) CLIENTS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277126.
Full textJones, Charlotte A. "The effect of nutrition education on the nutrition knowledge and healthy food choices of fifth grade students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941358.
Full textFisher Institute for Wellness
Nyika, Mugove Walter. "Permaculture as an aspect of environmental learning: an investigation into secondary school communities in Zimbabwe." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1008447.
Full textStewart, Bethene Nebel 1958. "FORMATIVE EVALUATION OF TEST INSTRUMENTS TO ASSESS A GARDENING-BASED NUTRITION EDUCATION PROGRAM." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276443.
Full textVan, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.
Full textBopp, Laurie Anne. "ANALYSIS OF SUBJECT MATTER CONTENT IN GARDENING AND NUTRITION FOR ELEMENTARY SCHOOL STUDENTS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275345.
Full textPesanayi, Tichaona Victor. "Investigating learning interactions influencing farmers' choices of cultivated food plants." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003469.
Full textMlambo, Phares Jona Taindisa. "Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22042.
Full textThe aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
Beggs, Louise Alice. "Evaluation of the problem solving method in nutrition education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26164.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.
Full textSmiley-Davis, Kathlyn Elaine. "CULTURAL EVALUATION OF 4-H FOOD AND NUTRITION MATERIALS (HISPANIC, COGNITIVE INSTRUMENT, NEEDS ASSESSMENT, ATTITUDE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291274.
Full textTurner, Sheila. "Teaching and learning about food : a study of curriculum change in nutrition education in primary schools." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006570/.
Full textSterve, Hanna. "The Influence of the View of Nature on Biology Education in Zimbabwe, a Minor Field Study." Thesis, Linköping University, Department of Educational Science (IUV), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1546.
Full textThe purpose of this thesis is to look into the teaching methods and content in Zimbabwean biology education, and the possible influences that the teachers’ view of nature have on this education. The study was performed in and around Mutare in eastern Zimbabwe with eleven observations and six interviews in primary and secondary schools, corresponding to years four to nine in the Swedish compulsory school.
My study shows that the teachers’ view of nature is in many parts similar to the Swedish view of nature, but differ in a closer connection to religiosity and in a more every-day-life relation to nature. This is reflected in several of the concepts that view of nature consist of. The view of nature is influencing the content in biology partly. Since science hold universal concepts which are the same all around the world, the view of nature does not influence the scientific parts of biology, but have influence on where the emphases in the education is put. The results show no direct influence of the view of nature on teaching methods, but indirectly influenced by the choice of content.
Ndhlovu, Ketiwe. "An investigation of strategies used by Ndebele translators in Zimbabwe in translating HIV/AIDS texts: a corpus-based approach." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/524.
Full textKarumazondo, Washington. "A case study of the experiences of newly qualified teachers during their first year of teaching in secondary schools in Zimbabwe." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560515.
Full textMalone, Debra. "A nutrition education kit for food service training programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1215.
Full textTicao, Cynthia J. "Mother's problem solving in relation to child nutrition in the Philippines." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28541.
Full textLopez, Martha Gloria. "Quarterly nutrition curriculum for California women, infants, and children participants." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2922.
Full textMiller, Jody L. "Impact of the Purdue Extension Professor Popcorn nutrition curriculum on third grade students' knowledge, attitudes, and self-reported consumption of fruits and vegetables : a five-month post-hoc analysis." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273271.
Full textDepartment of Family and Consumer Sciences
Nkomo, Dion. "Towards a lexicographical intervention in the acquisition and use of English in Zimbabwe." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20074.
Full textENGLISH ABSTRACT: This study considers a lexicographical intervention in the acquisition and use of English in Zimbabwe. English is the country’s sole official language. This means that it dominates all the other languages in the country in terms of prestige and usage in the high status domains such as government, media, law, education, etc. English is learnt as a compulsory subject throughout the education system up to the General Certificate of Ordinary Level (‘O’ Level) and used as medium of instruction from the fourth grade upwards. The annual national pass rate of around 33% and less than 10% for some schools in this subject has been recorded in recent years. An ‘O’ Level certificate is considered complete if is has registered five ‘O’ Level subjects including English. This means that without an ‘O’ Level English pass, learners have no chance to proceed to the General Certificate in Education Advanced Level (‘A’ Level) or tertiary education, and their chances of getting employment in the public service are limited, if not non-existent. In the mainstream scholarship on language policy and language planning in the country, this situation has resulted in advocating that indigenous languages, particularly Shona and Ndebele, be developed and elevated to the official status currently enjoyed by English. Far from being against the development and status elevation of indigenous languages, this study proposes a lexicographical intervention in the acquisition and use of English as one of the necessary mechanisms that may mitigate some problems associated with this language. It is argued that the problem with English is not simply that it is a language of foreign origin, to be explicit, the language of the former colonial master. Rather, the problem is that the majority of Zimbabweans are not competent enough to function in this language. Of course, this may be related to the fact that many Zimbabweans have to learn it as an additional language since it is not an indigenous language and thus linguistically and culturally distant from the native languages of its learners. Dealing with the field of lexicography, this dissertation considers an intervention with respect to those problems that may be addressed by the consultation of dictionaries. The availability, use and user-friendliness of English dictionaries are investigated in view of the characteristics of Zimbabweans as additional language learners of English, their situations in which lexicographically-relevant problems occur and the subsequent information needs. In doing this, the theory of learners’ lexicography (Tarp 2004; 2004a; 2008) is used. Firstly, it is established that dictionaries are scarce commodities in Zimbabwe, with a very limited range of dictionaries being available for Zimbabweans to buy. Secondly, dictionaries are not actively used in the learning and use of English within the school system, except in the former Group A schools which are elitist in nature. Curriculum developers, teachers, assessors and learners are not very clear about the role of dictionaries within the school system. Thirdly, the dictionaries that are used are not appropriate for the learners who consult them, with advanced learners’ dictionaries dominating the limited presence even at primary schools. Notwithstanding this poor background, it is generally accepted that appropriate dictionaries, despite the fact that there is a general lack of awareness of the differences between dictionaries, may address some of the problems associated with English, especially within the education system. Should this happen, the learners will develop a dictionary culture and regard dictionaries as utility products which they may rely on later in their academic and professional careers in which English continues to be dominant. A model of lexicographical intervention in the acquisition and use of English in Zimbabwe is therefore formulated. This is done against the above background and also the history of both English and Zimbabwean lexicography. English lexicography now sees English dictionaries being produced in a host of countries other than Britain, America, Australia and New Zealand, where English is a native language. This is mainly because of the dominant role that English has acquired in those countries such as South Africa. However, Zimbabwean lexicography has thus far focused on mother-tongue dictionaries in Shona and Ndebele, the main reason being the need to develop these formerly marginalised languages. Accordingly, the proposed model seeks to expand the scope of Zimbabwean lexicography. This is not just for the sake of expanding. On the contrary, in the research it is observed that the dictionaries constituting the envisaged lexicographical intervention have to be produced in Zimbabwe in order for them to effectively address the local needs regarding this language. For example, lemma selection, paraphrases of meaning, illustrative examples and data contained in the outer texts have to be linguistically and culturally relevant, taking into cognisance the native languages and cultures of the target users. It is observed that if the proposed model is to be successfully implemented, local publishers will need to play an important role, while curriculum developers, assessors, teachers and learners have to be lexicographically educated. At present, local publishers with international affiliations distribute externally-motivated dictionaries (Gouws 2005). Where dictionaries are used, no serious consideration is given regarding the appropriateness of the dictionaries. Any available dictionary is purchased regardless of its user-friendliness. Unfortunately this results in a situation where users fail to extract the best from the dictionaries and end up being disillusioned about the usefulness of dictionaries as utility tools. Some of the dictionaries found at schools are just locked in safe cabinets in headmasters’ offices while learners continue experiencing problems that could be solved by appropriate dictionaries. Accordingly, with lexicographical pedagogy, and further research on specific aspects of the model, a lexicographical intervention in the acquisition and use of English in Zimbabwe is considered a worthwhile enterprise.
AFRIKAANSE OPSOMMING: Hierdie studie beskou 'n leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe. Engels is die land se enigste offisiële taal. Dit beteken dat dit al die ander tale in die land oorheers wat betref prestige en gebruik in die hoërstatusterreine soos die regering, media, reg, opvoeding, ens. Engels word as 'n verpligte vak geleer dwarsdeur die opvoedingstelsel tot by die Algemene Sertifikaat van Gewone Vlak ('O'-vlak) en gebruik as onderrigmedium vanaf die vierde graad en hoër. Die jaarlikse nasionale slaagsyfer van rondom 33% en minder as 10% vir sommige skole in hierdie vak is in onlangse jare waargeneem. 'n 'O'-vlaksertifikaat word as volledig beskou indien dit vyf 'O'-vlakvakke insluitende Engels geregistreer het. Dit beteken dat sonder die slaag van Engels op 'O'-vlak leerders geen kans het om voort te gaan na die Algemene Sertifikaat in Opvoedkunde Gevorderde Vlak ('A'-vlak) of tersiêre onderwys nie, en hul kanse is beperk, indien nie niebestaande nie, om werk in die openbare diens te kry. In die hoofstroomvakkundigheid betreffende taalpolitiek en taalbeplanning in die land het hierdie situasie daartoe gelei dat bepleit word dat die inheemse tale, veral Sjona en Ndebele, ontwikkel en verhef word tot die offisiële status wat tans deur Engels geniet word. Verre van teen die ontwikkeling en statusverheffing van die inheemse tale te wees, stel hierdie studie 'n tussenkoms in die verwerwing en gebruik van Engels voor as een van die noodsaaklike meganismes wat sommige probleme wat verband hou met hierdie taal, kan versag. Daar word geredeneer dat die probleem met Engels nie eenvoudig is dat dit 'n taal van vreemde herkoms, om dit onomwonde te stel, die taal van die vroeëre koloniale baas is nie. Die probleem is eerder dat die meerderheid Zimbabwiërs nie bedrewe genoeg is om in hierdie taal te funksioneer nie. Dit kan natuurlik verwant wees aan die feit dat baie Zimbabwiërs dit as 'n bykomende taal moet leer aangesien dit nie 'n inheemse taal is nie en daarom linguisties en kultureel verwyder is van die inheemse tale van sy leerders. Omdat dit oor die gebied van die leksikografie handel, beskou hierdie verhandeling 'n tussenkoms met betrekking tot daardie probleme wat deur die raadpleging van woordeboeke benader kan word. Die beskikbaarheid, gebruik en gebruikersvriendelikheid van Engelse woordeboeke word ondersoek met betrekking tot die kenmerke van Zimbabwiërs as leerders van Engels as 'n bykomende taal, hul omstandighede waarin leksikografies relevante probleme voorkom en die gevolglike inligtingsbehoeftes. Om dit te doen, word die teorie van aanleerdersleksikografie (Tarp 2004; 2004a; 2008) gebruik. Eerstens is vasgestel dat woordeboeke skaars artikels in Zimbabwe is, met 'n baie beperkte reeks woordeboeke vir Zimbabwiërs om te koop. Tweedens word woordeboeke nie daadwerklik aangewend by die leer en gebruik van Engels binne die skoolstelsel nie, behalwe in die vroeëre Groep A-skole wat elitisties van aard is. Leerplanontwikkelaars, onderwysers, assessore en leerders het nie baie groot duidelikheid oor die rol van woordeboeke binne die skoolstelsel nie. Derdens, die woordeboeke wat gebruik word, is nie geskik vir die leerders wat hulle raadpleeg nie, met gevorderde aanleerderswoordeboeke wat selfs in primêre skole die beperkte aanwesigheid oorheers. Nieteenstaande hierdie swak agtergrond, word dit algemeen aanvaar dat geskikte woordeboeke, ten spyte van die feit dat daar 'n algemene gebrek aan 'n bewustheid van die verskille tussen woordeboeke is, sommige van die probleme wat met Engels verband hou, veral in die onderwysstelsel, kan oplos. Sou dit gebeur, sal leerders 'n woordeboekkultuur ontwikkel en woordeboeke as nutsartikels beskou waarop hulle later kan steun in hul akademiese en professionele loopbane waarin Engels voortgaan om oorheersend te wees. 'n Model van leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe word gevolglik geformuleer. Dit word gedoen teen die voorafgaande agtergrond en ook die geskiedenis van sowel Engelse as Zimbabwiese leksikografie. Engelse leksikografie toon tans dat Engelse woordeboeke voortgebring word in 'n menigte ander lande as Brittanje, Amerika, Australië en Nieu-Seeland waar Engels 'n inheemse taal is. Dit is hoofsaaklik as gevolg van die oorheersende rol wat Engels in daardie lande soos Suid- Afrika verkry het. Zimbabwiese leksikografie het egter tot sover gefokus op moedertaalwoordeboeke in Sjona en Ndebele, met as hoofrede die behoefte om hierdie voorheen gemarginaliseerde tale te ontwikkel. Gevolglik probeer die voorgestelde model om die omvang van Zimbabwiese leksikografie uit te brei. Dit is nie net ter wille van uitbreiding nie. Inteendeel. In die navorsing word dit waargeneem dat die woordeboeke wat die beoogde leksikografiese tussenkoms uitmaak, in Zimbabwe voortgebring moet word vir hulle om die plaaslike behoeftes met betrekking tot hierdie taal doeltreffend te benader. Byvoorbeeld, lemmakeuse, betekenisparafrases, toeligtende voorbeelde en data bevat in die buitetekste moet linguisties en kultureel toepaslik wees om die inheemse tale en kulture van die teikengebruikers in aanmerking te neem. Daar word opgemerk dat, om die voorgestelde model suksesvol deur te voer, plaaslike uitgewers 'n belangrike rol sal moet speel, terwyl leerplanontwikkelaars, assessore, onderwysers en leerders leksikografies opgevoed sal moet word. Op die oomblik versprei plaaslike uitgewers met internasionale verbintenisse ekstern-gemotiveerde woordeboeke (Gouws 2005). Waar woordeboeke gebruik word, word geen ernstige oorwegings geskenk aan die geskiktheid van woordeboeke nie. Enige beskikbare woordeboek word gekoop ongeag sy bruikbaarheid. Ongelukkig lei dit tot 'n situasie waar gebruikers in gebreke bly om die beste uit die woordeboeke te haal en ontnugter eindig oor die nuttigheid van woordeboeke as gebruiksgereedskap Sommige van die woordeboeke wat in skole aangetref is, word net in veilige kaste in skoolhoofde se kantore weggesluit, terwyl leerders voortgaan om probleme te ondervind wat opgelos kan word deur geskikte woordeboeke. Met leksikografiese opvoeding, en verdere navorsing oor bepaalde aspekte van die model, word 'n leksikografiese tussenkoms in die verwerwing en gebruik van Engels in Zimbabwe gevolglik as 'n verdienstelike onderneming beskou.
Gundersen, Steven J. "Evaluation of a colored background on printed nutrition education material." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/90931.
Full textM.S.
Marais, Debbie. "Information Technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1252.
Full textmakondo, Davison. "The effects of the language of instruction on the perfomance of the Tsonga (Shangani) speaking grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1153.
Full textThis research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently, conclusions were drawn and recommendations made.
Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
Full textLee, Ching-pong, and 李靖邦. "A study of peer collaboration in developing conceptual understanding of plant nutrition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961368.
Full textMawuye, Enock Panganayi. "An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5058.
Full textMarais, Martha Louisa. "2015-02-28 Perceptions held by masters students of the NOMA Track Module on ‘Nutrition, Human Rights and Governance’." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86562.
Full textENGLISH ABSTRACT: Perceptions held by Masters Students of the NOMAa track module on ‘Nutrition, Human Rights and Governance’ Introduction and Objectives The interdisciplinary NOMA Track module on ‘Nutrition, Human Rights and Governance’ was developed jointly by four higher learning institutions in three countries (Norway, South Africa and Uganda). The module was incorporated into the respective Masters programmes in nutrition and consisted of three study units each of six weeks duration. The units were presented consecutively in the three countries and built on one another, totalling 18 weeks. Objectives The main aim of the study was to document perceptions of Masters students who completed the module. The objectives were to compare the perceptions of students about the study units in different countries, to document how students anticipated utilising their newly-acquired knowledge and to make recommendations for the development of similar interdisciplinary modules. Methodology A cross-sectional study design with a mixed methods approach was used. The sampling frame consisted of all registered students enrolled in the module. Informed written consent for both voluntary participation as well as voice recording of interviews was obtained from all participants. Data was extracted from students’ quantitative evaluation of each study unit. An interpretative methodological approach was used to elicit narrative accounts of students’ perceptions of the module during in-depth telephonic interviews. An inductive process was followed to identify emerging themes. The code list thus compiled was used to analyse unstructured data by using a text analysis computer programme. Results Twenty NOMA students enrolled at different universities participated in the study. The module was described as a life-changing experience and the way the module was structured and conducted in both developed and developing countries was highly rated. Interactive teaching styles optimised the learning experience. Presentations by a variety of experts and study visits served to enrich theoretical human rights principles by giving practical examples and by comparing implementation of these principles under varying conditions. The main difference between the study units in the different countries related to time-management and different teaching styles employed by lecturers. Transnational and interdisciplinary education provided this group of students the opportunity to enhance various professional attributes. Their willingness to learn from others provided them with valuable insight about the diverse nature of different population groups and their cultural differences. Without this understanding, poor communication, intolerance and prejudice might create barriers to optimal treatment or education of a client/community requiring professional advice. Students applied their newly acquired knowledge about human rights principles and the link with nutrition by utilising teaching opportunities, and indicated that they intended to incorporate a human rights approach in future endeavours. Conclusion The interdisciplinary NOMA Track module empowered a group of students to utilise the principles of a human rights-based approach in an appropriate manner. NOMA students developed an understanding of their new role as nutrition professionals, being challenged to interact in a globalized world if they want to make a meaningful contribution to the realisation of the right to food for all. Lessons learned from the implementation of the module will be useful to inform further decision-making on how to integrate a focus on human rights into training in nutrition at Stellenbosch University.
AFRIKAANSE OPSOMMING: Persepsies van Meesterstudente oor die NOMAb-opsie module oor ‘Voeding, Menseregte en Bestuur’ Inleiding en Doelwitte Die interdissiplinêre NOMA-module opsie oor ‘Voeding, Menseregte en Bestuur’ is gesamentlik ontwikkel deur vier hoër opleidingsinstansies in drie lande: Noorweë, Suid Afrika en Uganda. Die module is geïnkorporeer in die toepaslike meestersgraadkursusse in voeding. Dit het bestaan uit drie studie-eenhede wat elkeen 6 weke geduur het (in totaal 18 weke) en opeenvolgend aangebied is in die drie lande. Doelwitte Die hoofdoel van die studie was om persepsies van meesterstudente wat die module voltooi het te dokumenteer. Die doel was om sodanige persepsies oor die studie-eenhede in verskillende lande te vergelyk, om te dokumenteer op watter wyse studente verwag om die nuwe kennis te benut en om aanbevelings te maak vir die ontwikkeling van soortgelyke interdissiplinêre modules. Metode ‘n Dwarssnit studieontwerp met ‘n gemengde metode benadering is gevolg. Die steekproefraamwerk het bestaan uit alle geregistreerde studente wat ingeskryf het vir die module. Ingeligde, geskrewe toestemming vir vrywillige deelname asook om stemopnames van onderhoude te maak, is van alle deelnemers verkry. Data is onttrek uit studente se kwantitatiewe evaluering van elke studie-eenheid. ‘n Metodologiese benadering van interpretasie is gevolg om ‘n narratiewe weergawe van studente se persepsies te ontlok gedurende in-diepte telefoniese onderhoude. Temas is induktief geïdentifiseer en ‘n ooreenstemmende kodelys is gebruik om ongestruktureerde data te analiseer met ʼn teksanalise rekenaarprogram. Resultate Twintig NOMA studente, ingeskryf by verskillende universiteite, het deelgeneem aan die studie. Die module is beskryf as ʼn lewensveranderende ondervinding. Die wyse waarop die module gestruktureer en aangebied is in beide ontwikkelde en ontwikkelende lande, is hoog op prys gestel. Die interaktiewe onderrigstyl het die leerervaring optimaal bevorder. Aanbiedings deur verskeie kundiges en studiebesoeke het daartoe bygedra dat teoretiese menseregte-beginsels verbreed is deur praktiese voorbeelde te verskaf. Die implementering van hierdie beginsels onder verskillende omstandighede is vergelyk. Die grootste verskille tussen die studie-eenhede in die onderskeie lande het verband gehou met tydsbesteding en dosente se verskillende onderrigstyle. Transnasionale en interdissiplinêre onderrig het hierdie groep studente geleentheid gegun om verskeie professionele vaardighede te ontwikkel. Hul bereidheid om by ander te leer het waardevolle insae gegee in die diverse aard van verskillende populasiegroepe en kultuurverskille. Daarsonder kon struikelblokke ontstaan het weens swak kommunikasie, onverdraagsaamheid en vooroordele. Dit kan verhoed dat optimale behandeling of onderrig verskaf word aan ʼn kliënt/gemeenskap wat professionele advies benodig. Studente het hul nuut-verworwe kennis oor menseregte-beginsels en die verband met voeding toegepas in onderriggeleenthede en het onderneem om ‘n menseregte-benadering te volg in toekomstige ondernemings. Gevolgtrekking Die interdissiplinêre NOMA-module opsie het ʼn groep studente bemagtig om die beginsels van ʼn menseregte-benadering op ʼn toepaslike wyse te gebruik. NOMA studente verstaan nou hul nuwe rol as kundiges in voeding, naamlik dat hulle uitgedaag word tot interaksie in ʼn globaliserende wêreld, as hulle ʼn merkbare bydrae wil lewer tot die verwesenliking van die reg tot voldoende voedsel vir almal. Lesse wat geleer is uit die implementering van die module sal waardevol wees wanneer daar besluite geneem word oor die beste manier waarop ʼn menseregte fokus ingesluit kan word in voeding-opleiding by Stellenbosch Universiteit.
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