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1
Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.
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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Mathaba, Phindile Charity. "School bullying of learners at Mshini High School in Kwazulu-Natal -South Africa." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1439.
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A thesis submitted to the Faculty Arts in partial fulfilment of the requirements for the Degree of Masters of Arts in Community Work in the Department of Social Work at the University of Zululand, South Africa, 2014The previous researchers suggested that school bullying is high in South Africa, especially in high schools. The researcher is motivated by seeing a large number of schools in South Africa who experience school bullying in different forms. The researcher of the study reviewed previous dissertations and thesis which indicated that schools with high levels of reported incidents of bullying have lower passing rates when compared with schools with less reported cases of bullying. This study is built on the groundwork of reviewing the findings of previous researchers about school bullying; so it is due to those regards that made the researcher decided to conduct the study of this nature. The research was designed to investigate school bullying of learners at Mshini High School in KwaZulu-Natal: South Africa. The sample was taken from grade 10 learners at Mshini High School and a simple random sample of 30 participants was used. A questionnaire with 40 closed-ended questions was used as a tool for gathering information from participants. The participants were both males and females. A quantitative programme of data analysis was used in the study. Data was analysed and presented through the use of descriptive statistics which involves tabulations and graphs; thus to find the results of the study. The name of the school that the researcher used was a pseudo name. The researcher used the pseudo name “Mshini High School” to maintain confidentiality. The researcher discovered the answers for the key questions of the study, and the objectives of the study had been achieved since the researcher discovered what was being investigated. According to the findings of the study school bullying is defined as a psychological attack that cause distress and fear, demanding the lunch box from other learners, an intimidation intended to cause harm, a repeated aggressive behaviour and a physical attack on the school ground that includes an imbalance of power. The findings suggest that school bullying did exist at Mshini High School because of the evidence and facts that the majority of participants stated that they did know of schoolmates who had been bullied. The researcher ascertained that school bullying had been reported at Mshini High School since a high percentage of participants confirmed that they knew someone in their school who had reported the incident of being bullied. The findings indicates that school bullying at Mshini High School had been reported to different people by learners and the high rate of participants had reported school bullying to their friends. Lastly, the researcher discovered that the most common type of bullying that occurred at Mshini High School was pushing.
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Meel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.
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Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials & Methods: This is an observational cross sectional, analytic study of teenage pregnancy conducted among high school teenage girls in the Mthatha region of South Africa. Result: A total of 1150 teenage girls from 15 to 19 years of ages responded from seven high schools in the Mthatha region of South Africa. In total 113 (10%) of teenage high school girls were currently mothers or had previously been pregnant. The proportions of those who had ever been pregnant increased significantly with age. The risk of falling pregnant among public high school teenage girls had two times higher compared to private high school teenage girls. Condoms were the most common method of contraception whereas the oral pills were the least common in practice. About half of teenage girls who had ever been pregnant had an abortion and of this one-third had had a backstreet/illegal abortion. The frequency of substance use was significantly higher among teenage girls who had ever been pregnant. A significant correlation was found between low socio-economic status, public schools and teenage pregnancy in this study. Conclusion: Teenage pregnancy is common among high school girls from 15 to 19 years of age in the Mthatha Region, South Africa. Poor socio-economic family conditions, lack of contraceptive use, early sexual maturation, risky behaviour, lack of knowledge about sexuality and reproductive health, multiple sexual partners and substance use were the common contributing factors of teenage pregnancy.
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Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.
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Laughton, Lorraine Rosemary. "Teacher-stress in South African state high schools." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005865.
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Van, Wyk Brian Eduard. "Constructions of gang membership among high school youth." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52172.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The problem of gangsterism in the Western Cape is taking on huge proportions especially among high school youth. Previous studies found that the initial expectations of gang members and their actual experience of gang membership differed. An ethnographic study was done with high school pupils from a semi-urban setting in the Western Cape who were gang members to find out how they constructed meaning out of their membership to the gangs. Transcripts of unstructured interviews with five participants were analysed using Strauss and Corbin's method of Grounded Theo . The analysis - showed that the pupils from this setting predominantly joined the gangs because they were exposed to the gang members, who operated in the same streets that they live in, and as a result received much more positive information about the gang from their friends. They chose to remain committed to the gang because the gang members were perceived as being very supportive, providing for them financially, emotionally (by giving them acceptance) and physically (protecting them). The study found tha COnfl~!).,as a major part of the gang life or culture. Members could not escape the violent gang activities, despite all their attempts to make peace. The gang culture which resembled that of the prison gang c~, was perpetuated and sustained by the persistent group dynamics and processes that imposed social roles and expectations on members. The members became more deviant in behaviour out of loyalty to the gang. Contrary to current beliefs on the causes of gangsterism, the present study found that social control and feelings of relative deprivation had no conscious influence on the participants' decision to become gang members. The research suggests that future gang intervention should seek to develop programs around providing alternative modes of support to youth at risk.
AFRIKAANSE OPSOMMING: Die bendevraagstuk in die Westelike Kaap neem groot afmetings aan onder die jeug van verskeie plaaslike hoerskole. Vorige studies het getoon dat die aanvanklike verwagtinge van die jeug en hulle werklike ervaring van bendelidmaatskap verskil het. 'n Etnografiese ondersoek is geloods waarin hoerskoolleerlinge uit 'n semi-stedelike gebied van die Westelike Kaap betrek is om die betekenis van bendelidmaatskap te konstrueer. Die ongestruktureerde onderhoude met vyf deelnemers is aan die hand van Strauss en Corbin se metode van analise ontleed. Die daaropvolgende analise het getoon dat hulle hoofsaaklik by 'n bende in hul woonbuurt aangesluit het omdat hulle baie blootstelling aan, en positiewe terugvoer van die bendelede gekry het. Die deelnemers het verkies om lojaal teenoor die bende te bly omdat die bende hulle emosionele (aanvaarding), fisiese (beskerming) en finansiele ondersteuning gebied het. Die huidige studie het gevind dat konflik 'n integrale kern van die bendekultuur gevorm het. Ten spyte van die vele pogings wat bendelede aangewend het om vrede te bewerkstellig, kon hulle nie daarin slaag om die geweldadige akitiwiteite te stuit nie. Hierdie bendekultuur wat sterk ooreenstem met die tronkbende-sisteem is in stand gehou deur groepsdinamika wat sekere sosiale rolle en verwagtinge op lede afgedwing het. Bendelede het groter gedragsafwykings getoon soos wat die lojaliteit aan die bende toegeneem het. In teenstelling met algemene bevindings betreffende die oorsprong van bendelidmaatskap, het hierdie studie getoon dat sosiale beheer en die ervaring van relatiewe deprivasie geen noemenswaardige invloed gehad het nie. Daar word voorgestel dat programme vir intervensies moet konsentreer op alternatiewe vorme van ondersteuning vir hierdie "riskante" jeug.
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Nesengani, Ralintho Isaac. "Father-absence and the academic achievement of high school students." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18319.
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Father-absence, whether it be in the context of short duration or total absence, tends to provide inadequacies in the child's interaction with his/her father, leading to accompanying debilitating effects on cognitive functioning (Sutton-Smith et al, 1986). In view of the South African context father-absence economically sanctioned through migrant labour amongst Africans, manifests itself during the formative years of children's lives. For this reason this study investigates the association between migrant father-absence and children's levels of high school academic achievement. The sample of matched father-absent and -present working class children was acquired from 39 schools under the Venda State department of Education. HSRC's standardised Scholastic Achievement Test (SAT) biology, English second language, and mathematics were used as data gathering instruments. 276 father-absent and -present high school (Std 10) students data was analysed. Analysis of variance (ANOVA) was used to establish how academic achievement among students varies by family patterns and gender. Differences established between family patterns and gender on SAT raw scores of the Total Battery, mathematics, English second language and biology are reported separately. The results of the study seem to suggest that father-absence has some remarkable deleterious effects upon scholastic achievement, apparently depending upon the type of skill tested. Furthermore, another significant finding indicated among these working class African children is that father-presence tends to benefit males more than females, while father-absence detrimentally affects females more than their male counterparts.
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Rystedt, Caroline. "Stress in High School - A Comparison between South Korea and Sweden." Thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158199.
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Author: Caroline RystedtTitle: Stress in High School - A Comparison between South Korea and Sweden Supervisor: Gabriel Jonsson This thesis aims at learning about stress-related issues that affect high school students in South Korea and Sweden through survey studies, and ultimately finding possible solutions to tackle them. The quantitative, qualitative and comparative research methods were utilised to achieve the objectives. Three research questions in place are: A) Do high school students in Korea and Sweden feel stressed because of school? B)Are there any similarities in terms of causes of stress in comparison? C) Do the high school students in these two countries handle stress well? Through background research it appeared that living in the South Korean society was highly stressful; South Korea had one of the highest suicide rates amongst the OECD countries, and the figures showed that many of those were high school students. On the other hand, there were sources suggesting that the Swedish adolescents felt more stressed nowadays than the previous generation did. An online survey was conducted to garner information and opinions from second and third year students in South Korea and Sweden respectively; Subsequent analysis based on the coping andstressors theories was employed to assess the outcome of the survey. The results indicated that school had significant influence on students’ mental health - students felt stressed in both countries. There were similarities in terms of causes of stress, despite the South Korean students feeling more stressed than their Swedish counterparts based on the survey answers. The students from both countries stated that fear over uncertain future was one of the main causes of stress, and that worries over university admissions put them under pressure. The study also showed certain differences in the copying ability of the two student groups. The conclusion of this thesis aims to achieve a better understanding of high school students’ well-being needs and seek possible means of tackling stress based on the student respondents’ own proposals. Key words: stress, high school, coping, stressors, internet survey, suicide, adolescents
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Ramathesele, Jonas Ramorwesi. "The epidemiology of injuries in South African high school soccer players." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26544.
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The aim of the study was to document the epidemiology of injuries sustained by South African high school soccer players. Subjects for the study were selected from all the high schools (n = 10) in Tembisa (Gauteng, South Africa). A cohort of 227 high school soccer players, representing all the players in the Tembisa schools, was followed over one playing season. All practice and match hours were recorded and specific injury report forms were completed by all the coaches. All injured players were then referred to the principal investigator (JR) for detailed examination to document injuries. Factors such as pre-season training, warm-up, stretching, playing surface, environmental factors, and the use of protective equipment were also recorded. In this study, 63% of all the players sustained an injury during the season (seasonal incidence). The overall incidence of injuries was 9.04/1000 hours of play. The incidence in matches was 274 times higher than in practice. More than half (57%) of the injuries were classified as moderate. The highest incidence of injury per player position was in goalkeepers (13.7/1000 hours play). The lower extremity accounted for most injuries (88.8%), principally the ankle (42.4%) and the knee (27.1%). The most common type of injury was a ligamentous sprain (68%), followed by musculotendinous strains (15.8%). There were only two joint dislocations, and no fractures. All the participants in this study played on gravel pitches and on no occasion was a first-aid kit available. The majority of players were not aware of appropriate stretching, warm-up, and strapping techniques to prevent injuries. None of the players engaged in any form of pre-season training. In two of the schools (20%) the soccer coaches had formal training with coaching certification. Although the injury rate in high school soccer players in this study is only slightly higher than that reported · by others, it is clear that scientifically based measures of injury prevention (pre-season training, warm-up, stretching, and strapping) need to be implemented in these schools. In addition, proper sports and first-aid facilities should be provided, and coaches should receive formal continuous training.
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Bunyasi, Erick. "Transmission of tuberculosis in high school students in Worcester, South Africa." Doctoral thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32204.
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Introduction Although adolescents have the highest force of Mycobacterium tuberculosis infection1 and rapidly increasing burden of tuberculosis (TB) disease through 10–19 years of age,2 there are few studies on adolescent Mycobacterium tuberculosis infection, transmission, and TB disease in the WHO African region. Adolescents in the high TB burden countries of Africa are therefore an important, but neglected risk group for global TB control efforts. Adolescents spend a considerable amount of their time in school classrooms, but there is paucity of data on classroom risk of Mycobacterium tuberculosis transmission. To the best of our knowledge, no published study has conducted measurement of air quality and air sampling for Mycobacterium tuberculosis DNA in school classrooms, a novel approach that may support targeted TB disease case–finding strategies which may be more efficient than symptom–based TB screening in the congregate school setting. The overall aims of this PhD project were: 1) To conduct a systematic review of adolescent latent TB infection (LTBI) and TB disease prevalence, and to examine the relationship between adolescent Mycobacterium tuberculosis infection and TB disease rates, in high TB burden African countries. 2) To describe temporal changes in prevalence of LTBI among adolescents living in a single TB endemic South African community, across two time periods spanning the decade 2005–2015. 3) To describe temporal changes in adolescent TB disease notification rates in the same community for the decade 2005–2015. 4) To determine classroom ventilation risk for Mycobacterium tuberculosis transmission in tandem with a pilot study of air sampling for Mycobacterium tuberculosis DNA; and to investigate the operational feasibility and yield of a pragmatic, symptom–based approach to TB disease surveillance in high schools. Methods To achieve Aim 1, we performed a bibliographic database search for studies conducted and published between 1990 and 2018 on prevalence of adolescent (10–19 years) LTBI and TB disease in high TB burden African countries. We calculated the ratio between the number of Mycobacterium tuberculosis infections based on Annual Risk of TB Infection (ARTI) estimates and the number of microbiologically–confirmed TB disease cases per year, and compared the observed ratio to the expected ratio of 8–12 published by Styblo et al.3 To achieve Aim 2, we collected adolescent LTBI (defined by positive QuantiFERON® –TB Gold In–Tube test) prevalence data from eight South African high schools, spanning the decade 2005–2015, from databases of an adolescent cohort study (2005–2007) and an adolescent vaccine trial (2014–2015). We used the two–sample test of equality of proportions to compare changes in LTBI prevalence over the two periods. To achieve Aim 3, we collected adolescent TB disease notification data from the same community (using an electronic tuberculosis disease register) for the decade 2005–2015 and we used the Mann–Kendall test to explore temporal changes in notification rates. To achieve Aim 4, we conducted a cross sectional study of 72 classrooms occupied by 1,836 high school learners, in addition to 7 comparator clinic spaces selected for high a priori risk of Mycobacterium tuberculosis transmission, and performed ventilation (carbon dioxide concentration) measurement to define spaces with high ventilation risk (>1,000 ppm) and ddPCR air sampling for Mycobacterium tuberculosis DNA, with active TB symptom screening among learners. Results 1) There is paucity of data on adolescent LTBI and TB disease prevalence in high TB burden African countries (1990–2018). Based on the limited available data, both LTBI (16%–55%)4–8 and TB disease prevalence rates are high (180–679 cases per 100,000),6–10 but corresponding infection–to–disease ratios are inconsistently low compared to that expected from Styblo's Rule.3 2) Overall adolescent LTBI prevalence remained high and relatively unchanged (44–49%) between 2005– 2015. 11 However, although average LTBI prevalence was unchanged in lower socio–economic quintile schools, prevalence increased in highest socio–economic quintile schools (from 20% to 38%).11 3) Adolescent TB disease notification rates fell 45% (662 to 361 per 100,000) in the same community over the same period. Despite this decrease, recent TB disease prevalence remains high and is three– fold higher in older (15–19 years) than younger (10–14 years) adolescents (566 vs. 151 per 100,000 in 2015). 4) More than one–third of 72 high school classrooms were inadequately ventilated and one–fifth of classrooms had evidence of airborne Mycobacterium tuberculosis DNA detected by ddPCR air sampling. The average risk of inhaling 1 Mycobacterium tuberculosis DNA copy was similar between clinics and classrooms. Across all classrooms the average risk of a classroom occupant inhaling 1 Mycobacterium tuberculosis DNA copy over 1 lesson (35 minutes) was 0.71%; and the estimated risk over 1 academic year was 100%. However, yield from symptom–based TB screening was low, consistent with the presence of undiagnosed subclinical TB cases and risk of ongoing transmission in the school setting. Conclusion Despite the encouraging decline in adolescent TB disease notification rates observed between 2005–2015 in the study area, adolescent LTBI prevalence remains high, consistent with ongoing medium–term transmission. The relatively high proportion of inadequately ventilated classrooms would place learners at high risk of Mycobacterium tuberculosis transmission if exposed to an infectious occupant. This risk appears material, given the proportion of classrooms with a positive ddPCR air filtrate sample and the estimated cumulative risk of inhaling of at least one copy of Mycobacterium tuberculosis DNA. The presence of previously undiagnosed TB cases among learners is inferred from our classroom ddPCR air sampling data, which further suggest that pragmatic school–based TB symptom screening is an inefficient surveillance strategy that likely missed learners with subclinical TB. Improved ventilation in school classrooms is a low–cost intervention that may reduce the risk of TB transmission in schools. New and more efficient targeted TB disease case–finding strategies are needed for congregate settings, including schools, in high TB burden countries. Based on our preliminary data, classroom ddPCR air sampling for Mycobacterium tuberculosis DNA appears feasible for this purpose, but requires further research to optimise diagnostic accuracy and demonstrate cost–effectiveness and public health value in high TB burden countries.
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Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
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Thesis (MEdPsych))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process. The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities. The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.
AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel. Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe. Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
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Masinga, Kate Poppy. "A school-based violence prevention programme for high school learners in Tshwane South District Gauteng Province." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60388.
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A report released by the South African Council of Educators (SACE) (2011:12) reveals a grim picture on school safety and the shocking results showing that 1.8 million learners experienced violence at school. Eight years after the Human Rights Watch World Report (2008:164), sexual violence, corporal punishment; bullying, gang-related activities, and occasional murder continue to plague some South African schools. Violence against children and youth has reached endemic proportions in South Africa (Huisman, 2014:10).
The goal of the study was to develop, implement and evaluate a school-based violence prevention programme with high school learners in Tshwane South District. The bio-ecological systems theory and a combination of practice approaches, namely: the developmental social work approach, the social and emotional learning (SEL) approach, character education (CE) and social cognitive and social competence perspective were utilised as theoretical frameworks for the study.
The study was embedded within the pragmatic and critical research paradigms. The Intervention Research, Design and Development (D&D) model which is a sub-type of applied research, was utilised for the study. The exploratory convergent design was used, starting with the exploratory design and followed by the descriptive design (Creswell & Plano Clark, 2007:59). For the qualitative phase, the collective case study method was used to solicit in-depth views of learners on the school violence problem and interventions to address the problem (Creswell & Plano Clark, 2007:59). During the quantitative phase, the descriptive survey research design was employed to identify and describe the nature and aetiology of the phenomena of school violence (Onwuegbuzie & Leech, 2006:474) and to obtain quantitative data about the learners' opinions, attitudes, and experiences of school-based violence (Engel & Schutt, 2013:18).
Concurrent multilevel sampling was employed (Sharp, Mobley, Hammond, Withington, Drew, Stringfield & Stipanovic, 2012:35), including both purposive and random sampling techniques (Teddlie & Yu, 2007:85). In developing the Triple T school-based violence prevention programme in collaboration with learners as service users, Lipsey's Theory-Based Programme Development and Evaluation Model was utilised (Lipsey, 1993:33). Mixed methods, namely a One-Group Pretest-Posttest design in combination with a focus group interview was used to evaluate the programme.
The Triple T programme was effective in enhancing learners' knowledge of the nature, causes and impact of violence; their knowledge of moral values and ethical principles; their understanding that violence is a violation of human rights; the importance of caring, compassionate and supportive interpersonal relationships that are based on respect and UBUNTU principles; and increased their knowledge of conflict resolution and anger control strategies. Although some skills in problem-solving and decision-making were learnt, time constraints did not allow in-depth skills development. Furthermore, the use of ICT and role play was unproductive and there was a lack of preference for homework exercises. It cannot be confirmed that the programme has been effective in changing learners' attitudes and behaviours because change is a process and happens over time. Based on the study's findings, it is recommended that the programme be modified, improved, and then implemented and evaluated pertaining to the promotion of an anti-violence school culture and the prevention of violence.Thesis (DPhil)--University of Pretoria, 2016.
Social Work and Criminology
DPhil
Unrestricted
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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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Kolawole, Ibidayo Ebun. "High school learners' perception of HIV/AIDS preventive strategies." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/1029.
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Submitted in fuIfilment ofthe requirement for the degree Master of EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003.This study investigated the perceptions of high school learners about HTV7AIDS preventive strategies. The study reveals that the age of the learner, their gender, grade level, and the school they attend influences their perceptions. The study also reveals that the learners hold positive perceptions about abstaining from sex, delaying sex until marriage as well as knowing the HIV/AIDS status of potential partners as of paramount importance while those who do not hold positive perceptions about abstinence hold positive perception about practicing safe sex. The study reveals that there was no relationship between religion and the acceptance of circumcision as a cultural practice through which infection could be avoided; but racial grouping and age greatly influence the acceptance of this alternative strategy.
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Benkenstein, Alex. "An evaluation of an after-school programme for high school learners in Cape Town, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25209.
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Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.
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Binning, Priya. "The multi-identities of Canadian high school students of South Asian heritage." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28816.
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This study examined the notions of culture and identity held by high school students, of mainly Punjabi descent, in a Punjabi 11 class as realized through their completion of a unit designed to allow them to learn about themselves and their attitudes and beliefs regarding what comprised their culture. Data was collected through a unit of study created to allow the students to explore their identities and included student journals, reflections and final projects and presentations. The findings suggest that while the students identified themselves as Canadian, a Canadian identity often appeared to be second to their ethnic or religious identity (such as being Punjabi or Sikh). What came to the forefront is that Punjabi students see themselves as having a unique cultural identity that they share with other students of similar backgrounds. For many, this essential group identity creates the foundation for their social networks.
Two of the main factors that create this group identity appear to be religion and culture, both of which are taught at home by the family, supported by Punjabi media and validated by their friends at school. The expectations placed upon the participants by family are accepted and not often questioned and are instead considered to be duties that need to be fulfilled. Moreover, religion and culture are terms that appear, for some, to be interchangeable for many of the participants in this study and this does not pose a problem for them or their identities. There are also elements of being Punjabi and being Canadian that could be interpreted as being conflictual but are not perceived as such by the students, such as wanting to maintain traditional gender roles and marriage practices while also embracing the independence and freedom to choose your own path that comes with being Canadian.
This study contributes to our understanding of adolescent Indo-Canadians by exploring what their notions of identity are and how they see themselves, within their social groups, school community and at home. Future research should be focused on a larger, more diverse population of Indo-Canadian teenagers to concretely substantiate the ideas presented in this study.
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Mokhele, Reitumetse. "Perceptions of school climate: a comparative study of a former white and a black South African high school." Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32821.
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School climate is a determinant of academic performance, as supported by evidence in developed countries. However, there are limited studies from developing countries to test this hypothesis. The few studies that have attempted to explore this topic are often limited to educators. Studies in South Africa show this limitation, hence the motivation to explore school climate from the students' perspective. This study is focused on students' perception of school climate and how it impacts their academic lives. Two schools from the Western Cape Province were used as case studies. They were Pinelands and Langa High Schools, institutions that are distinct in terms of their history, location, resources, demographics and academic performance. The results of the study revealed that most students do not feel safe physically and emotionally in the school environment. In a multiracial school, the main concern is around interpersonal relationship, particularly the level of social support received from teachers; while in a black and disadvantaged school, the concerns are around institutional environment relating to the physical environment and facilities in school. Additionally, students from the privileged school had more emotional concerns, and did not believe that teachers supported them socially, while those from the disadvantaged school had physical safety concerns but believed that their teachers are supportive both academically and socially. The study concludes with a recommendation for future studies to consider more than two schools, expand the geographical scope, employ rigorous data collection, and assess multi-stakeholder perceptions of school climate and the link it has to academic performance so as to improve reliability and generalisability of the findings.
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Mdlongwa, Edward Thabani. "Information and communication technology (ICT) and enhanced learning at Pearson High School." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011595.
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The advent of the 21st Century has seen a number of technological developments which affect almost every spectrum or aspect of our lives. Castells (2001) likens the power of ICT to the impact that access to electricity and clean running water in a community have had on human development. In the field of educational, information and communication technology (ICT) has become a core part in helping to improve the efficiency and productivity of both teaching and learning of any particular subject (Fallows and Bhanot, 2002).The aim of this study was to investigate to what extent ICT had enhanced learning at Pearson High School in the Summerstrand area of the Nelson Mandela Bay Municipality (NMBM). The results of the study were compared with similar studies in other schools in NMBM conducted at the same time. The study was qualitative and methods of data collection used were key informant interviews and focus group discussions.
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John, Daisy Mary. "Developed teacher leadership in a township high school : an interpretive case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018548.
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South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
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Nyembezi, Nceba. "Determinants of cloud computing: adoption and application by high school learners." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1339.
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The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
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Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.
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August, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.
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The DoE is structured in such a way that in all the provinces there are Districts which are formed by clusters. The performance of each province is measured according to that of the different Districts. This District performance reflects back to the schools in the clusters where they are found. Everyone is keen to know which District will be the top performer in the Grade 12 results in the Eastern Cape; because this is where performance of each school is measured. In the past years it was sad to notice that the Eastern Cape schools have had a very low pass rate. The DoE (PE) District has a challenge to change the situation in which the province finds itself. This research seeks to address the challenges encountered by the schools which are not able to improve their pass rate. It focuses on the school management systems of low pass rate schools; and how can they be modified. It is vitally important to manage the organisation or institution in a way which will optimize performance. That is the reason for discussing and debating the way school management is operated in the high pass rate schools, so that differences between the two categories of schools are noted and good strategies are utilised in low pass rate schools. For the PE District to improve; the schools in the circuits must improve in their performance. Each circuit is allocated an Educational Development Officer (EDO). It is the duty of the EDO to monitor and evaluate the schools in their circuits. These departmental officials have to ensure that schools are managed well; that is, that the school management systems are functioning properly. They need to assist the schools in any way they can, in order to improve the performance of the schools. This research study seeks to bring forward the challenges faced by the low performing schools so that every stakeholder in the schools and in the DoE is on board to improve the situation. Improvement in the circuit will help the province to enhance its overall performance.
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Mnyaka, Lindani Ntuthuko. "Impact of formal career guidance and counselling during high school at UniZulu." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1564.
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A mini dissertation submitted to the Faculty of Arts in partial in fulfillment of the requirements for the Degree of Master of Arts in Counselling Psychology at the University Of Zululand, 2017Career guidance and counselling services are an important and essential starting point in career development. In the South African context, career guidance services are often under-utilised by high school learners, as a result, a large proportion of matriculants leave school with uncertainty about what careers they want to pursue. Much focus has been placed on improving matriculation results but it is almost counterproductive when career guidance is given minimal attention. The college and career-readiness agenda seems to be given very little attention and this weakness results in a number of challenges which negatively affect society, as the normative expectation in today's society is for a person to complete high school and acquire skills which will contribute to the improvement and rebound of the economy and for people to give back to the communities in which they live and thrive. There are presently limited trained personnel in South Africa to provide career guidance services and the Department of Higher Education and Learning has observed this problem and is currently reviewing the competency framework of career guidance services. The general aim of this study was to investigate the role and impact of formal career guidance and counselling, and the absence thereof, during high school. The study sought to unveil whether recipients of formal career guidance and counselling during high school had more career insight than non-recipients. Further, the study looked into the roles played by career guidance material and informal sources utilised by learners during high school before making career choices and also assessed the level of satisfaction which the participants experience in their current careers. The study was conducted at the University of Zululand main campus in KwaDlangezwa in northern KwaZulu-Natal. The target population was 50 academic staff from all four faculties at the University of Zululand. However, due to circumstances beyond the researcher’s control, only 34 questionnaires could be used at the time of the data collection. Stratified random sampling was employed in the study. The data was collected using a self-developed questionnaire by the researcher and data was analysed using the Statistical Package for Social Sciences (SPSS) Version 10.0 computer programme. Descriptive statistics (frequency tables, percentages, cross tabulations, graphs and charts) were used in data analysis. The study revealed that the majority of the participants left school without career guidance. As a result, they stumbled in finding suitable careers post matric. It was also observed that learners from all school types faced a similar problem regarding the lack of career guidance services, career material and other sources of information regarding careers. The limitation of this study was that the sample was not a large sample due to time and budget constraints and the results were only from the study area.
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Flisher, Alan John. "The epidemiology of risk behaviour of high-school students in the Cape Peninsula, South Africa." Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/26194.
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Objectives: To document: (1) the prevalence of selected risk behaviours of high-school students in the Cape Peninsula; (2) whether the notion of a syndrome of adolescent risk behaviour is valid for this setting, and to investigate whether suicidal behaviour and behaviour exposing oneself to injury should be included in this syndrome; and (3) the relationships among risk behaviours, taking into account their influence upon one another. Design: The study was based on a cross-sectional survey utilising a self-completed questionnaire. Sample: A stratified random sample of 7 340 students was selected from 16 schools in the three major education departments. Results: High prevalences of risk behaviour were recorded; for example, 7,8% had tried to commit suicide in the previous year; 18, 1 % smoke cigarettes; 15,4% had engaged in binge drinking in the previous fortnight; 7,5% had ever smoked cannabis; 37,3% had failed to wear a seat belt on the last occasion this was possible; 9,8% of males had carried a knife to school and 25,0% had walked home alone at night in the previous month; and 17,4% had ever participated in sexual intercourse. With few exceptions, the unadjusted odds ratios for the relationships between pairs of these variables were significant. Between three and nine of 26 risk behaviours qualified for inclusion (p < 0,01) in each stepwise logistic regression model for each gender with each of the above risk behaviours as dependent variables. Cannabis smoking, alcohol bingeing, and exposure to danger in getting home at night were independently associated with having had sexual intercourse. Conclusions: Intervention programmes are needed to reduce the prevalence of risk behaviours in this population. The notion of a syndrome of adolescent risk behaviour is valid for this population, and both suicidal behaviour and behaviour exposing oneself to injury should be included in this syndrome. There are significant relationships between many adolescent risk behaviours even when the influence of other risk behaviours is taken into account. The probability of adverse sequalae of risk behaviours such as exposure to danger in getting home at night and sexual intercourse is amplified by the presence of selected other risk behaviours.
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Anderson, L. Paul. "Role, job scope, and status of high school athletic directors in South Dakota." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159143.
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The purpose of this study was to develop a comprehensive data base of the status, role, and functions of athletic directors in South Dakota. Because the position had never been formally studied in this state, school administrators and school board members had no reliable data base to use when making policy and personnel decisions.The population surveyed consisted of all 191 athletic directors in South Dakota. One hundred and seventy eight athletic directors responded for a return rate of 93.2%. Differences among Class AA (16 largest schools), Class A (next 64 largest schools), and Class B (111 smallest schools) athletic directors were calculated using a chi-square test of independence with significance at p-value <.05.The surveys and subsequential statistical tests revealed that the larger the school in South Dakota, the more likely athletic directors were assigned full-time status, administrative status, secretarial assistance, a greater weekly time commitment to their jobs, more sports to supervise, more staff members to supervise and evaluate, an administrator to supervise and evaluate them, and a higher part-time stipend. The larger the school, the less likely athletic directors were assigned coaching duties. Larger schools were also more likely to employ athletic directors with more years of experience in teaching and coaching than were smaller schools. Physical education was the primary undergraduate major of athletic directors.These findings suggest that school enrollment is an important variable determining the role, status, and job scope of South Dakota athletic directors. In addition, many athletic directors in the smallest schools were principals or superintendents who performed the duties of athletic director as a part of their overall administrative duties.Recommendations are made for improving role definition and further research.Department of Educational Leadership
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Robinson, Bradley. "Strength and conditioning practices of high school rugby coaches: a South African context." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63459.
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Although the sport of rugby union is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between different types of schooling systems available in South Africa. An online survey or in person interview (depending on the school), adapted from previous strength and conditioning questionnaires, was conducted with 43 responses; including 28 schools among the top 100 rugby schools in South Africa for 2016 and 15 no-fee paying public schools in the Eastern Cape Province of South Africa. Results indicated that the top 100 rugby schools implement conditioning practices similar to the best-known international practices compared to no-fee paying schools who lacked the knowledge and skills in various strength and conditioning principles. It was found that all no-fee paying school coaches had insufficient qualifications to administer the correct training techniques. Coaches at all schools lacked the appropriate knowledge on injury prevention and scientifically based training programmes. It was concluded that education and skills around the best strength and conditioning practices for school level coaches needs to be improved and particularly in less privileged schools. The main goal being to reduce the risk of injury and improve performance across all sectors of the rugby playing population within the country. This was deemed crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socioeconomic schools.
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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.
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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.
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Namane, Kedibone Charlotte. "Examining the evolution of bully-victim behaviour in South African high school students." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26902.
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Bully-victims have not been studied extensively in the South African context and studies regarding cyber bullying are not keeping up with this widespread of ICTs. There is a large scale of research that focuses on bullying and victimisation, but not much on bully-victims in general which makes it difficult to identify this group of individuals for better intervention measures. The term bully-victims refers to those individuals that are bullies but also experience bullying as well. An obstacle in the development of interventions suitable for this phenomenon is the inability of researchers, teachers as well as learners to differentiate between the different forms of bullying. Failure to understand the distinctions in the forms of bullying may result in a domino effect of not understanding individuals' behavioural differences as well as bullies' risk profiles. Therefore, it would be very important to try and get an understanding of this behaviour and the possible causes which will help in developing tools that can assist in preventing the cycle of mobile bullying, and mobile bully-victimisation as well as raise awareness on the issue. This study will therefore target the category of mobile bully-victims, this class has not been studied extensively but recent developments show that it has extreme consequences for young people. This study identified different factors that impact on bully-victim behaviour and the evolution thereof. Following literature review, the researcher developed a conceptual framework illustrating the evolution of mobile bully-victim behaviour. The framework proposed that there are relationships between previous traditional bullying experience and (1) the school environment, (2) self-control/self-esteem, (3) age/grade, (4) retaliation and (5) technology which result in the evolution of mobile bully-victim behaviour. The conceptual framework was tested using a questionnaire which was distributed to grade 8 and 9 learners in four schools in the Mpumalanga province where 817 responses were obtained. A Frequency distribution test was run on factors of mobile bullying that are significantly associated with factors of mobile victimisation and it was found that a total of 121 learners scored high on both these factors thus making them mobile bully-victims. It was also found through the execution of a Spearman rank order correlation that learners that currently use their mobile phones to bully others are those that were victims of previous traditional bullying. The results revealed, for example, that learners tend to threaten, spread rumours, share content online and create groups solely for the purpose of excluding others because they have been bullied in the past. Studies explain that this reaction is as a result of impulsivity, a characteristic of low self-esteem or lack of self-control, after experiencing bullying. Structural Equation modelling was run to analyse how bully-victim behaviour evolves and how the bully-victim pathways are formed. The results revealed that schools located in rural or less advantaged communities engage in bullying activities more than those in urban or suburban communities. It was also found that only 14% of learners were aware or knew of exiting anti-bullying policies in their schools and 40% indicated that they know of other mobile bullying reporting mechanisms, with most of these learners being from urban and suburban schools. Studies found that this may be due to the high social capital provided by well off communities which provide a safer environment. The findings also proved that learners are more involved in mobile bullying activities at a younger age, this contradicting previous studies which found that mobile bullying is more prevalent as children mature. Also, younger learners lack self-control/self-esteem due to previous traditional bullying experience whereas for older learners it is due to mobile bullying experience. This is despite the fact that studies show that self-control improves with age.
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Jean-Louis, Lily-Claire Virginie. "An investigation of female leaders' perceptions of organisational culture and leadership in a Catholic High School." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003507.
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For the past thirty years, leadership theories have focused on the importance of the individual within the school organisation. The shared assumptions and beliefs of the individuals working in the same organisation shape the school’s organisational culture, and organisational culture is a salient factor which should be considered when understanding educational leadership. The focus of my study is to explore the relationship between organisational culture and leadership. In the same context, new approaches to the study of leadership have explored the issue of gender in leadership. Female leadership studies - the second focus of this study - seek not only to restore the place of the individual but also argue a place for women in educational leadership. Based in the interpretive paradigm, this is a case study of a Catholic all-girl secondary school called the Loreto Convent School of Pretoria. Historically, the Loreto schools have aimed at promoting and empowering girls’ education and female leadership. It was therefore an appropriate site in which to explore organisational culture and its relationship with leadership, particularly female leadership. I purposefully chose three of the school’s female leaders - the school’s principal, the High school Head of Department and the High school head girl - focusing on their perceptions and experiences of their leadership and the school’s culture. My research findings show that an understanding of the relationship between organisational culture and leadership cannot be complete without acknowledging the importance of the leader as an individual, with his/her personal background and values, taking into account gender as well as the multiple roles that the individual has in society. Furthermore, the ‘humane’ characteristic of educational leadership leads to an understanding that the leader is often confronted with conflicting situations where he/she is caught between personal/organisational values and the need to achieve the task. Finally, my findings show that contemporary leaders are now called upon to work and participate in the promotion of social justice in order to fight against society’s socio-economic inequality and improve the quality of education and life.
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Bryant, Michael Hugh. "A comparative analysis of factors contributing to the biblical worldview among High School students in the American Association of Christian Schools of Georgia, North Carolina, and South Carolina." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Mancoko, Melikhaya Kenneth. "The enactment of teacher leadership in a township high school : a restricted form." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019886.
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Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.
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Du, Toit Sedik. "Parental Choice in South African High Schools: An urban Cape Town Case Study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9351_1258028191.
Full textAbstract:
This study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.
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Wang, Hui. "Factors influencing high school learner's acceptance of marketing messages via short message service (sms)." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/641.
Full textAbstract:
Cell-phones and the Short Message Service (SMS) have become an important part of people's lives, with significant implications for communication and information transmission. The SMS, based on its versatility as a personal and direct medium of communication, provides an excellent means of marketing and also a possible avenue to the Nelson Mandela Metropolitan University (NMMU) for marketing its programmes. However, the success of such mobile (SMS) marketing depends largely on its acceptance by high school learners. The objective of this study was to determine whether Port Elizabeth’s high school learners are likely to accept marketing messages of the NMMU via SMS. This objective was achieved with the relevant literature study and empirical study. The literature study provided an overview of mobile marketing, mobile advertising and a detailed discussion of the SMS as a marketing tool. The various factors that might influence cell-phone users’ acceptance of mobile marketing were also reviewed. The relevance of these factors to mobile (SMS) marketing was tested using a model developed by Bauer, Barnes, Reichardt and Neumann (2005: 186) as the basis. (ii) The empirical data were collected by means of a survey, and using a self-administered questionnaire. Based on a systematic sampling, 480 respondents from 17 feeder schools of the NMMU in Port Elizabeth were selected, 417 completed the questionnaire. The empirical findings showed that most Port Elizabeth’s high school learners owned a cell-phone, their most used form of SMS was text messaging and that they are keen to receive study information from the NMMU. The data of the current study did not fit the model proposed by Bauer et al (2005: 186, as shown in Figure 1.1), and also did not fit a modified model (see Figure 3.1). Hence, further analysis and manipulation of the data resulted in a more appropriate model (see Figure 5.7). The study proposes that, Port Elizabeth’s high school learners currently display some acceptance of mobile marketing. The NMMU can consider developing and using mobile (SMS) marketing for promoting its study programmes to high school learners, although it can still not be used as the major marketing instrument. It should be effective if used with push advertising, in conjunction with other media and through capitalizing on the influence of reference groups.
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Pienaar, Etienne. "Learning about and understanding fractions and their role in the high school curriculum." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86269.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Many learners, even at high school level, have difficulty with fractions and computations involving fractions. A report from the Department of Basic Education (DBE, 2012c: 15) has highlighted that the lack in basic fraction sense was one of the areas of concern that contributed to the low achievement in matriculation mathematics examinations in 2012. Fractions play an important role in our ever-advancing technological society. Many occupations today rely heavily on the ability to compute accurately, proficiently, and insightfully with fractions. High school learners’ understanding or the lack thereof is carried over to their tertiary studies and workplaces. It is for that reason that in this dissertation, the learning and understanding of fractions and their role in the high school curriculum are studied through a critical literature review. Fractions are compound constructs and can therefore be interpreted in many different ways, depending on the area of study within mathematics. The concept of fractions consists of five sub-constructs, namely, part-whole, ratio, operator, quotient, and measure (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). This thesis starts with discussion of the background of the study and its importance. Thereafter the elements that assist in the understanding of the fraction concept is discussed. Then, the five different sub-constructs are elaborated on, and how these different sub-constructs are used in the high school curriculum is demonstrated. The conclusion offers some implications for classroom teaching and mathematics teachers’ professional development.
AFRIKAANSE OPSOMMING: Talle leerders, tot op hoërskool vlak, ervaar probleme met breuke en berekeninge met breuke nie. ‘n Verslag van die Departement van Basiese Onderwys (DBE, 2012c: 15) het beklemtoon dat die gebrek aan basiese breuk vaardighede een van die oorsake was wat daartoe gely het dat die prestasie in die 2012 matriek wiskunde eksamen so laag was. Breuke speel ‘n belangrike rol in ons voortdurende tegnologiese voor uitgaande samelewing. Talle beroepe vandag is grootliks afhanklik van die akkurate, bekwame en insiggewende berekeninge van breuke. Hoërskool leerders se begrip, of die gebrek daaraan word oorgedra na hul tersiêre studies en werksplekke. Dit is vir dié rede dat hierdie tesis die leer en begrip van breuke en hul rol in die hoërskool kurrikulum bestudeer deur middel van ‘n kritiese literatuur studie. Breuke is ‘n saamgestelde konsep en kan vir hierdie rede op verskillende wyses geïnterpreteer word, afhangende van die area van studie in wiskunde. Die konsep van ‘n breuk bestaan uit vyf sub-konstrukte, naamlik deel-van-‘n-geheel, ‘n verhouding, operateur, kwosiënt en meting (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). Hierdie tesis begin met ‘n bespreking oor die agtergrond van hierdie studie en die belangrikheid daarvan. Daarna word die faktore wat bydra tot die verstaan van die breuk konsep. Dit word gevolg deur ‘n uitbreiding op die vyf verskillende sub-konstrukte en waar hierdie verskillende sub-konstrukte in die hoërskool kurrikulum voorkom. Die bevinding bied ‘n paar implikasies vir onderrig. Hierdie studie fokus nie op die ontwerp van enige take of ander leermateriaal vir ‘n intervensie program nie, maar konsentreer op die belangrike kwessies rondom breuke. My hoop is dat die bevindinge van hierdie studie implikasies inhou vir wiskunde onderwysers se professionele ontwikkeling deur hul te motiveer om nuwe leerondersteuningsmateriaal te ontwikkel en die aanbieding van breuke in klaskamers aan te pas sodat die begrip van breuke by leerders ten volle ontwikkel kan word.
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Sayani, Anish. "Pathologies and complicities : high school and the identities of disaffected South Asian "Brown boys"." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23323.
Full textAbstract:
This study is a response to a growing disquietude in many schools in the Lower Mainland of British Columbia that there is “something wrong” with South Asian boys. During the past twenty years, approximately 100 South Asian young men have been killed as a result of criminal violence (Ministry Report, 2006), with these murder numbers steadily increasing each month. Reports from think-tanks and informal conversations and surveys with teachers and administrators in schools with high populations of South Asian students all support disturbing levels of academic failure and disaffection. Since there are no reliable data or very few published studies about the school experiences and achievement of South Asian students, educators do not understand the magnitude of this problem.
Using a three-dimensional narrative methodology (Clandinin & Connelly, 2000), this study, therefore, investigated how the schooling experiences of disaffected South Asian male students may exacerbate or alleviate the problem of disaffection. Specifically, it sought to understand South Asian male students' school experiences (including experiences of inclusion, marginalization, disaffection, success, and failure); and how educators and educational leaders understand and relate to their South Asian students.
Eight months of ethnographic fieldwork at a mid-size secondary school in a Vancouver suburb and sixty-one interviews conducted with students, educators, and educational leaders generated several key findings. The study showed that the educators and educational leaders at this school pathologized the lived experiences of the “Brown boys”; engaged in deficit theorizing discourses and practices; failed to mobilize the identities of the “Brown boys” in the classrooms; and excluded the “Brown boys” and community members from authorizing their perspectives to inform disciplinary and other school practice-shaping decisions. This study also showed that the Brown boys were complicit in the pathologizing of their own identities, which among other detrimental effects, exacerbated their disaffection at school. Through narratives and first hand voices of the participants, this study attempts to provide all educators and educational leaders new ways to understand the schooling experiences of disaffected South Asian male students and possibly even to mitigate the schooling factors that may exacerbate the disaffection of all minoritized students.
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Avellino, Noelle. "Mental health provisions for a high school in South Los Angeles| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527880.
Full textAbstract:
The purpose of this project was to develop a program that would deliver 3 years of mental health services to a charter school. The school selected for this project was Youth Opportunities High School (YOHS) in Watts, California. The program developed was Mental Health for Youth Opportunities (MHYO). MHYO was designed to provide one full-time, bilingual, master of social work (MSW) practitioner to YOHS for 3 years. The assigned practitioner will be responsible for individual therapy, group therapy, case management, and enrichment services. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.
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Bosch, Mare. "Investigating the experiences of women principals in high schools in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97300.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.
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Campher, Roelof Petrus. "A qualitative study: educator-targeted bullying by learners in a high school in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4709.
Full textAbstract:
This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.
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Soundy, Patricia Nthabiseng. "The effects of the transition from primary school to high school on learners' academic achievement." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001268.
Full textAbstract:
M. Tech. EducationLiterature shows that transition from primary to high school is a challenge to learners. The aim of this study was to obtain, from qualitative data derived from structured interviews, and document review from a case study carried out in District D3 Tshwane North (Soshanguve) schools, an adequate understanding of factors that influence transition.
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Khosa, Tintswalo. "The career decisions of rural black high school students." Thesis, 2014. http://hdl.handle.net/10210/10584.
Full textAbstract:
M.A. (Psychology)The purpose of this study was to investigate and compare the career decisions of Black rural and urban high school students. Holland's (1985) structural-interactive career theory was decided upon as the main theoretical base. The reason for this decision is based on the simplicity of the theory as well as the fact that research into the applicability of the theory to Black South Africans is needed. Holland's theory (1985) is based on the assumption that all people and work environments can be characterised into one of six types; namely the Realistic, Investigative, Artistic, Social, Enterprising and Conventional. Each is dominated by certain likes and dislikes as well as certain attitudes and skills. Based on this theory is the Self-Directed Search (50S) which is used to indicate the resemblance of the person to each of the six types. The SNUG guide to career choice workbook (Scheepers, 1996) which is based on the 50S, was used in this study to investigate career choices. The nature of the study can be classified as empirical involving the use of quantitative data-collection methods. The research design and the paradigm of the study can be typified as quasi-experimental. The sample consisted of 144 grade 12 Black high school students. Two schools within the Northern Province region in Giyani and two schools from Gauteng province in Soweto participated. There are two main groups namely the rural (Giyani) and urban (Soweto) groups. The SNUG workbook included a biographical section together with a brief exploration of how an individual chooses his or her career.
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Ngubane, Lindeni Maureen. "Career aspirations of high school learners." Thesis, 2004. http://hdl.handle.net/10530/338.
Full textAbstract:
A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2004.The present investigation consists of two objectives. The first aim is to investigate the nature of career aspirations of Black high school learners. The second aim is to find out whether learners' characteristics have an influence on their choice of a career. A questionnaire was administered to a group of 102 learners from grades ten to twelve. The findings indicate that a high percentage of respondents hold positive attitudes towards career aspiration. Results also indicate that variables such as year of study, age, gender and educational stream have no significant influence on career aspirations.
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"Social relations and school life satisfaction in South Korea." 2011. http://library.cuhk.edu.hk/record=b5894532.
Full textAbstract:
Kim, Ji Hye.Thesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 68-74).
ABSTRACT --- p.i
ACKNOWLEDGEMENTS --- p.ii
TABLE OF CONTENTS --- p.iii
LIST OF TABLES AND FIGURES --- p.v
Chapter CHAPTER ONE --- INTRODUCTION --- p.1
Chapter 1.1 --- BACKGROUND OF STUDY --- p.1
Chapter 1.2 --- LAYOUT OF THESIS --- p.4
Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.5
Chapter 2.1 --- DEFINITION OF SCHOOL LIFE SATISFACTION --- p.5
Chapter 2.2 --- STUDENTS' SOCIAL RELATIONS AND SCHOOL LIFE SATISFACTION --- p.8
Chapter 2.3 --- SOCIAL RELATIONS AND KOREAN CONTEXTS --- p.19
Chapter 2.4 --- FOCUS OF THESIS --- p.20
Chapter CHAPTER THREE --- THE EMERGENCE OF THE HIERARCHICAL SCHOOL SYSTEM IN SOUTH KOREA --- p.21
Chapter 3.1 --- EDUCATIONAL EXPANSION DURING THE COUNTRY'S ECONOMIC DEVELOPMENT --- p.21
Chapter 3.2 --- THE EMERGENCE OF ELITE HIGH SCHOOLS AND THEIR REPID DEVELOPMENT --- p.22
Chapter 3.3 --- VOCATIONAL HIGH SCHOOLS EDGED OF THE HIERARCHY OF HIGH SCHOOL SYSTEM --- p.25
Chapter CHAPTER FOUR --- METHODOLOGY AND RESULTS --- p.30
Chapter 4.1 --- HYPOTHESES --- p.30
Chapter 4.2 --- DATA AND SAMPLES --- p.30
Chapter 4.3 --- VARIABLES --- p.31
Chapter 4.4 --- METHOD AND ANALYTICAL STRATEGIES --- p.33
Chapter 4.5 --- RESULTS AND FINDINGS --- p.38
Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.51
Chapter 5.1 --- MAJOR FINDINGS AND DISCUSSION --- p.51
Chapter 5.2 --- ADDITIONAL FINDINGS --- p.56
Chapter 5.3 --- THE SOCIOLOGICAL IMPLICATION --- p.58
Chapter 5.4 --- LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH --- p.59
Chapter 5.5 --- CONCLUSION --- p.60
APPENDIX A --- p.62
APPENDIX B --- p.65
REFERENCES --- p.68
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Nesengani, Alidzulwi Thomas. "Management of high school learners academic performance in Chemistry." Thesis, 2017. http://hdl.handle.net/11602/878.
Full textAbstract:
DEd (Educational Management)Department of Educational Management
Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.
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Sihlangu, Paulinah Thembeni Mashopane. "Nutrition education : a case study at Mohlabetsi High School." Thesis, 2004. http://hdl.handle.net/10530/941.
Full textAbstract:
Submitted in fuliillment of the requirements for the degree of Master of Education in the Department of Comparative and Science Education ofthe Faculty of Education at the University of Zululand, South Africa, 2004.The case study explored the knowledge and understanding of nutritional issues by Mohlabetsi Senior Secondary School grade 12 learners. The information was collected through a test that was administered to the learners under test conditions. The test consisted of multiple choice type questions, short answer questions and definition of terms. Analysis of the results were limited to multiple choices questions because they cover a wide portion of the syllabus, and the definition of terms because they could help the researcher determine whether the learners are learning with understanding or not. The second tool used in the research was a hands on-activity where the subjects determined their Body Metabolic Indices to deterrnine their nutritional status. The results of the study showed that the learners harbour misconceptions about nutrition issues. For instance, the subjects had problems in defining a list of given terms relating to types of nutrition. The terms referred to different options of feeding. In defining terms the subjects combined words they had heard or used phrases which did not respond to the question asked or did not make sense. Language problems were prominent in the answers the subjects gave. One example was for a subject to define malnutrition as "the impairment of the diet from the body". Only 35% of the students obtained marks above 50 in the multiple choice questions. The low scores could also be attributed to poor comprehension of the language of instructions that is not their mother tongue. In terms of the nutritional status of the subjects, weight problems already exist in some of them. Because of the highly active lives of teenagers one does not anticipate weight problems among youth. There were 14.54% students with BMI above 30, that is, subjects that were overmass. Other subjects (9.10%) were obese. If these students do not loose mass and carry their present mass to adulthood, they are at risk. These subjects are an insurance liability and likely candidates for diabetes, hypertension and strokes. That is why nutrition education should be a lite learning process. A few subjects (10.90%) were underweight as a result of inadequate food security in their families. It was good that 65.45% of the subjects had normal weight which they were advised to maintain, particularly because obesity is becoming an epidemic among Black Africans. Recommendation from the study are to the effect that teachers at Mohiabetsi Senior Secondary school need to encourage learners to speak English The poor English language expression of the subjects in answering questions showed very poor competence in using the medium of instruction to communicate. It was also difficult to determine whether subjects got poor marks out of ignorance or from an inability to express, what they know, in a foreign language. A second recommendation was that it is important to teach learners how to answer questions in complete sentences that makes sense. The third and last recommendation was that all learners need to be empowered with skills to assess their nutritional status in order to stay healthy and avoid future pain.
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Nkosi, Dolphina Mmatsela. "Language variation and change in a Soshanguve high school." Diss., 2008. http://hdl.handle.net/10500/2344.
Full textAbstract:
This study takes place within a school situated on the north eastern side of Soshanguve, a township to the north of the capital city, Pretoria, also called Tshwane. The school draws most of its learners from an area that started as an informal settlement. Certain parts of this settlement are now well structured and it is gradually becoming a formal settlement. The children who form part of this study are those whose parents have migrated from neighbouring provinces such as Limpopo, North West and Mpumalanga, as well as from neighbouring countries such as Zimbabwe and Mozambique. Owing to this migration, the community around this school is multilingual. Multilingualism has led to phonic, grammatical, semantic and stylistic language interference. This interference has caused language change, which in turn has led to variations that affect the standard form of Sesotho sa Lebowa, the first language of the school.
The school selected for this study has achieved very average matriculation results since its establishment in 1994. Although the school generally achieves a 100% pass rate in the subject Sesotho sa Lebowa, marks are generally low despite the fact that the learners are supposedly first language speakers of Sesotho sa Lebowa. The aim of this study is to investigate the reasons for the poor quality of these results. Matriculation results over the past four years attest to the fact that something needs to be done in order to reverse the negative trend of these results.Linguistics
M.A. (Sociolinguistics)
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Wham, George Samuel. "An examination of medical care for high school athletics in South Carolina." 2006. http://www.oregonpdf.org.
Full textAbstract:
Thesis (Ed. D.)--University of South Carolina, 2006.Includes bibliographical references (leaves 176-186). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Dichabe, Sello Caleb. "Transition of school leavers into the labour market from Ga-Rankuwa high schools." 2006. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001064.
Full textAbstract:
Thesis (MTech. degree in Education) - Tshwane University of Technology, 2006.The primary objective of this study was to find out about the employability of school leavers. In order to conduct this study the researcher applied quantitative and qualitative approaches as methods of collecting data. The study was conducted among learners, school leavers (employed and unemployed), SMT members and HRD staff of the sampled schools and company respectively. It is clear from the study that:
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Frank, Serena V. "An HIV/AIDS prevention intervention among high school learners in South Africa." Thesis, 2008. http://hdl.handle.net/10413/2373.
Full textAbstract:
Introduction
Nearly half of all new HIV infections worldwide occur in young people aged 15-24 years.
Risky sexual behaviours may lead to the development of lifelong negative habits like having
multiple partners, thereby placing young people at risk of a broad range of health problems,
including HIV/AIDS. Prevention is therefore critical and includes changing behaviours that
are risky, such as the early age of sexual initiation, having many sexual partners and non-use
of condoms. The study aimed to evaluate whether a theory based HIV/AIDS intervention, 'Be
A Responsible Teenager' (B.A.R.T.), could produce behaviour change among high school
learners in South Africa.
Methods
A pre-test /multiple post-test intervention study was undertaken. All Grade 10 learners (n =
805) from all three public high schools in Wentworth were included in the study. Eleven
teachers were interviewed from these schools. Learners completed a questionnaire at baseline
(Tl), immediately post intervention 1 (T2), post intervention 2 (T3) and after a period of
seven months (T4). The B.A.R.T.intervention was implemented in the intervention schools
while the control group did not receive any intervention. Qualitative data was analyzed
according to themes, while quantitative data was analyzed cross sectionally and
longitudinally.
Results
Teachers reported many obstacles in implementing the HIV/AIDS Life Skills' curriculum,
including the poor quality of training and inadequate resources in schools. Further, learners
practised high-risk sexual behaviours. Gender differences in sexual behaviour were reported
with males predominately practising higher risk behaviours than females.The B.A.R.T.
intervention did show changes in behaviour for alcohol use at last sex and for the
determinants knowledge, attitudes, beliefs, self-efficacy and intentions to practise safer sex
respectively, over time. However, the intervention didnot positively impact abstinence
behaviours, condom use and the reduction in partners. Further, subjective norms did not
change.
Conclusion
The major obstacles to AIDS prevention include the current practices of risky sexual
behaviours including age mixing, early sexual initiation, multiple partners, forced sex and
receiving money or gifts for sex among others. Social norms as potrayed by parents, peers and
religious groups play a pivotal role in promoting protective sexual behaviours. The role of
gender and the gaps in LHAP (Life Skills' HIV/AIDS programme) also require urgent
attention.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2008.
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Dawson, Marcelle C. "Identity and context: friendship and friction in a South African high school." Thesis, 2008. http://hdl.handle.net/10210/1329.
Full textAbstract:
M.A.Identities are embedded in ‘shared experience’ and are, by implication, inherently social. It thus follows that identities are not formed, claimed, protected nor resisted in a vacuum. Contextual factors, which are influenced not only by historical processes and events, but also by current social, political and economic forces, are significant determinants of identity. In this study, one of South Africa’s former Model C schools was chosen as the research site in which to investigate the relationship between different, but related, contexts, the identities of learners, and the friendships that they formed. Three contexts were examined, namely the historical background of schooling in South Africa, the current school environment and the social context, which refers to relationships between teachers and learners. The teachers, in particular, were found to play a crucial role in shaping the learners’ identities. Their views, attitudes towards schooling and methods of teaching were informed largely by apartheid education, and most of their teaching experience was gained within this context. The general feeling among the teachers was that things had worked better in the past, under a system of segregated education. Although they did not reject or disregard the principle of equal education for all, they were not prepared or equipped beforehand to deal with the changes that the Schools Act introduced, and hence little effort was made on the part of the teachers to actively challenge racial stereotypes in a manner that underlies anti-racist education. De-racialised education did not only result in diversity in terms of ‘race’. It also changed the language and religious profile of the school. In its interrogation of these, and other, identity markers, this study assessed the ways in which the contexts, mentioned above, have impacted on the learners’ conceptions of themselves and others. It is clear that the immediate school context, which is ordered largely by teachers, provides little opportunity for seeking out shared experiences beyond obvious similarities, such as ‘race’, age, grade, sex, and language. However, despite the similarities among members of friendship groups, in terms of the more overt identity markers, learners display a tendency to group around other shared experiences, such as likes or dislikes, similar tastes or hobbies, and it is these experiences that, learners argue, have brought them together as friends.
Professor Peter Alexander Professor Tina Uys
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Braude, Georgi. "Instrumental enrichment in a technical high school for disadvantaged adolescents: a pilot evaluation." Thesis, 1994. http://hdl.handle.net/10539/20910.
Full textAbstract:
A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), University of the Witwatersrand. Johannesburg, 1994In the light of deficits in the Black Education system, historically entrenched by the ruling political hegemony. Black education has been severely compromised in S.A. ln an attempt to redress the situation CEFSA, a non-governmental organisation, has set up a technical high school for adolescents, founded on the principles of Fcuersteins Instrumental Enrichment Programme. Five Instruments were taught in 1992. This study is an evaluation of the changes in the students over the year on dimensions of Cognitive Processes, Learning Styles, Creativity and Self-esteem. Changes were related to both the FIE programme, as well as to broader Mediated Learning Experience opportunities both within and outside the school. N = 114. Statistical procedures included a range of descriptive statistics, a stepwise regression and a principal components analysis. Results indicated that changes on the above dimensions occurred in both positive and negative directions. T-tests highlighted significant changes. Demographic variables were use to explain these changes in a stepwise regression procedure. Competence on Instruments were found to be significantly positively related to end of year academic results, irrespective of demographic variables. The Influences of the IE intervention were then discussed, both positive and negative in an attempt to gain understanding of future directions to be taken in teaching thinking skills within a rapidly changing socio-political context.