3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Design and implementation of a cognitive mediated intervention programme with first year metallurgy students(2008-08-07T07:29:42Z) Fairon, Kim TamaraThis study was conducted as part of an ongoing research programme to evaluate and implement change in the School of Process and Materials Engineering (PRME) 1002 course curriculum to effect positive results in academic achievement, thus increasing throughput rates of first-year Chemical and Metallurgical engineering students. This study designed and implemented a cognitive mediated intervention programme adapted by Professor Skuy (2003) from Feuerstein's Instrumental Enrichment (1980) programme. The aim was to see if an extended programme period of time, 12 weeks as opposed to 5 weeks implemented in an earlier study by Viviers (2004), would significantly improve the academic performance of the sample of 20 first-year Metallurgy students as measured by the mid-year and end-of-year examination results. The study also aimed to find out if the cognitive mediation intervention programme would significantly improve the intellectual functioning of the Metallurgy students. The results show that mediating cognitive functions significantly improved the intellectual functioning of the sample of 20 students as measured by the pre- and post-test scores of the Cognitive Assessment System (Das & Naglieri, 1993). However, no significant improvement was found in the academic achievement of the students as measured by the examination results. Accordingly it was concluded that the extended period of time (12 weeks), was sufficient time to improve intellectual functioning of Metallurgy students, but insufficient time for this to transfer into academic achievement for the Metallurgy students. The study highlighted the difficulty of transfer in the engineering context, as well as the continued problem that first-year students have with the complex conceptual nature and demands of the PRME (1002) course.Item Recognition of prior learning: An elusive goal for the non-formal learner?(2006-11-14T12:20:03Z) Thakrar, Jayshree SonaRecognition of prior learning (RPL), the practice of valuing adults’ learning, derived from formal, informal or non-formal contexts, forms a key component of the transformational agenda of the education landscape in South Africa. Yet few institutions of higher education in South Africa practice RPL. The aim of this study is to provide insight into RPL by evaluating its current practice at one institution of higher education, the University of Fort Hare, highlighting its successes and challenges. The sources of information for this study included past RPL candidates, RPL assessors and co-ordinators, and the policy, processes and procedures that govern the RPL process in the institution. The methods used to collect the data included interviews, observation of institutional RPL workshops and an analysis of relevant RPL documentation. The research results suggest that there has been a limited uptake of RPL, which has impeded a holistic approach to RPL. Challenges include the draft status of an institutional policy, inconsistent RPL practices, the limitations of some of the RPL assessment methods, the lack of RPL data systems, the costs associated with supporting RPL candidates, the duplication of resources and practices, and the impact on academic workloads. A series of recommendations have been made to address these and other challenges highlighted in the research results.Item University degrees and the workplace: A tracer survey of a cohort of twenty-six bachelor of primary education graduates of the University of Botswana(2006-11-13T12:25:01Z) Motswakhumo, BashaThis study primarily aimed to find out how university degrees influence career paths and workplace practices of the graduates. A tracer survey was carried out using the 1997 Bachelor (primary) of education graduates of the University of Botswana. Data was collected qualitatively using unstructured interviews and analysis of documents. A bachelor (primary) of education degree programme was introduced at university level to enhance professional practice in the workplace. However the degree seemed not to have achieved this. Instead it seemed to have led the pull out of teachers from their initial work setting in the primary department to other departments. This is due to the fact that degrees do different things that do not fall into university programme design. This is also due largely to the fact that when degrees are designed they do not take into account the complexity of the challenges and experiences that teachers are faced with in the workplace. In fact, some of the challenges and experiences have nothing to do with the qualifications conferred by the degree like salaries, personal interrelations, lack of promotion prospects and professional roles devalued. All these things push teachers to leave. Though some of the teachers may be competent enough in their jobs, they still need degrees to authenticate their profession. The study concludes that the BEd (primary) degree programme is not necessarily job related. Therefore the study strongly recommends that the BEd (primary) programme be reviewed thoroughly to ensure that it leads to professional development of teachers in primary schools.