Dissertations / Theses on the topic 'Tertiary students'

Aquesta tesi examina la intenció empresarial (IE) entre estudiants terciaris, que va conduir a la producció de quatre treballs empírics. El primer article investiga la influència del control de comportament percebut (PBC), de la norma subjectiva (SN) i de l’actitud cap a l’emprenedoria (ATE), en la intenció emprenedora mitjançant l’enfocament de Modelització d’equacions estructurals (SEM) - Smart Partial Least Square (PLS). Les troballes suggereixen que la Teoria del Comportament Planificat (TPB) és una eina important per predir les intencions empresarials. Per tant, les troballes donen suport al TPB per a l'IE a Ghana. Dos factors motivacionals (actitud cap a l’emprenedoria i control conductual percebut) relacionats amb l’EI, però SN van mostrar una associació no significativa amb l’EI. Aquest estudi també va trobar que SN afectava positivament l’actitud cap a l’emprenedoria i el control conductual percebut. Tot i això, només una (relació PSE-SN) de les hipòtesis basades en la demografia va ser significativa. El segon article examina l’efecte de l’actitud cap a l’emprenedoria, la norma subjectiva, el lloc de control, l’autoeficàcia empresarial i el suport ambiental sobre la intenció empresarial de 159 estudiants MBA de dues universitats privades de Ghana. L'estudi utilitza el modelatge d'equacions estructurals (SEM) per analitzar les dades obtingudes dels participants. Els resultats mostren que tots els factors, excepte l’autoeficàcia empresarial, afecten significativament les intencions empresarials dels estudiants. El tercer treball examina com els models d’autoocupació parental / models moderen (mitjançant l’anàlisi multigrup) la relació entre els antecedents de la intenció emprenedora i la valoració social (SV), la valoració més propera (CV), les habilitats emprenedores (ES) i el suport ambiental . Les dades de tres-cents dinou enquestats es van analitzar mitjançant modelització d’equacions estructurals (SEM). L'anàlisi multigrup es va utilitzar per provar el paper moderador de l'autoocupació dels pares (PSE) per determinar si hi ha una relació significativa entre els enquestats amb PSE i els enquestats sense PSE. D'acord amb estudis previs, l'actitud cap a l'emprenedoria (ATE) i el control conductual percebut (PBC) tenen un efecte positiu sobre la IE. Els resultats demostren que les habilitats emprenedores influeixen en ATE, PBC i la Norma subjectiva (SN). Pel que fa a la influència del coneixement ambiental percebut (ENSUP) i de l'ATE, la relació va ser insignificant, tot i que l'impacte de l'ENSUP en PBC i SN va ser significatiu. Respecte a les correlacions entre SV i CV i els antecedents de TPB respectivament, es van acceptar totes les hipòtesis excepte les relacions CV → ATE i SV → PBC. Aquest estudi va revelar que els enquestats amb autoocupació dels pares perceben una actitud més elevada respecte a l’emprenedoria, el PBC, les habilitats emprenedores, el suport a l’emprenedoria i la intenció emprenedora que els que no tenen PSE. No obstant això, el MGA va establir que la formació d’intencions empresarials és similar per als enquestats amb autoocupació parental i els enquestats sense PSE. Per tant, no hi va haver una relació significativa entre els enquestats amb PSE i els enquestats sense PSE. Finalment, el quart article investiga la intenció empresarial aplicant la teoria del comportament planificat d’Ajzen (1991). Hem examinat específicament el paper del gènere en l'educació emprenedora i els models a seguir o l'autoocupació dels pares, mitjançant la realització d'una anàlisi multigrup. Hem utilitzat un qüestionari basat en web per recopilar informació de 216 estudiants d’una universitat espanyola. Les dades es van analitzar amb l’ajut de Modelització d’equacions estructurals (SEM) - Parcial mínim quadrat (PLS). Hem realitzat una anàlisi tripartita sobre models complets, masculins i femenins. Pel que fa als models complets i masculins, es van acceptar totes les hipòtesis principals, en comparació amb quatre per al model femení. Tot i que aquest estudi ha confirmat l’aplicabilitat del model TPB a la intenció emprenedora, no hem trobat una relació significativa entre homes i dones sobre les seves intencions emprenedores per a algunes relacions. Però aquest estudi suggereix que la relació entre PSE i PBC és més forta per als homes que per a les dones. En general, la tesi proporciona noves visions sobre el model d’intenció emprenedora, adaptat del TPB. Aquesta tesi ha desenterrat algunes revelacions sobre intencions empresarials entre estudiants espanyols i ghanesos. A més del nou avanç teòric, la tesi ofereix implicacions rellevants per a estudiants, educadors, responsables polítics i grups d'interès en l'àmbit empresarial.
Esta tesis examina la intención emprendedora entre los estudiantes de educación terciaria, lo que llevó a la producción de cuatro artículos empíricos. El primer artículo investiga la influencia del control conductual percibido, la norma subjetiva y la actitud hacia el espíritu empresarial, en la intención empresarial utilizando el modelo de ecuación estructural (SEM) - enfoque de mínimos cuadrados parciales inteligentes (PLS). Los hallazgos sugieren que TPB es una herramienta importante para predecir las intenciones empresariales. Por lo tanto, los hallazgos respaldan el TPB para la IE en Ghana. Dos factores motivacionales (actitud hacia el emprendimiento y control conductual percibido) relacionados con la IE, pero el SN mostró una asociación no significativa con la IE. Este estudio también encontró que la SN afecta positivamente la actitud hacia el espíritu empresarial y el control conductual percibido. Sin embargo, solo una (relación PSE-SN) de las hipótesis demográficas fue significativa. El segundo artículo examina el efecto de la actitud hacia el espíritu empresarial, la norma subjetiva, el locus de control, la autoeficacia empresarial y el apoyo ambiental sobre la intención empresarial de 159 estudiantes de MBA de dos universidades privadas de Ghana. El estudio utiliza modelos de ecuaciones estructurales (SEM) para analizar los datos obtenidos de los participantes. Los resultados muestran que todos los factores, excepto la autoeficacia empresarial, afectan significativamente las intenciones empresariales de los estudiantes. El tercer artículo examina cómo el trabajo por cuenta propia de los padres / modelos a seguir modera (utilizando el análisis multigrupo) la relación entre los antecedentes de la intención empresarial y la valoración social, la valoración más cercana, las habilidades emprendedoras y el apoyo ambiental. Los datos de trescientos diecinueve encuestados se analizaron mediante modelos de ecuaciones estructurales (SEM). Se utilizó el análisis multigrupo para probar el papel moderador del trabajo por cuenta propia de los padres (PSE) para determinar si existe una relación significativa entre los encuestados con PSE y los encuestados sin PSE. De acuerdo con estudios anteriores, ATE y PBC tienen un efecto positivo sobre la IE. Los resultados demuestran que las habilidades emprendedoras influyen en ATE, PBC y SN. En cuanto a la influencia del conocimiento ambiental percibido (ENSUP) y ATE, la relación fue insignificante, aunque el impacto de ENSUP en PBC y SN fue significativo. Con respecto a las correlaciones entre SV y CV y los antecedentes de TPB respectivamente, se aceptaron todas las hipótesis excepto CV → ATE y SV → PBC. Este estudio reveló que los encuestados con autoempleo de los padres perciben una mayor actitud hacia el emprendimiento, PBC, habilidades emprendedoras, apoyo emprendedor e intención emprendedora que aquellos sin PSE. Sin embargo, la MGA estableció que la formación de intenciones empresariales es similar para los encuestados con trabajo por cuenta propia de los padres y los encuestados sin PSE. Por lo tanto, no hubo una relación significativa entre los encuestados con PSE y los encuestados sin PSE. Por último, el cuarto artículo investiga la intención empresarial aplicando la Teoría del Comportamiento Planificado de Ajzen (1991). Examinamos específicamente el papel del género en la educación empresarial y los modelos a seguir o el autoempleo de los padres, mediante la realización de un análisis multigrupo. Utilizamos un cuestionario basado en la web para recopilar información de 216 estudiantes de una universidad española. Los datos se analizaron con la ayuda de Structural Equation Modeling (SEM) - Partial Least Square (PLS). Realizamos un análisis tripartito sobre modelos completos, masculinos y femeninos. En cuanto a los modelos completo y masculino, se aceptaron todas las hipótesis principales, frente a cuatro para el modelo femenino. Aunque este estudio ha confirmado la aplicabilidad del modelo TPB a la intención empresarial, no encontramos una relación significativa entre hombres y mujeres sobre sus intenciones empresariales para algunas relaciones. Pero este estudio sugiere que la relación entre PSE y PBC es más fuerte para los hombres que para las mujeres. En general, la tesis proporciona nuevos conocimientos sobre el modelo de intención empresarial, adaptado del TPB. Esta tesis ha desenterrado algunas revelaciones sobre las intenciones emprendedoras entre los estudiantes españoles y ghaneses. Además del novedoso avance teórico, la tesis ofrece implicaciones relevantes para estudiantes, educadores, responsables políticos y partes interesadas en el campo empresarial.
This thesis examines the entrepreneurial intention (EI) among tertiary students, which led to the production of four empirical papers. The first paper investigates the influence of Perceived Behavioural Control (PBC), Subjective Norm (SN) and Attitude towards Entrepreneurship (ATE), on Entrepreneurial Intention using Structural Equation Modelling (SEM) – Smart Partial Least Square (PLS) approach. The findings suggest that Theory of Planned Behaviour (TPB) is an important tool for predicting entrepreneurial intentions. Thus, the findings support the TPB for EI in Ghana. Two motivational factors (attitude towards entrepreneurship and perceived behavioural control) related to EI, but SN showed a non-significant association with EI. This study also found SN positively affecting attitude toward entrepreneurship and perceived behavioural control. However, only one (PSE-SN relationship) of the demographic-based hypotheses was significant. The second paper examines the effect of attitude towards entrepreneurship, subjective norm, locus of control, entrepreneurial self-efficacy, and environmental support on entrepreneurial intention of 159 MBA students from two private universities in Ghana. The study uses structural equation modelling (SEM) to analyze the data obtained from the participants. The results show that all the factors but entrepreneurial self-efficacy significantly affects students’ entrepreneurial intentions. The third paper examines how parental self-employment/role models moderates (using Multi-Group Analysis) the relationship between the antecedents of entrepreneurial intention and Social Valuation (SV), Closer Valuation (CV), Entrepreneurial Skills (ES), and Environmental Support. The data of three hundred and nineteen respondents were analysed by structural equation modelling (SEM). Multi-Group Analysis was used to test the moderating role of parental self-employment (PSE) to determine whether there is a significant relationship between respondents with PSE and respondents without PSE. Consistent with prior studies, Attitude towards entrepreneurship (ATE) and Perceived Behavioural Control (PBC) have a positive effect on EI. The results prove that entrepreneurial skills influence ATE, PBC, and Subjective Norm (SN). Regarding the influence of perceived environmental knowledge (ENSUP) and ATE, the relationship was insignificant, though the impact of ENSUP on PBC and SN was significant. With respect to the correlations between SV and CV and the antecedents of TPB respectively, all the hypotheses were accepted except CV→ATE and SV→PBC relationships. This study revealed that respondents with parental self-employment perceive a higher attitude towards entrepreneurship, PBC, entrepreneurial skills, entrepreneurial support, and entrepreneurial intention than those without PSE. However, the MGA established that the formation of entrepreneurial intentions is similar for respondents with parental self-employment and respondents without PSE. Thus, there was no significant relationship between respondents with PSE and respondents without PSE. Lastly, the fourth paper investigates entrepreneurial intention by applying the Theory of Planned Behavior by Ajzen (1991). We specifically examined the role of gender on entrepreneurial education and role models or parental self-employment, by carrying out a Multi-Group Analysis. We used a web-based questionnaire to collect information from 216 students at a Spanish university. Data were analysed with the help of Structural Equation Modelling (SEM) – Partial Least Square (PLS). We conducted a tripartite analysis on Complete, Male, and Female Models. Regarding the Complete and Male Models, all the primary hypotheses were accepted, compared with four for the Female Model. Though this study has confirmed the applicability of the TPB model to entrepreneurial intention, we did not find a significant relationship between Males and Females about their entrepreneurial intentions for some relationships. But this study suggests that the relationship between PSE and PBC is stronger for Males than Females. Generally, the thesis provides new insights into the entrepreneurial intention model, adapted from the TPB. This thesis has unearthed some revelations about entrepreneurial intentions among Spanish and Ghanaian students. In addition to the novel theoretical advancement, the thesis offers relevant implications for students, educators, policy-makers and stakeholders in the entrepreneurial field.

Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.

At a time when university student diversity is heightened and when national government regulations have shifted their quality focus from support improvements to student achievement, little is known about the mechanism of the latter. University efforts to support quality, caring interactions between students and staff, known as connectedness, are currently favoured, and this thesis examines connectedness, mood, emotional well-being and academic behaviours of commencing students at a regional Australian university. This is done through the lens of a first semester intervention, known as Tertiary Learning Communities (TLC). Drawing on existing connectedness research, across both school and university settings and guided by a whole-school framework, details of the establishment of a suitable working party, the development of survey, pilot and intervention activities, and monitoring the ability of a cross-campus intervention to influence student connectedness and behaviour markers, are highlighted to advance further understanding of the mechanics of connectedness in a university setting. The developed survey, which collected data from undergraduate students early in their first semester, effectively captured perceptions of connectedness across a broad range of sources in addition to their mood, emotional well-being and academic student behaviours. Paired sample-tests assessed connectedness changes, and chi square analysis assessed behaviour changes when comparing the experimental and control groups on two occasions. A single intervention aligned to a first year core unit to support academic and social interactions, was shown to be ineffective in enhancing student connectedness during the semester of the intervention or the semester following the intervention. However, the level of connectedness decreases measured across ‘personal’, ‘other students’ and ‘lecturers’ were indeed significant, as was the finding that connectedness decreases for intervention participants exceeded the decreases of the control group. Furthermore, mood and emotional well-being challenges and the slow emergence of academic behaviours were also revealed. These findings provided support for future inclusive student support initiatives, maintained the involvement of working party members and extended support beyond the first semester to across first year.
Doctor of Philosophy

Seventy four Christian tertiary students were presented with six hypothetical life event descriptions and asked to imagine that these events were happening to them. Subjects then listed any thoughts that went through their minds as they faced the events. Spontaneous attributions to God and the Devil were produced by some of the sample. Spontaneous attributions to God's hand, God's will and God's general control were strongly related to the importance of religion and prayer. These attributions appeared to provide meaning and comfort, especially for those confronted with serious health problems. This study supports the view that God attribution is an important part of people's religious belief and meaning system, but casts doubt on the view that God image plays a significant role in determining the situations where God attributions occur. An attempt was made to test the validity of the forced choice method traditionally used to scale religious attributions. The patterns of spontaneous and forced choice religious attributions were similar across the different situations, yet attribution to religious sources was significantly greater using the forced choice method. It is concluded that the forced choice method tends to elicit reactive measures, and that the richness and spontaneity of the thought listing responses provides a more accurate picture of people's spontaneous religious attributions.

Contemporary research into the health concerns of students is sparse, particularly in New Zealand. Overseas literature indicates that students in tertiary education institutions may be at increased risks for physical health problems, stress-related syndromes and emotional dysfunctions. Of particular concern are anxiety disorders as, in addition to their negative impact on quality of life, they are associated with impaired academic performance and poorer educational outcomes. Skilled, educated individuals are a social asset and it is therefore surprising that so little interest has been paid to the ways in which involvement with the tertiary education impacts on student welfare and anxiety levels. As a first step towards redressing the lack of health data for tertiary populations, this thesis investigates aspects of anxiety among students at a New Zealand university. The primary research aims were to establish an estimate of the levels of anxiety experienced by students and to outline the requirements of tertiary study that students perceive to be the most anxiety-inducing. To achieve the former, students (n = 1,082) were invited by e-mail to participate in an online psychometric survey; to explore the latter, discussion groups were arranged wherein students (n = 18) were asked to talk about their anxiety-related experiences. Anxiety has many forms and can be conceptualised in a number of different ways. In recognition of the diverse nature of tertiary study, it was decided that a broad framework would be needed to thoroughly investigate the ways in which it might manifest in tertiary student populations. Thus, a tripartite conceptualisation was constructed, viewing anxiety in cognitive, physiological and interpersonal terms. Specifically, the study assessed worry, stress and social anxiety among tertiary students and invited participants to comment on personal experiences in each of these areas. Comparing study data to norms for student populations in America revealed that New Zealand tertiary students report greater levels of worry, stress and social anxiety than their American counterparts. Within-group comparisons were made as a function of student gender, age, school of study, ethnicity and birth status. Significant differences on at least one survey measure were noted within each of these categories, with the exception of school of study. The possible implications of and explanations for these findings are discussed.

The English language is now widely used in Vietnam. Consequently, the teaching and learning of English has become more significant , but, on the other hand, teaching methodologies, in Vietnam , still reflect those used in the past to teach other foreign languages. Vietnamese English teachers also experience difficulty coping with the many new problems which they now face. One of these difficulties is the teaching of English vocabulary. In order to develop an understanding of how best English vocabulary might be taught in the Vietnamese setting , this study identifies a particular group of students: Vietnamese tertiary students attending the Hanoi Foreign Languages Teachers' College, and then explores ways how teachers might introduce the teaching of English vocabulary, both to these students, and to the subjects the students will finally teach themselves. In order to prepare for an outline of how to carry out this teaching role, the study investigates the various problems associated with defining : the word; the types of meaning conveyed by the word; the relationship of phonology, syntax and semantics to the word, and other related matters . The study also looks at the problems which Vietnamese students have with learning English vocabulary. In this context a comparison is made of English and Vietnamese lexical and related systems. Subsequently, the study considers the different types of foreign language methods which have and are being used, with particular reference to how they were used to teach vocabulary. Finally, the study considers questions of the need to select appropriate vocabulary for the targetted students and details how teachers might effectively teach vocabulary.

There is growing concern surrounding the detrimental effect of term-time employment on university students’ academic success. The narrow focus of previous studies has resulted in the literature being characterised by mixed results. This study sought to clarify the effects by comprehensively investigating and controlling for a large number of variables across a diverse range of university students (N = 1841). Students completed an online survey during the first semester of study (2010) and their responses were later matched to their academic records for that semester. The results show that the majority of working students reported working out of financial necessity. There was no difference in grades between employed and non-employed students; however, hours worked had a direct negative linear effect on the grades of employed students. Analysis indicated that employed students would have had significantly higher grades than the non-employed subsample, if they had not worked during term. The variable ‘reported negative effects of work on study’ partially mediated the effect of hours worked on grades. Studying engineering moderated the effect; when engineering students worked, the negative effect on grades was greater than for those studying other subjects. In addition, hours spent in employment partially mediated the effects of age, debt and financial pressure on GPA. Students also reported that work affected other areas of their life (time spent socialising/relaxing, in leisure/sport, sleeping and with family). Just over a fifth of the working students reported feeling that the university did not make it possible to combine work and study. These findings have implications for students, student supporters and academic institutions. Students should be aware of the negative effects of work on academic performance and seek to minimise the amount they work. Supporters may be able to relieve financial pressure on students, encourage realistic perceptions about students’ financial needs, and encourage students to limit the number of hours they work. Finally, academic institutions can also assist students in balancing work and study by providing a flexible learning environment.

With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiary students from China who were undertaking an undergraduate degree in Britain. Qualitative data were gathered by means of carrying out 60 interviews employing a multi-lingual platform. The study sought to understand the factors which may influence the reasons for the changes in students' Willingness to Communicate and Communicative self-confidence as they studied in Britain and also to identify any additional variables influencing them. The results of this research showed there to be a wide range of factors influencing Chinese students' L2 communicative behaviour. Some of these factors were linked to their home and education background in China. Others were linked to how they responded to others in English within differing communicative contexts. This study concluded that Willingness to Communicative within a Chinese context to be a complex phenomena as Chinese students may respond to interlocutors in differing ways. Hence, this study has contributed to our understanding of Chinese learners of English in that a wide range of variables have been identified, which may impact upon Chinese students' communicative behaviour. The model which MacIntyre and his associates formed, was found to be a helpful model in comprehending Chinese student's L2 communicative behaviour. However, this study has developed MacIntyre's model by identifying other culturally specific factors which were not covered. This research has also enhanced our comprehension of Chinese students' communicative behaviour within authentic English speaking environments, with both native and non native English speakers. Finally, this study has highlighted that there are significant cognitive factors which also impact upon Chinese students' Willingness to Communicate, suggesting the need to undertake additional future research in order to further investigate this area.

Purpose: The purpose of the article is to determine whether there are any differences between high and low-income group students in their selection of a cellular phone brand or network operator. Design / Methodology / Approach: Four hypotheses are set to determine if there are any significant differences between the two income groups in current decision-making. It is established that there exist no significant difference between high and low-income students in their selection of cellular phones and network operators. The levels of agreement or disagreement on various statements do, however, give an indication of the importance that students place on aspects that they view as important when acquiring a cellular phone or network operator. Findings: In the article, it is established that no significant differences exist between the two income groups. The levels of agreement or disagreement indicate the importance that subscription method, social value, service quality and branding has on student decision-making. Implications: The article provides a better understanding of the influence that income plays in student’s decision-making in acquiring cellular products and services. Possible future research in student cellular usage can be guided through the information obtained in this article. Originality / Value: The article provides information to cellular network operators, service providers and cellular phone manufactures regarding the influence of income on students’ acquisition of cellular products and services. Information from the article can assist in the establishment of marketing plans for the student market by these role players.

Thesis (MTech(Education in the School ofTeachers Education)) --Cape Technikon, Cape Town, 1996
Students today fuce increasing demands and challenges. This has important implications for education and its relevance in a rapidly changing world. It is against this background that the problem ofsuccess or failure at tertiary level, especially in the first year of study, is particularly significant as is evident from increased interest in and research undertaken into the factors and determinants involved in success or failure. Two variables that have received considerable attention in recent studies are (1) approaches to studying and (2) locus of control. They have been investigated both as independent factors and as part of a cluster of factors, but the relationship between these two variables has not yet been explored within the technikon context. In terms of students' approaches to studying there are two important schools of thought. One model (Entwistle & Ramsden, 1983) focuses on qualitative differences between the different categories ofapproaches to studying. In terms ofthis model students are classified as either using a reproducing/surface, a meaningldeep or an achieving/strategic approach. The 'Qualitative Individual Differences' model (Meyer, Parsons & Dunne, 1990a; 1990b), emphasises the qualitative individual differences in terms ofstudents' approaches to studying. This model defines the concept ofstudy orchestration as the contextualised study approach individual or groups of students adopt. The term orchestration captures the unique nature of individual approaches to studying viewed as a qualitative responsive approach to a qualitatively perceived educational context. The first model therefore views approaches to studying mainly from the point ofview of categorical differences, whereas the second focuses on qualitative individual (across and within categories) differences. In this study students' approaches to studying were measured by the Extended Approaches to Studying Inventory (EASI), a variation on the original Approaches to Studying Inventory (ASI) developed by Entwistle & Ramsden (1983)

Includes bibliographical references.
For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they are properly informed and that their sources of information are reliable. One source of such information are university science students and it is therefore interesting to find out what their views are regarding various scientific concepts. For example such an area of interest is that of using nuclear power for electricity generation, in particular the dangers associated with radiation. A reasonably correct view of radiation would be seen as an important part of having a meaningful debate. The present study aims to find out the views that a group of university students who are studying physics hold about radiation, in particular their immediate response to being asked to clarify what the term radiation means. However, the notion that students simply have conceptions that are unitary and static has been challenged by several Physics Education Researchers. Instead a view summarised as “knowledge in pieces” has been proposed in which it is suggested that much smaller units of ideas are brought together dynamically depending on the situation at hand and that context plays an important role in how students respond to questions. Thus, the thesis explores to what extent context plays a role in their responses by preceding the question with four different scenarios which are suggested as the contexts in which the question is being asked. In summary, the guiding questions for the present work are: (1) What do students understand by the term radiation and (2) To what extent do student response patterns depend on “textual priming”. The thesis is divided into two parts (1) a pilot study in which the methodology is established and (2) a follow up study (main study) in which the effect of textual priming on the responses is explored.

Around one in five of Australia’s tertiary students comes from overseas, with the largest proportion from the People’s Republic of China. Despite needing the revenue from international students to fund domestic tertiary places, there is continuing disquiet over the language preparedness of overseas students, the willingness of universities to allow them to bypass language entry standards, and the subsequent impact on the academics responsible for teaching them. To gauge the experience of typical Chinese students at Australian universities, this study followed a group of five for almost nine years, from when they enrolled in a foundation program in northern China to the present, to establish their motivations for wanting an Australian education, whether their language was sufficient to enable them to participate fully, and whether they were able to integrate into the academic and broader communities. The research had a secondary focus; to examine the impact of large cohorts of international students on Australia’s tertiary environment, and whether international education can be better delivered to achieve a more rewarding experience for all participants. The study began in 2005 with classroom reports and observations of the students during their foundation year, followed by annual interviews and personal contact after their arrival in Australia. To address the secondary focus of the study, data were collected from the Academic Language and Learning (ALL) advisers who assist tertiary students with language development, from the discipline academics who teach them, and from pro-vice chancellors (international) who are responsible within universities for the international education policy framework.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Shool of Education and Professional Studies
Arts, Education and Law
Full Text

This study is unique in investigating instances of Specific Learning Difficulties (Dyslexia) among mature students in British institutes of tertiary education. Despite growing awareness of this condition, it is only during the last thirty years that cases of dyslexia among adults have been distinguished from aphasia. Assessments were conducted using a structured questionnaire, psychometric tests, measures of attainment, vocational interest and personality. Test results provided support for the view that dyslexia is characterised by a discrepancy between language skills and intellectual ability accompanied by measurable cognitive differences. Significant differences were found on tests of short term memory, while spelling difficulties were the most enduring form of written language difficulty. Differences found on measures of personality, are thought to reflect an interaction between personality and coping strategies. Most subjects had felt constrained to take Jobs with a low interest level, ie. they had compromised their vocational interests and subsequently achieved lower socio-economic status than their fathers. The investigation into the provision made by British universities revealed that very few have any formal policy for dealing with dyslexic students. Most were unable to state what course support or examination concessions were available. In a study of factors related to modality, dyslexic students took longer to read material and remembered less than other groups. When using multi-modal material dyslexic subjects remembered more but must reconcile improving their recall ability with the expense of spending more time. In a second study of factors thought to influence the marking of scripts It was found that higher marks were not awarded to typewritten scripts free from spelling errors. Changes in format only influenced the focus of the tutors' comments. The conclusions are that dyslexia does not improve spontaneously, the dyslexic child is likely to become a dyslexic adult who will continue to experience difficulties with language skills, especially spelling, while the individuals educational, social and occupational ambitions are likely to be compromised because of their specific learning difficulties.

This study was initiated as a result of the appearance of a number of articles and commentaries in the academic press which intimate that the English language levels of many overseas students studying in Australia are not sufficient to meet the demands of their academic programs. A preliminary investigation into the standards set by one university revealed that there was no statement, policy or, public document describing an appropriate level of language use; and that the university concerned defined language proficiency entirely in terms of bands, scores or grades provided by external testing organisations.Commencing with the assumption that there is an entry level of English language competence, below which students have little chance of success in their studies (at least, within the accepted timeframe), this qualitative case study into one tertiary institution utilises a number of data collection strategies in order to develop a description or definition of a 'gatekeeper' level of English competence. It then compares the findings with the criteria for assessment and grading used by the two most widely available English language tests, TOEFL and IELTS.The first chapter introduces the background to the study. The second chapter outlines the underlying philosophical, social and linguistic framework within which the study was devised, in the context of the literature which informed it. The following chapter presents a justification for the selected research methods and data collection strategies. In the fourth and fifth chapters, the results demonstrate that interpretations of tertiary entry-level language proficiency vary, leading to confusion and an absence of strategic direction; it is further suggested that an appropriate level of language proficiency for tertiary entry cannot be defined without taking into account the prevailing social, political and educational environment. Recommendations are put forward for the development of an institutional-level framework in which it might be possible to make judgements about the desired levels of language proficiency and improve on existing procedures for their evaluation.This study aims to bring together a number of different strands of research into language and tertiary education such as definitions of language proficiency, language testing and literacy issues, and demonstrate their interconnectivity. As a result, it presents a broad overview (within the overarching discipline) rather than focusing on a single area in depth. Although as a site case study this research does not claim generalisability, it is hoped that- its findings might be useful for other institutions as a basis for their own research.

The main purpose of this study was to investigate empirically the impacts of dictionary strategy instruction and exposure on the dictionary performance, perceptions of and attitudes towards dictionary use, and knowledge of dictionary strategy and use by tertiary students of English in Saudi Arabia. Data were collected by means of questionnaires, interviews, observation and students interview feedback. The study was carried out in two phases; phase I, in which 14 participants were chosen to carry out the interviews, and in which the questionnaire was conducted on 77 male students in the preparatory year at the College of Applied Health Science of Qassim University in Saudi Arabia; and phase II where four participants were chosen to carry out the training in dictionary use through a one-to-one tutorial mode. The data in the second phase were collected through observation and students interview feedback. The findings from phase I of the study indicated that the Saudi students did not have appropriate knowledge of their own dictionary. It revealed some instances of failing to take advantage of the potential of dictionary use for language learning and identified factors behind this ineffective use. It demonstrated how the teacher’s role was essential in this respect and could directly influence the process of dictionary implementation inside the classroom The results of phase II demonstrated that strategy training was effective in disseminating the knowledge and skills required of students in using their dictionaries to solve linguistic problems. More importantly, the results showed that the strategy training approach holds great potential for developing students' independence and that it moves them towards greater autonomy. Thus, it is recommended that training be provided to English language learners to optimise their use of this important tool. Finally, specific implications for both teaching and future research are identified.

Depression is one of the most common psychiatric disorders across the globe. Major depressive disorder is regarded as the fourth highest cause of disability worldwide and the second between the ages of 15 and 44. This mental illness is often associated with psychiatric comorbidities, functional impairment and in severe cases with fatal consequences. Recent research findings have reported that the incidence of depression peaks in the 20s age range, an age group that faces certain unique vulnerabilities within industrialised societies. Comparatively little research attention has been directed to men with depression, and less so towards a male population between their late adolescence and mid to late 20s. The extant published research of depression among this population remain scattered and unintegrated. Hence, a meta-ethnography was conducted to synthesise existing literature about the experience of male tertiary students with depression. Five primary qualitative research studies were analysed with this qualitative meta-synthesis approach. The data analysis produced three overarching themes within these men s experiences with depression, namely semblance of strength, behind the mask and redefining masculinity. The first theme was associated to three subthemes, namely indifference to pain, the angry man and the self-managed man. The second theme was also related to three subthemes, namely absent help-seeking, masking depression and pain behind the mask. The first two themes are strongly related phenomena and often emanate from similar prevailing ideals of masculinity. Whereas, the third theme stands separately in that it represents a move away from a more commonly held sense of masculinity, to one that allowed some individuals to respond to depression in a different manner.
Mini Dissertation (MA)--University of Pretoria, 2015.
Psychology
MA
Unrestricted

The purpose of this research was to investigate first-year tertiary programming students' perceptions of their learning environment, based on the subgroups of gender and "new arrivals" (immigrant and international students of diverse nationalities, culture and educational backgrounds). The literature provides strong evidence that the nature of the learning environment for females studying computing can be uninviting and may be influential in the low rates of female enrolments and retention compared with males. Studies indicate that the cultural norms and artefacts of computing, the minority status of women in computing courses, attitudes, language, experience and institutional context all contribute to a learning environment that proves unattractive and can be detrimental for some women. In recent years, there has been an increased enrolment by New Zealand educational institutions of new arrival students. Research suggests that new arrival students, who leave their home country to live and study in a foreign land, experience difficulties in their learning environment and often have problems adjusting to living and studying in their host country. This research used a mixed-method design to investigate first-year computer programming students' perceptions of their learning environment at three tertiary institutions in Wellington, New Zealand. A survey, the College and University Classroom Environment Inventory (CUCEI), was completed by 239 students, yielding quantitative data about students' perceptions of their Actual and Preferred learning environment. In addition, 28 students, selected to represent gender and new arrival subgroups, participated in interviews and 11 hours of observation were conducted in programming classrooms.The findings from the survey indicated that students perceived their learning environment with some satisfaction but they suggested improvements relating to the innovation and individualisation dimensions of their learning environment. The perceptions of the student subgroups, defined by gender and as new arrivals were investigated. Although the findings from multivariate analysis of variance of the CUCEI results did not identify differences between the subgroups the interviews revealed wider equity issues and concerns that highlighted differences amongst students of the sex and origin subgroups. Recommendations, based on the study's findings, include suggestions to improve institutional policy relating to the organisation of teaching practice and some cautions about the further use of the survey. The findings have important implications for creating a more equitable and positive learning environment for all students.

The purpose of this research was to investigate first-year tertiary programming students' perceptions of their learning environment, based on the subgroups of gender and "new arrivals" (immigrant and international students of diverse nationalities, culture and educational backgrounds). The literature provides strong evidence that the nature of the learning environment for females studying computing can be uninviting and may be influential in the low rates of female enrolments and retention compared with males. Studies indicate that the cultural norms and artefacts of computing, the minority status of women in computing courses, attitudes, language, experience and institutional context all contribute to a learning environment that proves unattractive and can be detrimental for some women. In recent years, there has been an increased enrolment by New Zealand educational institutions of new arrival students. Research suggests that new arrival students, who leave their home country to live and study in a foreign land, experience difficulties in their learning environment and often have problems adjusting to living and studying in their host country. This research used a mixed-method design to investigate first-year computer programming students' perceptions of their learning environment at three tertiary institutions in Wellington, New Zealand. A survey, the College and University Classroom Environment Inventory (CUCEI), was completed by 239 students, yielding quantitative data about students' perceptions of their Actual and Preferred learning environment. In addition, 28 students, selected to represent gender and new arrival subgroups, participated in interviews and 11 hours of observation were conducted in programming classrooms.
The findings from the survey indicated that students perceived their learning environment with some satisfaction but they suggested improvements relating to the innovation and individualisation dimensions of their learning environment. The perceptions of the student subgroups, defined by gender and as new arrivals were investigated. Although the findings from multivariate analysis of variance of the CUCEI results did not identify differences between the subgroups the interviews revealed wider equity issues and concerns that highlighted differences amongst students of the sex and origin subgroups. Recommendations, based on the study's findings, include suggestions to improve institutional policy relating to the organisation of teaching practice and some cautions about the further use of the survey. The findings have important implications for creating a more equitable and positive learning environment for all students.

The research study investigates students' understanding of hypothesis testing by exploring their conceptual and procedural knowledge of the topic. Eighteen volunteer students from a large introductory service subject in statistics were interviewed three times during their semester of study - at the beginning of the semester, several weeks after their introduction to the topic of hypothesis testing, and after the final exam in the subject. This thesis reports mainly on the results from the third interview, in which students were required to complete a Concept Mapping task and two Hypothesis Testing tasks while talking aloud. On completion of each task, students were interviewed about their responses on these tasks. The focus is on four main concepts (hypothesis, significance level, p-value, significance) and the process of hypothesis testing. Students' protocols were analysed, and three case studies provided a deeper analysis of overall responses. Qualitative methods were used in the collection and analysis of data. The study revealed that while some students had a good understanding of the hypothesis testing concepts and procedures, there were many deficiencies. In particular, students were often unable to define or explain a concept, give an example, or describe its relationships with other concepts. Less than half of the students could complete an Hypothesis Testing task by an approved method, and several solutions were incorrect at the decision step. There was evidence of some problems with statistical notation, and it was found that each procedural step in the hypothesis testing process had the potential to present difficulties. An overriding problem was associated with expressing ideas with statistical accuracy. The case studies showed that the relationship between conceptual and procedural knowledge was an interactive one. The relationship between conceptual and procedural knowledge was found to be so close that one type of knowledge depended on the other. Metacognition was needed to access the conceptual knowledge, which in turn improved the procedures. This study provides empirical support for the move away from hand-worked hypothesis tests to an emphasis on the development of concepts. From the research, suggestions are offered for teaching with the latter emphasis, and improving students' overall understanding.

This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.

This study was initiated as a result of the appearance of a number of articles and commentaries in the academic press which intimate that the English language levels of many overseas students studying in Australia are not sufficient to meet the demands of their academic programs. A preliminary investigation into the standards set by one university revealed that there was no statement, policy or, public document describing an appropriate level of language use; and that the university concerned defined language proficiency entirely in terms of bands, scores or grades provided by external testing organisations.Commencing with the assumption that there is an entry level of English language competence, below which students have little chance of success in their studies (at least, within the accepted timeframe), this qualitative case study into one tertiary institution utilises a number of data collection strategies in order to develop a description or definition of a 'gatekeeper' level of English competence. It then compares the findings with the criteria for assessment and grading used by the two most widely available English language tests, TOEFL and IELTS.The first chapter introduces the background to the study. The second chapter outlines the underlying philosophical, social and linguistic framework within which the study was devised, in the context of the literature which informed it. The following chapter presents a justification for the selected research methods and data collection strategies. In the fourth and fifth chapters, the results demonstrate that interpretations of tertiary entry-level language proficiency vary, leading to confusion and an absence of strategic direction; it is further suggested that an appropriate level of language proficiency for tertiary entry cannot be defined without taking into account the prevailing social, political and educational ++
environment. Recommendations are put forward for the development of an institutional-level framework in which it might be possible to make judgements about the desired levels of language proficiency and improve on existing procedures for their evaluation.This study aims to bring together a number of different strands of research into language and tertiary education such as definitions of language proficiency, language testing and literacy issues, and demonstrate their interconnectivity. As a result, it presents a broad overview (within the overarching discipline) rather than focusing on a single area in depth. Although as a site case study this research does not claim generalisability, it is hoped that- its findings might be useful for other institutions as a basis for their own research.

Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with interesting and innovative learning environments that influence and encourage the use of a deep approach to learning and the development of real understanding.This longitudinal research project sought, through the development and introduction of various teaching and learning interventions, to influence nursing students' attitudes towards microbiology and consequently their approaches to learning and achievement. The instruments used in the intervention practices were developed as a result of suggestions by students and staff during the course of this study and were fashioned along the lines of two models of student learning developed by Kember and Gow (1989) and Biggs (1993a). The study also attempted to elucidate the major factors affecting student attitudes towards teaching and learning with multiple media and the relationship between students' attitude, achievement and their learning approach.Significant relationships were established in the study between positive attitudes towards microbiology, higher scores for higher level learning approaches and higher academic grades.The major factors that appeared to influence students' attitudes towards microbiology included: (1) students' interest in microbiology; (2) the relevance students perceived microbiology had to nursing; (3) students' perceptions of the quality of the microbiology unit and learning materials, (4) the nature of the pastoral care provided; (5) the availability of independent study options; (6) students' perceptions of the degree of difficulty of the unit; (7) the credit point values for the unit and (8) students' perceptions of overload.In this study, freedom of choice of learning materials and the factors interest in, and relevance of microbiology to nursing practice appear to be major forces associated with increased use of deep approaches to learning by the different student groups. Perceptions of a heavy workload, overload of information, lack of pastoral care and perceived inadequate credit point value given to the microbiology units demonstrated little effect in increasing the use of surface learning approaches by students. However, when students' ratings for interest and relevance were low, and these factors were present as a group or individually, they were shown to influence an increase in surface approaches with a corresponding decline in use of deep approaches to learning.Overall, the results derived from this study with regard to learning approach and attitude suggest that if interest in microbiology and the perceived relevance of microbiology to nursing is high, these factors will have a greater positive effect on the use of higher level learning approaches than the variables of overload, inappropriate credit point values and nomenclature problems will have in increasing the use of lower level learning approaches by students.Part of this investigation involved the possible identification of learning strategies that were used more often by students who tended to utilise higher level learning approaches in contrast to students who used lower level approaches. Strategies that evolved from the data collected across the quasi-experimental cohort included (1) discrimination between specific learning materials that best fitted with students' lifestyles and learning preferences; (2) discrimination between specific learning strategies that better suited different subject areas; (3) interrelating microbiology theory with patients' clinical presentations in the hospitals; (4) using self-assessment, working in groups or with a friend; (5) the use of organised and consistent study habits; (6) the use of mnemonics, note taking, rote learning and continual revision of facts to establish a base knowledge of the subject before linking of material across areas could be made; (7) use of graphs, diagrams and flow charts; and (8) the use of more interactive learning materials such as the CAL.

This research is the exploration of the lived experience of tertiary students in Australia with the medical condition usually known as ME/CFS (Myalgic Encephalomyelitis /Chronic Fatigue Syndrome) seeking to explore issues of equity and human rights from the perspective of the Disability Discrimination Act 1992. Students feel that their difficulties are not caused just by the illness itself but by the failure of the tertiary institutions to understand the effects of this illness on them, the student, especially within the areas of accommodations and assessments. Their lived experiences are studied to ascertain if their experiences differ from those of other tertiary students. Forty participants came from every state and territory of Australia and twenty -four of Australia's universities as well as eight Technical and Further Education/Open Training Education Network (TAFE/OTEN) colleges are represented. The selection of the chosen methodology, Critical Ethnography from a Habermasian perspective, has been circumscribed by the medical condition which placed limitations on methodology and also data gathering methods. Non-structured stories, in which the participants wrote of their lived experience as students, were considered the most appropriate source of data. These were transmitted by electronic mail (with some by postal mail) to the researcher. A short questionnaire provided a participant background to the stories and was also collated for a composite overview of the participants. The stories are analysed in a number of ways: six selected stories are retold and the issues arising from these stories have been weighed against the remainder of the stories. Four intertwined themes were constructed from the issues raised in each story. Apparent infringements of the Disability Discrimination Act (1992) which impact on quality of life, human rights and equity are found. No accommodations are being made by the academic institutions for the cognitive dysfunctions and learning difficulties. Students are stigmatised and lack credibility to negotiate appropriate academic accommodations. A possible means of improving the ability of students to negotiate appropriate accommodations is explored. Finally the researcher reflects on her own involvement in the research as an 'insider' researcher.

This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates the role of engagement in Knowledge Forum on students’ conceptual understanding; (3) examines the role of portfolio assessment and other reflective assessment strategies in facilitating deep learning and knowledge building; and (4) characterizes the socio-cognitive dynamics of collaborative knowledge building. Participants of the study were 60 first-year Chinese tertiary students enrolled in a Sino-British joint educational program at a university in Shanghai, China. In a quasi-experimental design, one group of students experienced a knowledge building environment which was informed by knowledge building principles and highlighted concurrent, transformative assessment (reflective assessment strategies). The other group was exposed to a technology-based environment without the mediation of knowledge building principles. Multiple source of data were employed, including surveys, domain tests, academic performance assessments, Knowledge Forum engagement indices, e-portfolio notes, online inquiry threads, student classroom reflective presentations, and end-of-program interviews. Major findings include (1) students in the principle-based environment outperformed their peers in terms of conceptual understanding and deep approaches to learning; (2) student online participation and community connectedness increased over time, and contributed to students’ conceptual understanding over and above their prior domain knowledge; (3) qualitative e-portfolio analyses identified different kinds of student reflection strategies that were correlated with academic performance; (4) analysis of online inquiry threads showed students’ different levels of engagement with four knowledge building principles and suggested knowledge building might be manifested by meta-discourse; (5) Student reflective presentation and interview study further addressed the role of epistemic reflection and collective assessments in scaffolding collaborative knowledge building. This study addresses the problem of aligning social-constructivist theories of learning and assessment. Assessment takes on a new meaning of both assessing and scaffolding group learning and knowledge building. This study may advance current literature on how socio-cognitive principles and social-constructivist assessment can be designed and aligned with learning, collaboration and instruction to promote conceptual understanding and knowledge building. This study also has pedagogical implications for how computer-supported knowledge building inquiry can be designed in the context of 21st century Chinese tertiary classrooms.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

Increasingly, higher education institutions are being asked by industry, government and funding bodies to produce graduates with versatile generic skills as well as subject knowledge and expertise. This is causing a major reappraisal of higher education institutions purpose, learning outcomes and research activities. Many institutions are experiencing problems in implementing effective teaching and learning strategies to promote the development of these skills. The study sought to investigate ways of developing students' generic skills through the design and implementation of a learning environment that incorporated three key learning principles - authenticity, self-regulation and reflection. These were integrated into a course design methodology that focused on creating appropriate learning tasks for the given course objectives. The development of learning resources and supports was considered only after key learning tasks had been established for the given context. Using this instructional strategy, a learning environment was created using both face-to- face and online delivery, and tested with a class of final year higher education students. Eleven generic skills were identified as being important for these students. These included - time management, learning-to-learn, self-assessment, leadership, collaboration, communication, peer-assessment, research, analysis/ synthesis, problem solving and task management. A range of data was collected and analysed by triangulating various qualitative and quantitative research methodologies that provided a rich representation of how the students engaged with the learning activities. Results showed that the design of the learning environment was effective in promoting the development of these generic skills, and that the authentic activities were instrumental in motivating students. Once motivated, students then actively engaged with self-directed and reflective activities, which helped construct knowledge and promote generic skill development. The major implication of the study is that generic skill development and deep approaches to learning can be achieved without having to take extra time to specifically teach these skills. Developing generic skills becomes a natural consequence of students actively engaging with learning tasks that are authentic, student-centred and reflective. Using this approach to teaching and learning, course coordinators need to consider which generic skills should be targeted at different year levels to cover the necessary skills.

This study explores student learning in a tertiary visual arts institution. Students' conceptions of art practice are described using the phenomenologically based educational research method of phenomenography. The study addresses the intentional content of student art practice in the contexts of the visual arts institution and the status of visual arts in the 1990s. Data collection was carried out through interviews with Honours Year visual arts students, which was processed using textual analysis to examine understandings related to the visual arts.

This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.

Levels of academic literacy and self-efficacy were investigated to find possible relationships to variations in demographic and experiential backgrounds, academic results, and acceptance into future courses. The 212 adults studied were from a diverse range of backgrounds and were enrolled in the largest bridging programme in New Zealand, preparing for tertiary study. Quantitative data assessing reading, writing, and vocabulary skills were compared to quantitative and qualitative data on the self-efficacy beliefs of their academic literacy to participate in the current and future courses, and their readiness for future study. These were examined and triangulated with interview data, and compared to demographic data, academic results, and the outcome of applications to future academic courses. The study measured academic literacy levels in relation to the Learning Progressions published by the Tertiary Education Commission in New Zealand (2008), and to Nation's (1983) Vocabulary Levels Test. Self-efficacy beliefs were reported by participants through questionnaire and interviews using a labelled Likert percentage scale outlined by Bandura (2006). The quantitative data were analysed by descriptive statistics, correlation, and analysis of variance. It was found that participants with comparatively higher academic ability but lower self-efficacy received significantly lower end-of-semester grade score averages than their peers. Lower grade scores were also received when self-efficacy for academic study was substantially different from their actual academic literacy. Adults who had a first language other than English had significantly lower academic literacy measurements yet the highest self-efficacy. Bandura's observation on the importance of self-efficacy beliefs to match academic literacy was supported by this study. A moderate correlation between academic literacy skills and academic results was established. The sources of self-efficacy---previous personal success, observation of significant others, verbal persuasion and encouragement, and an emotional/physiological response to situational pressures---proposed by Bandura (1977, 1986, 1994, 1997), and supported in the social cognitive literature, were established for the adults in this study. However, the self-efficacy measures used did not correlate significantly with academic results or acceptance outcomes. Future research possibilities are indicated.

This thesis arose from a concern with assessment in Brazilian higher education music courses, especially in the assessment of ability in aural training classes. A review of literature indicates that musical ability is assessed mainly by an emphasis on the technical and analytical aspects of music. The thrust of this study is that individuals are aware of and value other aspects of music, besides its technicalities, and a comprehensive listening test ought to take this into consideration. The research has two interconnected strands. The first is a theoretical model of categories of musical response derived from aspects of the work of L. B. Meyer (1967) and Swanwick's layers of musical understanding (1988). The second is empirical work drawing on data from two groups of participants - seven contemporary Brazilian composers and forty undergraduate students on a music course and on other courses at a Brazilian university. The empirical work investigates: a) general attitudes of composers and students to music and their correspondence with the categories of the model; and, b) the responses of students to specific musical pieces and whether these fit the categories. The final aim is to explore the implications of the research findings for the assessment of musical listening with particular reference to Brazilian higher education. Analysis of the data revealed that there is a correspondence between Meyer's scheme and the general attitudes to music of composers and students. However, this scheme alone is inadequate to interpret the complexity of actual musical experience; Swanwick's layers provided more useful guidelines. Regarding the musical responses of students, six categories were found. The presence of these categories confirms the relative narrowness of conventional listening tests. The implications for Brazilian higher education include the possibility of developing objective and valid criteria to assess musical listening.

Bibliography: leaves 95-99.
Over the past decade the racial composition of the student body at University of Cape Town (UCT) has changed to a great extent. More than ever the number of black students seeking tertiary education at UCT has increased. The majority of this student population's academic experience has been in schools run by the former Department of Education and Training (DET). Many of the black students from such disadvantaged educational backgrounds obtain very poor academic results at UCT, even though the institution has put into place empowering mechanisms to address the needs of this specific group of students. The purpose of the study was to assess the structural empowerment mechanisms at UCT, in order to know to what degree UCT has been able to successfully empower its black students to achieve academic success. To achieve this purpose, a framework was adapted for the South African context, which examined four specific areas of concern. They were the institution's belief system, which included its vision, goals and culture; the role structure available to students, from which to learn new skills and become active participants in the institution; the support system, which included both formal and informal systems, with an emphasis on peer-based support; and finally, the leadership at the institution.

This study sought to identify influences on the retention of Māori students, and adult students in general within Te Wānanga o Aotearoa. Te Wānanga o Aotearoa is a Māori-led tertiary institution in New Zealand. A mixed method research design was employed and data were collected by qualitative methods (focus group) and quantitative methods (72-item questionnaire). Inductive and deductive analytic techniques were employed including Rasch Rating Scale model estimations (Andrich, 1978). Seven retention variables were identified. These were student retention attitudes and behaviours, kaiako (teacher) characteristics, whānau (family) features, integration processes and institutional culture, employment and financial situation, student motivation, and pre-enrolment and induction processes. The variables were qualified and quantified by plotting item difficulty measures and person ability measures on the same scale. Additionally, associations between variables were examined by a multiple regression analysis and analysis of variance. Student retention attitudes and behaviours were shown to be positively associated with kaiako (teacher) characteristics and student motivation. Also the ethnicity of the student (Māori or non-Māori) was shown to weakly account for variance in integration processes and institutional culture.After highlighting the key factors affecting the retention of students at Te Wānanga o Aotearoa, four propositions were made regarding ways to improve their retention. These were: Kaiako (teachers) need retention related training; External motivation for kaiako (teachers) will improve student retention; Improved student retention requires a change in institutional culture; The measurement of retention attitudes and behaviours could provide data essential for increasing retention. The study has led the way for future research in the following areas: Using the student voice to provide a grounded view of retention; Researching the area of kaiako (teachers) and pedagogy with regards to their ability to positively affect retention; Researching the role of whānau (family) features to effectively configure support programmes to positively affect retention; Identifying significant factors that contribute to adult students feelings of pressure, negatively affecting their retention.

This is an exploratory study from a cognitive psychology perspective. It investigates the listening strategies used by tertiary-level learners of Japanese as a foreign language in non-interactional listening tasks. The study addrresses four research questions: (1) What are the listening strategies used by native speakers of Japanese (L1) and by above-average proficiency (AAP) and below-average proficiency (BAP) tertiary-level learners of Japanese as a foreign language who are Australian-English speakers, in audiovisual (AV) and audio-only (A) listening conrexts?; (2) How does the voice medium in different genres (television news broadcasts and television family dramas) influence these speakers' listening strategies in AV and A listening contexts?; (3) What are the similarities and differences in strategy use in AV and A listening contexts between the L1 group and the AAP and BAP L2 subgroups?; what are the effective strategies used by these speakers?; and what types of strategies should be included in an instructional package for an effective intervention program? (4) Does the listening strategy intervention program developed in this study result in more strategic listening in Japanese?
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Arts, Education and Law
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The goal of the present project was to evaluate a mastery learning teaching method in mathematics for engineering undergraduates. Many mathematics teachers are very dissatisfied with the level of understanding displayed by students who pass traditional examinations. The Keller Plan requires mastery demonstrated by almost perfect performance on a sequence of tests which students repeat until they reach the high standard required.The study compared students in the same mathematics subject in the year before a change to Keller Plan teaching, and in the year of the change. Achievement scores, defined in terms of the completeness and consistency of solutions to test problems on the whole of the syllabus, were higher for the Keller Plan group. Measures of attitudes and approaches to study, which were positively related to achievement, indicated that the Keller Plan group had stronger intrinsic motivation, and more diligent study methods. Their confidence tended to be lower than that of the traditionally taught group, but was not low in absolute, and appreciation of the greater challenge of the Keller Plan appeared to be worked out via diligence. Students felt that individual work in the Keller Plan was a better use of time than attending traditional lectures.

The focus of this research is the re-conceptualisation of learning in higher education. By theorising the university as a group of interconnected discourses I have been able to develop an understanding of student learning identity which goes beyond the formal academic settings of the university and which explores the influence of both the social and academic spheres of the university in terms of student transition and engagement in learning. Data were gathered in three phases: through in-depth interviews with sixty nine students entering their first year at three British universities, the collection of three day diaries from forty four of these students and follow up interviews with thirty students from the original sample. By negotiating positions on continua of continuity and discontinuity of experience with interlocutors in identified discourse settings, students were found to experience learning as an integral and transformative aspect of their identities.

This thesis is about factors which aid and hinder successful completions for New Zealand-born Samoans. The thesis explores the proposition that educational marginalisation of minority students will be perpetuated until AUT adopts policies and procedures which enable culturally responsive educational pedagogies and practices which honour indigenous minorities. The thesis asked New Zealand-born Samoan students, what is the nature of their aiga (family) and cultural support frameworks (structures), and, further, to what extent and how and why do these students engage with such networks (processes)? This study used a qualitative approach within which six New Zealand-born Samoan students were interviewed using a semi-structured approach to gathering data. The interview data were transcribed and a thematic analysis was manually completed both within and across the six cases. The turnaround time in gaining ethics approval impacted upon the capacity of the investigator to conduct this research in what she considered to be a culturally appropriate manner and the cautious vigilance of the final ethics committee approval was perceived as a barrier to making culturally appropriate contact. It was discovered that Samoan structures, especially family, are paramount in supporting educational success because of the Fa’a Samoa processes which they engender. A further discovery was that New Zealand-born Samoans retain cultural affiliations so their lifestyle shows deep regard for Fa’a Samoa identity. Through these affiliations, meaningful life metaphors become applied. It was concluded that transforming staff so that they understand Pasifika peoples is crucial to growing Pasifika educational success. Staff development must, therefore, be planned so that meaningful understandings of Pasifika concepts and frameworks become nurtured and that is a challenge which AUT must embrace and action.

Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims of tertiary teaching and learning. In the current economic climate, the costs of creating learning environments that foster these aims is also a major consideration. Further, in this era of rapid technological development and change, there are increasing numbers of students of divergent age, experience and ability entering the tertiary sector. Teachers at this level are therefore faced with real problems in providing students with interesting and innovative learning environments that influence and encourage the use of a deep approach to learning and the development of real understanding.This longitudinal research project sought, through the development and introduction of various teaching and learning interventions, to influence nursing students' attitudes towards microbiology and consequently their approaches to learning and achievement. The instruments used in the intervention practices were developed as a result of suggestions by students and staff during the course of this study and were fashioned along the lines of two models of student learning developed by Kember and Gow (1989) and Biggs (1993a). The study also attempted to elucidate the major factors affecting student attitudes towards teaching and learning with multiple media and the relationship between students' attitude, achievement and their learning approach.Significant relationships were established in the study between positive attitudes towards microbiology, higher scores for higher level learning approaches and higher academic grades.The major factors that appeared to influence students' attitudes towards microbiology included: (1) students' interest in microbiology; (2) the relevance students perceived microbiology had to nursing; (3) ++
students' perceptions of the quality of the microbiology unit and learning materials, (4) the nature of the pastoral care provided; (5) the availability of independent study options; (6) students' perceptions of the degree of difficulty of the unit; (7) the credit point values for the unit and (8) students' perceptions of overload.In this study, freedom of choice of learning materials and the factors interest in, and relevance of microbiology to nursing practice appear to be major forces associated with increased use of deep approaches to learning by the different student groups. Perceptions of a heavy workload, overload of information, lack of pastoral care and perceived inadequate credit point value given to the microbiology units demonstrated little effect in increasing the use of surface learning approaches by students. However, when students' ratings for interest and relevance were low, and these factors were present as a group or individually, they were shown to influence an increase in surface approaches with a corresponding decline in use of deep approaches to learning.Overall, the results derived from this study with regard to learning approach and attitude suggest that if interest in microbiology and the perceived relevance of microbiology to nursing is high, these factors will have a greater positive effect on the use of higher level learning approaches than the variables of overload, inappropriate credit point values and nomenclature problems will have in increasing the use of lower level learning approaches by students.Part of this investigation involved the possible identification of learning strategies that were used more often by students who tended to utilise higher level learning approaches in contrast to students who used lower level approaches. Strategies that evolved from the data collected across the quasi-experimental cohort included (1) ++
discrimination between specific learning materials that best fitted with students' lifestyles and learning preferences; (2) discrimination between specific learning strategies that better suited different subject areas; (3) interrelating microbiology theory with patients' clinical presentations in the hospitals; (4) using self-assessment, working in groups or with a friend; (5) the use of organised and consistent study habits; (6) the use of mnemonics, note taking, rote learning and continual revision of facts to establish a base knowledge of the subject before linking of material across areas could be made; (7) use of graphs, diagrams and flow charts; and (8) the use of more interactive learning materials such as the CAL.

The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.

The purpose of this study was to explore underachievement of male students at a tertiary institution in St. Lucia, and to understand the contributory factors giving rise to underachievement from the perspectives of the male students themselves. Male educational underachievement manifests itself in various forms, from educational disengagement, exclusion, truancy, and even resistance to education. Moreover, educationally underachieving students are more likely to be faced with limited opportunities to participate in both the job market and in academic advancements. While academic underachievement is a perennial problem that is experienced at the primary, and secondary levels of education, male academic underachievement is gaining momentum in tertiary levels of education. At this level, male students enter the institutions with above average grades, yet record high underachievement levels and higher dropout rates compared to female students. This research is informed by Bourdieu’s social and cultural capital concept (Bourdieu, 1986) which provides the theoretical framework for the research and considers academic underachievement to happen as a result of class inequalities within the education system. Using Bourdieu’s concept of habitus, field and capital, this research attempts to understand the factors contributing to male academic underachievement in tertiary education and addresses a gap in the literature using this theoretical approach. A case study method of inquiry, using individual and focus group interviews allowed for multiple facets of male academic underachievement to be revealed and understood. Through the data analysis, the themes that emerged illustrated how underachieving male students conceptualize themselves as learners, and also revealed the factors that contributed to the poor academic outcomes of these students. The research drew on the experiences of 30 male students and 8 teachers and through their voices, this research was able to highlight some factors, other than cognitive factors, which caused male students to academically underachieve at the tertiary level of learning. The principal findings from this research are that young males in tertiary education are predestined to underachieve as a result of their limited composition of social, cultural and economic capital. Underachieving male students’ lack of investment in social capital facilitates their academic failure and limits their upward mobility. Moreover, the lack of financial information, access to financial support, institutional support, and teacher practices, lower student engagement and participation in tertiary education. Underachieving male students are more likely to be extrinsically motivated but are, in the absence of social networks, positively supported by their peers.

Over the past 35 years a growing body of research has shown that many musicians suffer from playing-related discomfort/pain and injury throughout their lifetime. The vast majority of studies have collected cross-sectional quantitative data with the aim of establishing the incidence of injury in a specific population whether that be professional orchestral musicians, tertiary string students, adolescents, or children. Whilst beneficial, this type of research has been unable to provide much detail as to the unique experiences of these individuals, and how these change over an extended period of time. The purpose of this PhD thesis is to gain a better understanding of the perceived impact of personal circumstances, past and present learning environments, and musical culture on the development of playing-related pain and injury among tertiary string students. The study used a multi-phased mixed methods methodology utilising elements of both quantitative and qualitative research. Over a period of 5 years a total of 40 Bachelor of Music string students at an Australian tertiary institution (all the violin, viola, cello, and double bass majors who entered the Bachelor of Music program in 2007 and 2008) participated in twice-yearly questionnaire/interviews. These contained standard and established pain measurement tools namely Fry’s Overuse Injury Scale and the McGill Pain Questionnaire. Additional questions were added to both gather demographic data and also to allow the researcher to explore individual circumstances that may have impacted their playing and playing-related injury circumstances over the 5 year period. Data was also collected from three focus groups. There were only 5 instances in 181 questionnaire/interviews where a student reported they had not experienced any playing-related discomfort/pain since the previous round of data collection. Considering the participation rate remained extremely high at 96%, these results are striking. The perceived severity of student experiences varied greatly with some students suffering from only occasional mild discomfort whilst playing. Unfortunately, there were others who were experiencing severe pain and injury that impacted on their ability to not only play the instrument but also their ability to undertake some everyday activities. The thesis itself consists of 10 chapters and extensive appendices. Chapters 1-3 introduce the research questions, give a detailed review of the literature, and outline the methodology and preliminary data analysis. Chapters 4 to 8, the main discussion chapters, then go on to explore the 5 main areas of perceived influence on playing-related discomfort/pain and the emerging themes. Chapter 4 looks at the influence of past and present learning environments, with a particular emphasis on the Major Study course at the institution. Chapter 5 focuses on the perceived impact of the Orchestra course at the institution and examines factors such as rehearsal structure/scheduling, breaks, atmosphere, repertoire, stretching, ergonomics of the rehearsal spaces, and the Opera component of the course. Chapter 6 considers the relationship between their experiences of playing-related discomfort/pain and the number of hours per day spent playing their instrument and factors within practice such as consistency and content (warm-ups, practice breaks, and repertoire). Chapter 7 examines technique, posture, instrument set-up, and tension. Chapter 8 unpacks the multitude of other influencing factors, which ranged from exercise and diet, outside work, computer use, writing, and day-to-day activities to pre-existing medical conditions, psychological health, and personality. The data was analysed using a mixed-method approach using a variety of qualitative and quantitative methodologies best suited to the research question. Through this process summaries of the individual cases for each of the 40 participants were also generated. (These extensive documents are contained in the Appendix B.) The summaries document the individual journeys of each student and the perceived interaction within and between the 5 main areas of contributing factors to discomfort/pain. The summaries also reinforce the extent to which students had a variety of perceptions of the overlapping, interactive, and highly subjective contributing factors. From these summaries, six specific cases (two violin majors, two viola majors, and two cello majors) were selected for further in-depth analysis in Chapter 9 of the thesis. The final chapter of the thesis, Chapter 10, reviews and discusses the 5 main areas of influence and the relevant themes in relation to the broader literature. It concludes with a general discussion of limitations to the research, recommendations for the institution and other tertiary institutions, and recommendations for further research.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++
provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.