Use of the “Famous Sayings” Test in South Africa

1971 ◽  
Vol 32 (1) ◽  
pp. 135-141 ◽  
Author(s):  
Harald-Edwin Schmidt
Keyword(s):  
South African ◽  
Sex Education ◽  
College Of Education ◽  
First Year ◽  
Education Students ◽  
African Students ◽  
First Year Students ◽  
Education Group ◽  
Two Samples ◽  
The Mean

The Famous Sayings test consists of four measures: (CM) Conventional Mores, (HO) Hostility, (FF) Fear of Failure, and (SA) Social Acquiescence. The test was applied to two samples of South African students, 338 College of Education students whose data were analyzed according to sex, education and age; and a nearly all male group of 110 first-year students of the Department of Architecture, whose data were combined for analysis. The mean scores for each total group on two of the four scales, CM and SA, were considerably higher for the college group. The correlations among four scales for the two groups were similar and significant ( p ≤ .01). The item-analyses (internal consistency) performed for both groups show similar reliability coefficients for CM and SA but lower reliability for College of Education group on FF and HO. On the whole, the measures are sufficiently reliable and independent for screening purposes.

scholarly journals Knowledge and practice of condom use among first year students at University of the North, South Africa

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
K Peltzer
Keyword(s):  
Condom Use ◽  
South African ◽  
Sexual Practices ◽  
First Year ◽  
Expiry Date ◽  
First Year Students ◽  
The North ◽  
The Mean ◽  
Male Sex ◽  
Knowledge And Practice

The aim of the study is to investigate knowledge and sexual practices with reference to correct use of condoms among first year South African University students. The sample consisted of 206 participants, 146 female and 60 male, the mean age was 20.9 years (SD=3.4), with a range from 17 to 34 years. Results indicated that one third (29.2%) of the sample reported never using condoms, 35.4% always, 19.8% regularly and 8.5% irregularly in the past three months. About 90% levels of correct answers for condom use were found for the items of ‘condoms as protection against STD and AIDS’, ‘expiry date of condoms’, and ‘re-using condoms’. More than 15% were not aware that a condom should be put on before any contact with the vagina. The most common mistakes with respect to condom use were ignorance about the correct moment to put on a condom (56%), and when to take off a condom (55%). Male sex and especially increasing recent sexual encounters was associated with correct condom knowledge. The most common reasons for not using a condom were ‘I do not have the AIDS virus’ and ‘I thought I was safe’ seems to indicate a low perceived susceptibility. Findings are discussed in view of condom promotion programmes.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

scholarly journals Enlivening pedagogical methods in the classroom through visual arts

2018 ◽  
Vol 2 (1) ◽  
pp. 4 ◽  
Author(s):  
Kim Berman ◽  
Shonisani Netshia
Keyword(s):  
South African ◽  
Visual Arts ◽  
Teaching And Learning ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Race And Class ◽  
Creative Commons ◽  
The Arts ◽  
Pedagogical Methods

The call for ‘decolonising’ the curricula by the #FeesMustFall student-led protest movement, in response to an increase of fees at South African universities from 2015, presents educators with the challenge of engaging more relevant methodologies for teaching and learning local content that are appropriate for revised approaches in higher education. Our question in response to this challenge is: how do we enliven curricula and develop pedagogical approaches that can engender a sense of belonging for incoming first-year students and prevent polarising tendencies in the classroom? The visual arts are well positioned to disrupt divisions and stereotypes and offer creative ways to explore patriarchal and colonial power relations. Arts provide safe and empathetic ways for incoming students to gain perspective on their situations from both insider and outsider positions, and to develop a compassionate and enlarged view of the world. In this paper, we introduce some definitions and theoretical positions of decolonising frameworks in the classroom and present a series of first-year classroom interventions as examples of praxis. It is our contention that the arts create the conditions for equalising a classroom space through directing visual processes to engage issues such as the polarisation of race and class. Students are able to engage with ways of responding to their own understandings of how they see themselves as African students. How to cite this article: BERMAN, Kim; NETSHIA, Shonisani. Enlivening pedagogical methods in the classroom through visual arts. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 4-20, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=26   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals An investigation of the perceptions of South African students with regards to accelerated learning courses

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
L. M. Van Rooyen ◽  
J. M. Ontong ◽  
Z. L. Mitchell
Keyword(s):  
South African ◽  
Accelerated Learning ◽  
Social Implications ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
The Social ◽  
Winter School ◽  
The Cost ◽  
Academic Year

The cost of repeating a module has both financial and social implications. The social implications include increased workloads when repeating a module and students often not being able to graduate within the prescribed minimum course period. A possible solution for this is the use of accelerated learning courses, in the form of summer or winter schools. These schools provide students with another opportunity to pass a module, during the summer or winter recess, using an accelerated learning mode, and consequently complete modules with prerequisites of failed modules in the following year. Using an accelerated learning approach, a summer or winter school covers a large portion of the content in semester or year modules in a shortened timeframe outside the normal academic period. Using a questionnaire approach, the various perceptions of first year students at the end of the academic year regarding the use of these schools were obtained and analysed. The timing of the end of the academic year allows students to familiarise themselves with the various accelerated learning courses offered to them throughout the academic year. The findings suggest that students have a positive perception of these schools despite most of them not having had previous experience of completing an accelerated learning course. Although previous literature has indicated that students are hesitant to complete finance-related modules in an accelerated learning format versus traditional semester and year modules, the perceptions indicate that students are willing to engage in financial modules, with the students identifying that the benefits of these accelerated learning courses exceed the cost. The findings suggest that students who are presented with various non-academic obstacles throughout the traditional module are able to use summer or winter schools as a way to reduce exposure to these obstacles and complete an accelerated learning course. The use of these schools therefore presents an area for module developers to consider when implementing these schools as a way to improve throughput rates, thereby contributing in a positive way to students’ financial and social health.

Computer Ownership and Usage as Predictors of Computer Literacy of South African Students

2016 ◽  
Vol 15 (6) ◽  
pp. 638-664
Author(s):  
Pieter Blignaut ◽  
Engela Dednam ◽  
Tlholohelo Nkalai
Keyword(s):  
South African ◽  
Computer Literacy ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Software Applications ◽  
Significant Difference ◽  
Diverse Backgrounds ◽  
The University ◽  
Better Than

Most of our first-year students were born after 1995 and belong to the generation of “digital natives”. They are perceived as being comfortable with technology and active on social media for a large part of every day. However, students at the University of the Free State (ufs) come from diverse backgrounds and the typical characteristicsof their contemporaries do not necessarily apply to them.Students completed questionnaires about their experience with and exposure to various software applications before commencement of the first computer literacy module at the mentioned institution. Students’ performance in three formal assessments during the semester were used as dependent variable to determine whether prior ownership and exposure to computers gave them an advantage over their peers who did not have access to computers.Students owning a computer or who had access to someone else’s computer performed significantly better than those without access to a computer. The Internet andmsWord were found to be among the most used applications prior to entering a university, and they also proved to be predictive of the performance of students in a computer literacy module throughout the semester. The amount of usage did, however,not make any significant difference with regard to the students’ performance.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

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