Membership attraction and retention strategies for the Port Elizabeth Club
- Authors: Geel, Rudolf Christiaan
- Date: 2011
- Subjects: Organizational change -- South Africa -- Port Elizabeth -- Management , Organizational change -- Social aspects -- South Africa -- Port Elizabeth , Strategic planning -- South Africa -- Port Elizabeth , Clubs -- South Africa -- Port Elizabeth , Success in business -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8587 , http://hdl.handle.net/10948/1643 , Organizational change -- South Africa -- Port Elizabeth -- Management , Organizational change -- Social aspects -- South Africa -- Port Elizabeth , Strategic planning -- South Africa -- Port Elizabeth , Clubs -- South Africa -- Port Elizabeth , Success in business -- South Africa -- Port Elizabeth
- Description: Human beings have been gathering with other human beings for any and all reasons. These gatherings have occurred since biblical times. The Roman baths were the first gatherings that can be classified as clubs. In contemporary terms, humans gather in small numbers for a coffee with friends at a coffee restaurant, they gather in the thousands to show their dejection of wage offerings and they gather in the millions to support a sports jersey. The common factor in all of these gatherings is that they do it because of one shared goal, one shared vision. The places where people with the same interests gather, called clubs and organisations, have been around for many years. They fulfil some of the very basic human needs as well as some of the most intricate human wants. Ensuring that clubs or organisations remain in our social fibre for many years to come is in the best interest of all of their stakeholders. These clubs or organisations need to adjust to the times of present and adjust the offering they make to the members as the needs of the members change over time. It is this premise that led the researcher to The Port Elizabeth Club. This social club is struggling with dwindling membership numbers and the development of a membership strategy that will increase its membership numbers and the benefits that are offered to them. The secondary literature study conducted revealed many benefits and strategies that clubs currently use or that they could use to improve their membership brand. It further showed the different approaches, of the different clubs, to attracting and retaining the members they wanted. These benefits and strategies formed the basis iv of the primary study that was conducted by the researcher and were the main constructs in the study. The primary study was in the form of questionnaires and these were given to the target market of The Port Elizabeth Club as well as The Port Elizabeth Club members themselves. The primary study revealed that many of the benefits and strategies found in the literature can be used by The Port Elizabeth Club to improve their membership offering. The literature also stated this type of study, a questionnaire or survey, should be done on a regular basis by The Port Elizabeth Club to ensure that it is on track with its members’ needs and wants. The literature revealed that many club members feel that the value that is offered by clubs are diminishing and this results in the loss of members and disinterest from prospective members. It is for this reason that the research study conducted is important to The Port Elizabeth Club and shows that they should focus on the value they offer to their members and continue to improve this value offering. The research study concludes with a detailed description of benefits that The Port Elizabeth Club could implement for its members as well as strategies that will assist it in attracting new members and retaining its current members.
- Full Text:
- Date Issued: 2011
- Authors: Geel, Rudolf Christiaan
- Date: 2011
- Subjects: Organizational change -- South Africa -- Port Elizabeth -- Management , Organizational change -- Social aspects -- South Africa -- Port Elizabeth , Strategic planning -- South Africa -- Port Elizabeth , Clubs -- South Africa -- Port Elizabeth , Success in business -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8587 , http://hdl.handle.net/10948/1643 , Organizational change -- South Africa -- Port Elizabeth -- Management , Organizational change -- Social aspects -- South Africa -- Port Elizabeth , Strategic planning -- South Africa -- Port Elizabeth , Clubs -- South Africa -- Port Elizabeth , Success in business -- South Africa -- Port Elizabeth
- Description: Human beings have been gathering with other human beings for any and all reasons. These gatherings have occurred since biblical times. The Roman baths were the first gatherings that can be classified as clubs. In contemporary terms, humans gather in small numbers for a coffee with friends at a coffee restaurant, they gather in the thousands to show their dejection of wage offerings and they gather in the millions to support a sports jersey. The common factor in all of these gatherings is that they do it because of one shared goal, one shared vision. The places where people with the same interests gather, called clubs and organisations, have been around for many years. They fulfil some of the very basic human needs as well as some of the most intricate human wants. Ensuring that clubs or organisations remain in our social fibre for many years to come is in the best interest of all of their stakeholders. These clubs or organisations need to adjust to the times of present and adjust the offering they make to the members as the needs of the members change over time. It is this premise that led the researcher to The Port Elizabeth Club. This social club is struggling with dwindling membership numbers and the development of a membership strategy that will increase its membership numbers and the benefits that are offered to them. The secondary literature study conducted revealed many benefits and strategies that clubs currently use or that they could use to improve their membership brand. It further showed the different approaches, of the different clubs, to attracting and retaining the members they wanted. These benefits and strategies formed the basis iv of the primary study that was conducted by the researcher and were the main constructs in the study. The primary study was in the form of questionnaires and these were given to the target market of The Port Elizabeth Club as well as The Port Elizabeth Club members themselves. The primary study revealed that many of the benefits and strategies found in the literature can be used by The Port Elizabeth Club to improve their membership offering. The literature also stated this type of study, a questionnaire or survey, should be done on a regular basis by The Port Elizabeth Club to ensure that it is on track with its members’ needs and wants. The literature revealed that many club members feel that the value that is offered by clubs are diminishing and this results in the loss of members and disinterest from prospective members. It is for this reason that the research study conducted is important to The Port Elizabeth Club and shows that they should focus on the value they offer to their members and continue to improve this value offering. The research study concludes with a detailed description of benefits that The Port Elizabeth Club could implement for its members as well as strategies that will assist it in attracting new members and retaining its current members.
- Full Text:
- Date Issued: 2011
Dick Knowles and Paul Wilson present Jazz at the 100 Club, London
- Unknown
- Authors: Unknown
- Subjects: McGregor, Chris--1936-1990 , 100 Club , District Six , Jazz musicians
- Language: English
- Identifier: vital:13585 , http://hdl.handle.net/10962/d1006550 , McGregor, Chris--1936-1990 , 100 Club , District Six , Jazz musicians
- Description: Flier announcing concerts with Steve Williamson Quintet, Chris McGregor, Sketch and other forthcoming concerts at the 100 Club, in 100 Oxford Street, London, presenting by Dick Knowles and Paul Wilson.
- Full Text:
- Authors: Unknown
- Subjects: McGregor, Chris--1936-1990 , 100 Club , District Six , Jazz musicians
- Language: English
- Identifier: vital:13585 , http://hdl.handle.net/10962/d1006550 , McGregor, Chris--1936-1990 , 100 Club , District Six , Jazz musicians
- Description: Flier announcing concerts with Steve Williamson Quintet, Chris McGregor, Sketch and other forthcoming concerts at the 100 Club, in 100 Oxford Street, London, presenting by Dick Knowles and Paul Wilson.
- Full Text:
An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
Potential running related injury contributors in South African long-distance runners
- Authors: Jäger, Chloë Rose Laubscher
- Date: 2022-04-06
- Subjects: Running injuries South Africa , Long-distance running South Africa , Running Physiological aspects , Running shoes , Biomechanics , Chi-square test , Fisher exact test
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290943 , vital:56801
- Description: Running related injuries (RRIs) are a common problem among long-distance runners, with injury rates ranging from 19.4% to 79.3%. Many studies have been done, investigating possible contributors to RRIs however, very few studies have investigated RRIs in South African long-distance runners, a population which may differ from previously studied populations. The current study aimed to build a descriptive profile of South African long-distance runners, as well as to determine associated factors that may contribute to RRIs. In order to do this, a cross-sectional, retrospective study design was employed using a questionnaire which was mostly electronically distributed. The sample consisted of 378 long-distance runners from each province in South Africa (SA). Using the Chi-square analysis and Fisher exact tests, significant associations were established (p<0.05). The current study found that certain RRI variables were associated with specific aspects of the participants’ personal characteristics and demographics, training characteristics, running experience, footwear, and cross training activities. Footwear and training characteristics produced the largest number of significant RRI associations. The findings of the current study could assist future research on RRIs in South African long-distance runners, by informing researchers of potential areas where more in-depth research is needed. In the long term, researchers may be able to narrow down the main contributors to RRI, possibly decreasing RRI rates in the unique population of South African long-distance runners. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2022
- Full Text:
- Date Issued: 2022-04-06
- Authors: Jäger, Chloë Rose Laubscher
- Date: 2022-04-06
- Subjects: Running injuries South Africa , Long-distance running South Africa , Running Physiological aspects , Running shoes , Biomechanics , Chi-square test , Fisher exact test
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290943 , vital:56801
- Description: Running related injuries (RRIs) are a common problem among long-distance runners, with injury rates ranging from 19.4% to 79.3%. Many studies have been done, investigating possible contributors to RRIs however, very few studies have investigated RRIs in South African long-distance runners, a population which may differ from previously studied populations. The current study aimed to build a descriptive profile of South African long-distance runners, as well as to determine associated factors that may contribute to RRIs. In order to do this, a cross-sectional, retrospective study design was employed using a questionnaire which was mostly electronically distributed. The sample consisted of 378 long-distance runners from each province in South Africa (SA). Using the Chi-square analysis and Fisher exact tests, significant associations were established (p<0.05). The current study found that certain RRI variables were associated with specific aspects of the participants’ personal characteristics and demographics, training characteristics, running experience, footwear, and cross training activities. Footwear and training characteristics produced the largest number of significant RRI associations. The findings of the current study could assist future research on RRIs in South African long-distance runners, by informing researchers of potential areas where more in-depth research is needed. In the long term, researchers may be able to narrow down the main contributors to RRI, possibly decreasing RRI rates in the unique population of South African long-distance runners. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2022
- Full Text:
- Date Issued: 2022-04-06
Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
Leshishi
- Bon Ambaron, Egyptian Musical Club, composer not specified, Tracey, Hugh
- Authors: Bon Ambaron , Egyptian Musical Club , composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Tanzania city not specified f-tz
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/370925 , vital:66393 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , ACO316-D3F22
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
- Authors: Bon Ambaron , Egyptian Musical Club , composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Tanzania city not specified f-tz
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/370925 , vital:66393 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , ACO316-D3F22
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
An investigation of servant leadership within Rhodes University sports clubs
- Authors: Stiebel, Jessica Lee
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:872 , http://hdl.handle.net/10962/d1021317
- Description: This research investigates the level of servant leadership within Rhodes University sport clubs. The goals of this research are to assess the perception the club members have of their chairperson and to key identify areas of development. The sport clubs at Rhodes University are partially run by chairpersons who are voted into the position by his or her peers of a sports club. The chairpersons work alongside Rhodes University employees who are a part of the Sports Administration team to oversee the running, scheduling and finances of the club. The sports clubs are representative of Rhodes University and it is the chairperson’s responsibility to ensure the club is lead and run effectively. Robert Greenleaf coined the term servant leader in the 1970s (Greenleaf, 1997). The servant leader is a leader who is driven by his or her followers, as leadership involves a leader serving his or her followers first and foremost (Greenleaf, 1977). The leader takes on a role that is supportive and contributes to their personal as well as their professional achievements (Smith, Montagno and Kuzmenko, 2004). A questionnaire consisting of 27 questions was drafted, of which were four demographic questions. A 5-point Likert Scale was used in order for the participants to respond to the questions. The questionnaire was drawn from a number of questionnaires available in literature on leadership and adapted to suit Rhodes University sports clubs. The questionnaire was distributed personally by the researcher, as well as through an online questionnaire. There were a total of 153 candidates who participated in the study. Descriptive statistics were used to analyse the data. The majority of the respondents had the perceptions that their chairperson displayed characteristics of a servant leader. Majority of the participants were in agreement of the questions asked in the questionnaire, which focused on many servant leadership qualities. The results will be handed over to the Head of Sports Administration in order for them to get an idea of their leaders’ characteristics and areas where they can improve upon.
- Full Text:
- Date Issued: 2016
- Authors: Stiebel, Jessica Lee
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:872 , http://hdl.handle.net/10962/d1021317
- Description: This research investigates the level of servant leadership within Rhodes University sport clubs. The goals of this research are to assess the perception the club members have of their chairperson and to key identify areas of development. The sport clubs at Rhodes University are partially run by chairpersons who are voted into the position by his or her peers of a sports club. The chairpersons work alongside Rhodes University employees who are a part of the Sports Administration team to oversee the running, scheduling and finances of the club. The sports clubs are representative of Rhodes University and it is the chairperson’s responsibility to ensure the club is lead and run effectively. Robert Greenleaf coined the term servant leader in the 1970s (Greenleaf, 1997). The servant leader is a leader who is driven by his or her followers, as leadership involves a leader serving his or her followers first and foremost (Greenleaf, 1977). The leader takes on a role that is supportive and contributes to their personal as well as their professional achievements (Smith, Montagno and Kuzmenko, 2004). A questionnaire consisting of 27 questions was drafted, of which were four demographic questions. A 5-point Likert Scale was used in order for the participants to respond to the questions. The questionnaire was drawn from a number of questionnaires available in literature on leadership and adapted to suit Rhodes University sports clubs. The questionnaire was distributed personally by the researcher, as well as through an online questionnaire. There were a total of 153 candidates who participated in the study. Descriptive statistics were used to analyse the data. The majority of the respondents had the perceptions that their chairperson displayed characteristics of a servant leader. Majority of the participants were in agreement of the questions asked in the questionnaire, which focused on many servant leadership qualities. The results will be handed over to the Head of Sports Administration in order for them to get an idea of their leaders’ characteristics and areas where they can improve upon.
- Full Text:
- Date Issued: 2016
Environmental youth clubs in Namibia : what role do, could or should they play in environmental education?
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
- Full Text:
- Date Issued: 2000
- Authors: Botma, Connie
- Date: 2000
- Subjects: Environmental education -- Namibia Environmental education -- Study and teaching -- Namibia Youth -- Societies and clubs Youth -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1519 , http://hdl.handle.net/10962/d1003401
- Description: Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.
- Full Text:
- Date Issued: 2000
Ffe basajja ba kabaka
- African Music Club, Lutwama, Erusana, Composer not specified, Tracey, Hugh
- Authors: African Music Club , Lutwama, Erusana , Composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Uganda city not specified f-ug
- Language: nyoro
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/294045 , vital:57154 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , TP1884-XYZ5285
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
- Authors: African Music Club , Lutwama, Erusana , Composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Uganda city not specified f-ug
- Language: nyoro
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/294045 , vital:57154 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , TP1884-XYZ5285
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
Ffe basajja ba Kabaka
- Erusana Lutwana, Budo African Music Club, Tracey, Hugh
- Authors: Erusana Lutwana , Budo African Music Club , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Uganda city not specified f-ug
- Language: Ganda
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/367645 , vital:66004 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0219-D5E3
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
- Authors: Erusana Lutwana , Budo African Music Club , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Uganda city not specified f-ug
- Language: Ganda
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/367645 , vital:66004 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0219-D5E3
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
Albany Sports Club President Gail Boy
- Subjects: Rugby football -- South Africa -- Eastern Cape -- Photographs , Albany Rugby Football Club -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/49512 , vital:25897 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , PIC/M 6742
- Description: Albany Sports Club President Gail Boy, Albany Sports Club, Albany Sports Club President Gail Boy, President. 1990-1992, 1993-1996, 1997-1999, Portrait photograph, Colour photograph, Blue background.
- Full Text: false
- Subjects: Rugby football -- South Africa -- Eastern Cape -- Photographs , Albany Rugby Football Club -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/49512 , vital:25897 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , PIC/M 6742
- Description: Albany Sports Club President Gail Boy, Albany Sports Club, Albany Sports Club President Gail Boy, President. 1990-1992, 1993-1996, 1997-1999, Portrait photograph, Colour photograph, Blue background.
- Full Text: false
An investigation into relationship-marketing strategies used by Morkels to retain customers
- Authors: Giddy, Peter Allan Spence
- Date: 2003
- Subjects: Relationship marketing -- South Africa , Morkels (Firm, South Africa) , Furniture industry and trade -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10855 , http://hdl.handle.net/10948/134 , Relationship marketing -- South Africa , Morkels (Firm, South Africa) , Furniture industry and trade -- South Africa
- Description: The research problem addressed in this study was an assessment of the relationship-marketing strategy that Morkels currently has in operation. This strategy focuses on membership of a club that is sold to customers when they open an account. The strategy is to keep in touch with the customer by means of the club magazine, a club card and various special events and offers that are exclusive to club members. The strategy, however, may not be entirely successful in achieving the goals and objectives as envisaged by the senior management of the company. The objective of the research was to establish what exactly relationship marketing is. Once having investigated the theory of relationship marketing, the objective of the research was to establish what the goals of the management at Morkels were and whether or not these goals were met. The methodology of the research was, firstly, to conduct a literature survey on relationship marketing. In particular the study of literature focused on the theory related to the retail market focussing essentially where similar marketing strategies had been investigated. A variety of aspects of relationship marketing and strategies that had previously been implemented were then examined. The literature survey also considered the way in which a successful strategy of relationship-marketing should be motivated, planned, implemented and followed through. Secondly the research established what the goals and objectives of the management of Morkels were by means of an investigation into the policies and manuals of the relationship-marketing department. Finally a questionnaire was disseminated to the senior management of Morkels to establish what they considered to be the needs and opinions of the customers of the Garden Route Area. A second questionnaire with similar questions was also submitted to a sample of club members. This was done to establish the opinions of both groups. The major findings of the research were that Morkels is experiencing a degree of success with its relationship-marketing strategy. The research findings also revealed that opinions of the customers and the management of Morkels do not concur on a number of issues. These differences and the most important factors were discussed and recommendations were made to management.
- Full Text:
- Date Issued: 2003
- Authors: Giddy, Peter Allan Spence
- Date: 2003
- Subjects: Relationship marketing -- South Africa , Morkels (Firm, South Africa) , Furniture industry and trade -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:10855 , http://hdl.handle.net/10948/134 , Relationship marketing -- South Africa , Morkels (Firm, South Africa) , Furniture industry and trade -- South Africa
- Description: The research problem addressed in this study was an assessment of the relationship-marketing strategy that Morkels currently has in operation. This strategy focuses on membership of a club that is sold to customers when they open an account. The strategy is to keep in touch with the customer by means of the club magazine, a club card and various special events and offers that are exclusive to club members. The strategy, however, may not be entirely successful in achieving the goals and objectives as envisaged by the senior management of the company. The objective of the research was to establish what exactly relationship marketing is. Once having investigated the theory of relationship marketing, the objective of the research was to establish what the goals of the management at Morkels were and whether or not these goals were met. The methodology of the research was, firstly, to conduct a literature survey on relationship marketing. In particular the study of literature focused on the theory related to the retail market focussing essentially where similar marketing strategies had been investigated. A variety of aspects of relationship marketing and strategies that had previously been implemented were then examined. The literature survey also considered the way in which a successful strategy of relationship-marketing should be motivated, planned, implemented and followed through. Secondly the research established what the goals and objectives of the management of Morkels were by means of an investigation into the policies and manuals of the relationship-marketing department. Finally a questionnaire was disseminated to the senior management of Morkels to establish what they considered to be the needs and opinions of the customers of the Garden Route Area. A second questionnaire with similar questions was also submitted to a sample of club members. This was done to establish the opinions of both groups. The major findings of the research were that Morkels is experiencing a degree of success with its relationship-marketing strategy. The research findings also revealed that opinions of the customers and the management of Morkels do not concur on a number of issues. These differences and the most important factors were discussed and recommendations were made to management.
- Full Text:
- Date Issued: 2003
Using a reading club to help grade 4 boys, in the kingdom of Saudi Arabia, to position themselves as readers
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
Exploring learners’ engagement with literacy in a book club
- Authors: Jamieson, Vuyokazi
- Date: 2022-04-08
- Subjects: Book clubs (Discussion groups) South Africa Makhanda , Literacy South Africa Makhanda , High school students Books and reading South Africa Makhanda , Books and reading South Africa Makhanda , Reading, Psychology of , Service learning South Africa Makhanda , Critical realism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263601 , vital:53642
- Description: This study observes the literacy engagement of a group of learners enrolled in Grades 8–10 in Nombulelo High School, a poorly-resourced school in the city of Makhanda in the Eastern Cape, South Africa. The learners participated in a book club hosted and run by St Andrew’s College, a privileged independent school, as a community engagement initiative. The idea of extending literacy engagement and engagement with written texts beyond textbooks used in schools is critical for learners with ambitions to enter higher education. Studying at a university requires a lot of reading, and if reading has not been taken up as a practice that involves more than ‘text consulting’ (Geisler, 1994) students will be unlikely to read the number of texts required of them. Studies (see Geisler, 1994 for an overview) have shown how the literacy of the university is very different to school based literacies. The assumption behind the study on which this thesis reports is that engagement with fictional texts might promote reading and bring about understandings of this activity as enjoyable and not a task only associated with schooling. The study is underpinned by a critical realist philosophy which allowed for the identification of structures and mechanisms that led to the emergence of literacy events in learners’ lives and to their experiences and observations of those events. The study was guided by the following questions: How do learners from a poorly-resourced high school engage around fictional texts in the context of a book club? What enables or constrains this engagement? The study was impacted by the Covid-19 pandemic in that lockdown requirements meant that learners from St Andrew’s College could not participate in the book club as much as anticipated initially as they had been forced to return home to pursue online learning. Learners from Nombuelo High School were, however, granted access to College premises, where they met in the school library following strict Covid protocols. The study draws on in-depth interviews, observations and document analysis of five learners from Nombulelo High School who participated in the book club, as well as on book reviews they wrote for the book club website. The critical realist analysis allows for the identification of mechanisms in learners’ homes and communities that enable literacies, including those that are screen-based such as using a computer, mobile phones and other technologies. This study found evidence of challenges regarding school based texts, reading fictional texts and viewing it as an enrichment of the school project. Because of children were African the emergence of communal practices and story telling is woven throughout the results section. However, is an example of the complexity of social and economic challenges facing South African marginalised schools. , Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Jamieson, Vuyokazi
- Date: 2022-04-08
- Subjects: Book clubs (Discussion groups) South Africa Makhanda , Literacy South Africa Makhanda , High school students Books and reading South Africa Makhanda , Books and reading South Africa Makhanda , Reading, Psychology of , Service learning South Africa Makhanda , Critical realism
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/263601 , vital:53642
- Description: This study observes the literacy engagement of a group of learners enrolled in Grades 8–10 in Nombulelo High School, a poorly-resourced school in the city of Makhanda in the Eastern Cape, South Africa. The learners participated in a book club hosted and run by St Andrew’s College, a privileged independent school, as a community engagement initiative. The idea of extending literacy engagement and engagement with written texts beyond textbooks used in schools is critical for learners with ambitions to enter higher education. Studying at a university requires a lot of reading, and if reading has not been taken up as a practice that involves more than ‘text consulting’ (Geisler, 1994) students will be unlikely to read the number of texts required of them. Studies (see Geisler, 1994 for an overview) have shown how the literacy of the university is very different to school based literacies. The assumption behind the study on which this thesis reports is that engagement with fictional texts might promote reading and bring about understandings of this activity as enjoyable and not a task only associated with schooling. The study is underpinned by a critical realist philosophy which allowed for the identification of structures and mechanisms that led to the emergence of literacy events in learners’ lives and to their experiences and observations of those events. The study was guided by the following questions: How do learners from a poorly-resourced high school engage around fictional texts in the context of a book club? What enables or constrains this engagement? The study was impacted by the Covid-19 pandemic in that lockdown requirements meant that learners from St Andrew’s College could not participate in the book club as much as anticipated initially as they had been forced to return home to pursue online learning. Learners from Nombuelo High School were, however, granted access to College premises, where they met in the school library following strict Covid protocols. The study draws on in-depth interviews, observations and document analysis of five learners from Nombulelo High School who participated in the book club, as well as on book reviews they wrote for the book club website. The critical realist analysis allows for the identification of mechanisms in learners’ homes and communities that enable literacies, including those that are screen-based such as using a computer, mobile phones and other technologies. This study found evidence of challenges regarding school based texts, reading fictional texts and viewing it as an enrichment of the school project. Because of children were African the emergence of communal practices and story telling is woven throughout the results section. However, is an example of the complexity of social and economic challenges facing South African marginalised schools. , Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, 2022
- Full Text:
- Date Issued: 2022-04-08
Examining the nature of learning within an afterschool mathematics club : a case study of four learners
- Pohamba, Penehafo K, Graven, Mellony, Stott, Deborah A, Ashipala, Daniel O
- Authors: Pohamba, Penehafo K , Graven, Mellony , Stott, Deborah A , Ashipala, Daniel O
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70121 , vital:29623 , http://dx.doi.org/10.5430/irhe.v2n1p21
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. This study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. This study was interpretive in nature drawing on qualitative methods with some elements of quantification in relation to learners’ progression. The club consists of 10 learners of mixed ability (5 girls and 5 boys) at a township school in Graham’s town, South Africa. Learners in this case study were selected through purposive sampling. As part of the data collection strategies, the learners were interviewed twice in terms of their numeracy proficiency. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. This study also recommended Wright et al.’s (2006) LFIN framework to be used in assessing learners’ progress in mathematics, as it could inform the refinement of instructional design within the school curriculum and teachers’ education in the Namibian context.
- Full Text:
- Date Issued: 2017
- Authors: Pohamba, Penehafo K , Graven, Mellony , Stott, Deborah A , Ashipala, Daniel O
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70121 , vital:29623 , http://dx.doi.org/10.5430/irhe.v2n1p21
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. This study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. This study was interpretive in nature drawing on qualitative methods with some elements of quantification in relation to learners’ progression. The club consists of 10 learners of mixed ability (5 girls and 5 boys) at a township school in Graham’s town, South Africa. Learners in this case study were selected through purposive sampling. As part of the data collection strategies, the learners were interviewed twice in terms of their numeracy proficiency. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. This study also recommended Wright et al.’s (2006) LFIN framework to be used in assessing learners’ progress in mathematics, as it could inform the refinement of instructional design within the school curriculum and teachers’ education in the Namibian context.
- Full Text:
- Date Issued: 2017
Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression
- Authors: Hebe, Gasenakeletso Ennie
- Date: 2018
- Subjects: Mathematical ability -- Testing , Education, Elementary -- South Africa , Mathematics -- Study and teaching (Elementary) -- Activity programs , Mathematics -- Remedial teaching , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62200 , vital:28137
- Description: Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase. This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Hebe, Gasenakeletso Ennie
- Date: 2018
- Subjects: Mathematical ability -- Testing , Education, Elementary -- South Africa , Mathematics -- Study and teaching (Elementary) -- Activity programs , Mathematics -- Remedial teaching , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62200 , vital:28137
- Description: Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase. This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
- Full Text:
- Date Issued: 2018
Ffe basajja ba Kabaka
- Budo African Music Club, not specified, Lutwana, Erusana, Tracey, Hugh
- Authors: Budo African Music Club , not specified , Lutwana, Erusana , Tracey, Hugh
- Date: 1950-08-13
- Subjects: Popular music--Africa , Field recordings , Africa, Sub-Saharan , Africa Uganda Kampala f-ug
- Language: Ganda
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/229754 , vital:49707 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR2327 , XYZ5385
- Description: Patriotic song with drums and clapping
- Full Text: false
- Date Issued: 1950-08-13
- Authors: Budo African Music Club , not specified , Lutwana, Erusana , Tracey, Hugh
- Date: 1950-08-13
- Subjects: Popular music--Africa , Field recordings , Africa, Sub-Saharan , Africa Uganda Kampala f-ug
- Language: Ganda
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/229754 , vital:49707 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR2327 , XYZ5385
- Description: Patriotic song with drums and clapping
- Full Text: false
- Date Issued: 1950-08-13
Pemba ina siri
- Egyptian musical club, Hugh Tracey
- Authors: Egyptian musical club , Hugh Tracey
- Date: 1950
- Subjects: Folk music--Africa , Folk music--Tanzania , Swahili-speaking peoples , Field recordings , Africa, Sub-Saharan , Africa Tanzania Dar-es-Salaam f-tz
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/179531 , vital:43075 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR169-16
- Description: The island of Pemba lies just north of Zanzibar and is the greater producer of cloves of the two islands. Love song, with 2 Udi, 1 Cello, 1 mandoline, 1 Dambak, 1 Kayamba rattle, and 3 violas.
- Full Text: false
- Date Issued: 1950
- Authors: Egyptian musical club , Hugh Tracey
- Date: 1950
- Subjects: Folk music--Africa , Folk music--Tanzania , Swahili-speaking peoples , Field recordings , Africa, Sub-Saharan , Africa Tanzania Dar-es-Salaam f-tz
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/179531 , vital:43075 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR169-16
- Description: The island of Pemba lies just north of Zanzibar and is the greater producer of cloves of the two islands. Love song, with 2 Udi, 1 Cello, 1 mandoline, 1 Dambak, 1 Kayamba rattle, and 3 violas.
- Full Text: false
- Date Issued: 1950
Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
Albany Rugby Football Club, 1947
- Date: 1947
- Subjects: Rugby football -- South Africa -- Eastern Cape -- Photographs , Albany Rugby Football Club -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/44972 , vital:25456 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , PIC/M 6728
- Description: Albany Rugby Football Club 1947. Team photograph with rugby/football players, in rugby uniform, Group photograph, Indoor photograph, Black and white photograph, Players have arms crossed, Player sitting in the middle holding a rugby ball in his lap, Four trophy cups displayed in front of the sitting players, Five men, two standing and three sitting, where suits.
- Full Text: false
- Date Issued: 1947
- Date: 1947
- Subjects: Rugby football -- South Africa -- Eastern Cape -- Photographs , Albany Rugby Football Club -- Photographs
- Type: still image
- Identifier: http://hdl.handle.net/10962/44972 , vital:25456 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017. , PIC/M 6728
- Description: Albany Rugby Football Club 1947. Team photograph with rugby/football players, in rugby uniform, Group photograph, Indoor photograph, Black and white photograph, Players have arms crossed, Player sitting in the middle holding a rugby ball in his lap, Four trophy cups displayed in front of the sitting players, Five men, two standing and three sitting, where suits.
- Full Text: false
- Date Issued: 1947