Possible futures for the African built environment towards 2050
- Authors: Adendorff, Gillian Lorraine
- Date: 2014-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53325 , vital:45136
- Description: Purpose –The purpose of this thesis is to develop four scenarios for Africa’s built environment over the nextfortyyears: The ”Angel” or “Good Governance”Scenario,in which positive elements become a realisation for Africa’s built environment and are conjointly favourable; The “Dwarf” or “Uneven African Development”Scenario, in which key driving forces unfold inan uneven pattern, or have a differentiated impact on Africa’s built environment; The “Elf” or Bad Governance Scenario,in which less good governance prevails, but where a fortunate built environment and securemanagement allowsAfrica to become competitive and benefit from satisfactory economic growth;and The “Hobgoblin” or “Business and Governance as usual” Scenario,in which negative regional drivers of change corrode positive policies and initiatives in a manner which compounds the pre-existing threats of Africa’s built environment development.Design/Methodology/Approach –The goal of this thesis is not only to affirm what is already known and knowable regardingwhat is happening right now at the intersections of Africa and its built environment development, but also to explore the many ways in which environmental scanning and built environment development could co-involve,both push and inhibit each other,in the future. Thereafter, this thesis beginsto examine what possible paths may be implicatedfor Africa’s poor and vulnerable built environment. Scenario planning is a methodology designed to help researchers, organisations and even nations alike through this creative process. This thesis begins to identifydriversof change, and then combines these driversin different ways to create a set of scenarios regardinghow the future built environment of Africa could evolve.Practical implications –This thesis provides a useful insight regardingdrivers for change for Africa’s built environment,and how to anticipate these changes in the mostcurrentScenario planning.Originality/Value –This thesis addressesthe future of Africa’s built environment from a decision maker’s point of view over the next 40 years. , Thesis (PhD) -- Faculty of Engineering, the Built Environment and Technology, School of the Built Environment and Civil Engineering, 2021
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- Date Issued: 2014-04
Problem-based learning strategies as determinant of grade 9 student's academic achievement in algebra
- Authors: Olaoye, Olabisi Fatimat
- Date: 2014-04
- Subjects: Problem-based learning , Learning strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24717 , vital:63535
- Description: Many scholars in the field of mathematics education have written extensively on algebra and the reasons why algebra remains one of the aspects of mathematics that usually poses problems to students. This study examined the effects of problem based learning strategies on students’ academic achievement in algebra using language proficiency and gender as moderator variables. A 3X2X3 pretest-posttest control group quasi-experimental design was adopted in the study. One hundred and nine subjects were involved in the study (109) this consisted of forty-four males and sixty-five females in four Grade 9 mathematics classes in East London District. The study was carried out in two schools using two intact classes in each of the school. One class in each school was randomly assigned to the experimental and another to control groups. Four instruments were constructed and used for this study. These are: Language Proficiency Achievement Test (LPAT), Problem Based Learning Strategies are in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). The instruments were validated and used for data collection before and after the four week experiment. Seven hypotheses were generated and tested in the study at 0.05 alpha levels. The data collected were subjected to both descriptive and inferential statistics, which included Analysis of Covariance (ANCOVA) of students post-test achievement and where the results were significant, Pairwise Comparison Analysis of Scheffe post-hoc were employed to detect the source of variation and the direction of significance of post-test achievement according to treatment groups. One of the major findings of this study was that problem based learning strategies (PBLSa), (PBLSb) are more effective than conventional method in students’ academic achievement in algebra ( x = 3.05; SE =.720), ( x = 4.23; SE=.714), ( x = 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of treatment and language proficiency on students’ academic achievement in Algebra (F (2,109) = .926; p>.05). Also, there is no significant main effect of treatment and gender on students’ academic achievement in algebra. (F (1.109) =.237; p>.05). However, this study recommended that problem based learning strategies should be embraced by both the teachers and learners in order to enhance students’ academic achievement in algebra. , Thesis (PhD) -- Faculty of Education, 2014
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- Date Issued: 2014-04