NSFAS-funded Students’ Financial Wellness Perceptions and Experiences as a Component of Holistic Wellbeing: An Exploratory Study
- Authors: Peters, Melody
- Date: 2023-04
- Subjects: Student wellbeing , Financial wellness , NSFAS-funded students,
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66604 , vital:76028
- Description: Thousands of students from previously disadvantaged backgrounds are funded annually by the National Student Financial Aid Scheme (NSFAS). Since its inception in 1995, it has had great success providing opportunities for those in poverty, working towards rectifying the injustices of Apartheid. However, attrition rates are high. Higher Education research has recently focused on student wellbeing and wellness. The latest research in 2020 from Nelson Mandela University (NMU) recommends further studies in financial wellness, as it lacks representation in the literature. A qualitative, explorative study was conducted with NSFAS-funded student participants who are currently registered at NMU. Six participants were recruited using a snowballing sampling technique and were interviewed using a face-to-face semi-structured interview. The aim was to explore NSFAS-funded students’ perceptions of financial wellness and their financial experiences during university. The financial experiences were reviewed as a component of holistic wellbeing. Prilleltensky’s ecological model of justice and wellbeing provided the theoretical framework with a financial wellness model integrated into Prilleltensky’s model. Data analysis, using thematic analysis, was carried out, and a model of trustworthiness was utilized to ensure the reliability and validity of the qualitative data and research process. Findings from the research conducted revealed that financial wellness is perceived as the meeting of basic needs whereas associations of financial wellness are perceived in greater quality and quantity of possessions and greater psychological wellbeing. Obtaining financial wellness is dependent on family, personal choice, and financial literacy skills. NSFAS errors generates stress and the NSFAS process creates a reciprocal financial relationship between the student and the family system. The university provides institutional support which can assist or create more stress for students. Participants’ financial experiences impact their psychological and social wellbeing, but despite these difficulties participants show resilience when faced with adversity. , Thesis (MA) -- Faculty of Health Science, School of Behavioral Sciences, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Peters, Melody
- Date: 2023-04
- Subjects: Student wellbeing , Financial wellness , NSFAS-funded students,
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66604 , vital:76028
- Description: Thousands of students from previously disadvantaged backgrounds are funded annually by the National Student Financial Aid Scheme (NSFAS). Since its inception in 1995, it has had great success providing opportunities for those in poverty, working towards rectifying the injustices of Apartheid. However, attrition rates are high. Higher Education research has recently focused on student wellbeing and wellness. The latest research in 2020 from Nelson Mandela University (NMU) recommends further studies in financial wellness, as it lacks representation in the literature. A qualitative, explorative study was conducted with NSFAS-funded student participants who are currently registered at NMU. Six participants were recruited using a snowballing sampling technique and were interviewed using a face-to-face semi-structured interview. The aim was to explore NSFAS-funded students’ perceptions of financial wellness and their financial experiences during university. The financial experiences were reviewed as a component of holistic wellbeing. Prilleltensky’s ecological model of justice and wellbeing provided the theoretical framework with a financial wellness model integrated into Prilleltensky’s model. Data analysis, using thematic analysis, was carried out, and a model of trustworthiness was utilized to ensure the reliability and validity of the qualitative data and research process. Findings from the research conducted revealed that financial wellness is perceived as the meeting of basic needs whereas associations of financial wellness are perceived in greater quality and quantity of possessions and greater psychological wellbeing. Obtaining financial wellness is dependent on family, personal choice, and financial literacy skills. NSFAS errors generates stress and the NSFAS process creates a reciprocal financial relationship between the student and the family system. The university provides institutional support which can assist or create more stress for students. Participants’ financial experiences impact their psychological and social wellbeing, but despite these difficulties participants show resilience when faced with adversity. , Thesis (MA) -- Faculty of Health Science, School of Behavioral Sciences, 2023
- Full Text:
- Date Issued: 2023-04
Identification and characterisation of microbial communities and their metabolic potential in meltwater ponds, Western Dronning Mau Land, Antarctica
- Authors: Van Aswegen, Sunet
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365723 , vital:65779
- Description: Thesis embargoed. Expected release date early 2024. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Van Aswegen, Sunet
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365723 , vital:65779
- Description: Thesis embargoed. Expected release date early 2024. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-10-14
The role of visualisation in redefining the pedagogy of fractions in mathematics classrooms among senior primary school teachers
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ausiku, Charity Makwiliro
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) Namibia , Fractions Study and teaching (Elementary) Namibia , Visualization , Visual learning , Dual-coding hypothesis , Constructivism (Education) Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405456 , vital:70173 , DOI 10.21504/10962/405456
- Description: This mixed methods study explored the impact of the use of a visualisation approach on the pedagogy of eight teacher participants who were involved in the Rundu Campus Fraction Project (RCFP). The aim of this study was to determine the extent to which participants incorporated visualisation processes in the pedagogy of fractions, in view of their exposure to visualisation activities in the RCFP. Since fractions are difficult to teach and learn, visualisation was considered as an alternative approach to the pedagogy of fractions because it presents learners with opportunities to improve their proportional and spatial reasoning. This study was founded on the premise that the incorporation of both verbal and nonverbal cues can enhance the teaching and learning of fractions rather than the use of a single cue. Hence, the two theories underpinning this study are the Dual Coding Theory and the Constructivist Theory. While the Dual Coding Theory advocates for the use of verbal and nonverbal codes, the Constructivist theory states that meaningful learning occurs when learners are presented with opportunities to construct their own knowledge. Thus, the two codes are intertwined. In other words, the active construction of knowledge among learners is aided by using constructivist teaching approaches through the incorporation of both verbal and nonverbal codes. Although this study was predominantly qualitative, quantitative methods were also used in the data collection process. A questionnaire was administered to identify teacher participants for this study, based on their teaching orientations. Their views on best practices in mathematics classrooms in general and the incorporation of visualisation processes in particular, were instrumental in the selection of participants for this study. In addition, observations and semi-structured interviews were also used as research methods. Twenty-five lesson samples were video recorded, transcribed and analysed using both qualitative and quantitative methods. Moreover, each of the eight participants was exposed to a set of pre- and post-observation interviews during which they were expected to express their views on the selection, incorporation and impact of visualisation processes on the teaching of fractions. Data sets from all three instruments were analysed using both quantitative and qualitative methods. The findings indicate that the RCFP had an impact on the teaching strategies employed by the participants as they all incorporated visualisation processes into their teaching to some extent. In some lessons, the visual code was effectively blended into the verbal code while in others, the purpose of and connection between the two codes was not evident. Hence, although all the participants embraced the incorporation of visualisation in the pedagogy of mathematics, some of them struggled to find its rightful position in the teaching of fractions. The findings suggest that despite the participants’ eagerness to use visualisation in their fraction lessons, some of them did not have adequate knowledge to successfully merge it with the conventional verbal code. Thus, for the integration of visuals to be impactful, it should be carefully merged in the teaching of fractions by taking into account various factors. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The capacity of Nelson Mandela Bay Municipality in refuse management: a policy investigation
- Authors: Pafa, Zolekile Willie
- Date: 2012-01
- Subjects: Refuse and refuse disposal--Government policy , Municipal services--Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24969 , vital:63763
- Description: In this dissertation, a study is undertaken to investigate the effectiveness of the public participation in the policy process at the Nelson Mandela Bay Municipality. The study presents an overview of the legislative framework and the role the public can play in the policy process. This is followed by the theoretical framework of the municipal policy process. Based on the theoretical framework presented, an analysis is then made to prove whether the public do participate in the policy process in the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the involvement of the public in the policy process in the Nelson Mandela Bay Municipality. Secondly, the study presents an overview of the legislative framework and the role the public can play in the management of refuse. This is followed by the theoretical framework of refuse management as functional area. Based on the theoretical framework presented, an analysis is then made to prove whether the public is involved in the management of refuse at the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the active involvement of the public in refuse management in the Nelson Mandela Bay Municipality. Finally, the study ends by providing recommendations that will not only assist Nelson Mandela Bay Municipality alone, but the population and the government of the Republic of South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Pafa, Zolekile Willie
- Date: 2012-01
- Subjects: Refuse and refuse disposal--Government policy , Municipal services--Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24969 , vital:63763
- Description: In this dissertation, a study is undertaken to investigate the effectiveness of the public participation in the policy process at the Nelson Mandela Bay Municipality. The study presents an overview of the legislative framework and the role the public can play in the policy process. This is followed by the theoretical framework of the municipal policy process. Based on the theoretical framework presented, an analysis is then made to prove whether the public do participate in the policy process in the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the involvement of the public in the policy process in the Nelson Mandela Bay Municipality. Secondly, the study presents an overview of the legislative framework and the role the public can play in the management of refuse. This is followed by the theoretical framework of refuse management as functional area. Based on the theoretical framework presented, an analysis is then made to prove whether the public is involved in the management of refuse at the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the active involvement of the public in refuse management in the Nelson Mandela Bay Municipality. Finally, the study ends by providing recommendations that will not only assist Nelson Mandela Bay Municipality alone, but the population and the government of the Republic of South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2012
- Full Text:
- Date Issued: 2012-01
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