Socio-ecological, contextual effects in Raven’s Colour Progressive Matrices scores: Developing an index for guiding test selection and interpretation
- Authors: August, Justin Oswin
- Date: 2020
- Subjects: Ecological Systems Theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/46401 , vital:39563
- Description: With the changing landscape in South Africa to a full democracy, increased research has been undertaken in the psychometric field on local and national normative studies regarding various assessment measures. Given that the Raven’s Coloured Progressive Matrices (CPM)is purported to be culture-free and not heavily dependent on verbal and language skills;it has been extensively normed throughout the world for various population groups. While norms for normal populations of children have been developed in South Africa, these studies were based on race and gender predominantly and without taking into consideration the effects of socio-ecological factors on test performance. The research study aimed to understand the influence of socio-ecological factors on the expression of cognitive scores amongst a geographically diverse sample of South African learners. Through this study, research on the interplay between context and cognition was to be located within the Ecological Systems model of Bronfenbrenner. A secondary aim of the study was to develop an index that will guide test selection and interpretation of assessment results, taking into account the influence of socio-ecological factors and providing a conceptual framework for future test development. The study employed a quantitative methodology on a South African sample consisting of primary school children aged between the ages of 6 years to 11 years. The sample was drawn from schools in the Port Elizabeth areain South Africa that wereclassified into low, medium and high opportunity, based on context. The results indicated that the type of school had a significant impact on test performance, suggesting that contextual factors were influential in this process.The item analysisconductedfurther indicated that learners from a low opportunity school performed significantly lower than the other two schoolsin the sample. The index development provides a foundation for further research that would enhance the interpretation of test results. In the South African context, this is considered important, given our political history and our diversity wherea“one size fits all” approach is not possible.
- Full Text:
- Date Issued: 2020
- Authors: August, Justin Oswin
- Date: 2020
- Subjects: Ecological Systems Theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/46401 , vital:39563
- Description: With the changing landscape in South Africa to a full democracy, increased research has been undertaken in the psychometric field on local and national normative studies regarding various assessment measures. Given that the Raven’s Coloured Progressive Matrices (CPM)is purported to be culture-free and not heavily dependent on verbal and language skills;it has been extensively normed throughout the world for various population groups. While norms for normal populations of children have been developed in South Africa, these studies were based on race and gender predominantly and without taking into consideration the effects of socio-ecological factors on test performance. The research study aimed to understand the influence of socio-ecological factors on the expression of cognitive scores amongst a geographically diverse sample of South African learners. Through this study, research on the interplay between context and cognition was to be located within the Ecological Systems model of Bronfenbrenner. A secondary aim of the study was to develop an index that will guide test selection and interpretation of assessment results, taking into account the influence of socio-ecological factors and providing a conceptual framework for future test development. The study employed a quantitative methodology on a South African sample consisting of primary school children aged between the ages of 6 years to 11 years. The sample was drawn from schools in the Port Elizabeth areain South Africa that wereclassified into low, medium and high opportunity, based on context. The results indicated that the type of school had a significant impact on test performance, suggesting that contextual factors were influential in this process.The item analysisconductedfurther indicated that learners from a low opportunity school performed significantly lower than the other two schoolsin the sample. The index development provides a foundation for further research that would enhance the interpretation of test results. In the South African context, this is considered important, given our political history and our diversity wherea“one size fits all” approach is not possible.
- Full Text:
- Date Issued: 2020
Template ecological analsyis of the narratives of partner’s and family member’s of women who consumed alcohol in pregnancy
- Authors: Tsetse, Agrinette Nontozamo
- Date: 2019
- Subjects: Pregnant women -- Alcohol use -- Social aspects , Substance abuse in pregnancy , Fetus -- Effect of drugs on , Pregnancy -- Psychological aspects , Pregnant women -- Substance use , Substance abuse -- Social aspects , Ecological Systems Theory
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114905 , vital:34055
- Description: Although there is increasing research on alcohol in South Africa, most of this work has an epidemiological focus. Very little research has explored alcohol use during pregnancy specifically from the perspective of the woman’s partner or family member or focused on contextual risk factors beyond the pregnant woman. This information is important to ensure that interventions are formulated based on the social contexts within which drinking in pregnancy takes place and in guiding interventions that aim to prevent prenatal alcohol use, thereby preventing the occurrence of FASDs. This study was guided by Bronfenbrenner’s Ecological Systems Theory to understand partners’ and family members’ perspectives of prenatal exposure within the actual environments in which alcohol use takes place. According to this theory, an individual exists within layers of social relationships: the family, intimate partners, friendships, and healthcare workers (microsystems), interactions among these microsystems, for example, interaction between healthcare workers and intimate partner and family and social workers (mesosystem), accessibility of alcohol in the neighbourhoods (exosystems), religion, culture and society (macro-systems) and changes of the individual and socio-historical context (chronosystem). The data were collected using a biographic narrative interpretive method of interviewing. Thirteen narratives interviews were conducted with partners and family members in a disadvantaged community in Buffalo City, Eastern Cape Province. The interviews were analysed using Template Analysis within the Ecological Systems Theory to interrogate the stories of partners and family members. According to participants, some of the reasons women consumed alcohol in pregnancy are: drinking habits before pregnancy that were difficult to break in pregnancy; women drank during the first trimester of their pregnancy because of unplanned pregnancy; women continued drinking throughout their pregnancies to cope with the emotional upset caused by the trauma of rape and losing loved ones, stress, receiving HIV-diagnosis in pregnancy, intimate partner violence, infidelity, rejection and denial of pregnancy from partners. After birth, some women continued drinking. Consequently, their children were taken away from them by social workers and family members because the parents were unable to care for the child due to alcohol use. There was lack of compliance of shebeens with liquor regulations, heavy drinking, high rates of alcohol use in pregnancy, and easy accessibility of alcohol within this study community. Pregnant women used religious coping beliefs to cope with their circumstances such as changes in their health, relationships and finances. Drinking during pregnancy is a complex problem that stems from multiple social and structural issues and interventions should therefore not only focus on the individual, but also on social networks and communities.
- Full Text:
- Date Issued: 2019
- Authors: Tsetse, Agrinette Nontozamo
- Date: 2019
- Subjects: Pregnant women -- Alcohol use -- Social aspects , Substance abuse in pregnancy , Fetus -- Effect of drugs on , Pregnancy -- Psychological aspects , Pregnant women -- Substance use , Substance abuse -- Social aspects , Ecological Systems Theory
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114905 , vital:34055
- Description: Although there is increasing research on alcohol in South Africa, most of this work has an epidemiological focus. Very little research has explored alcohol use during pregnancy specifically from the perspective of the woman’s partner or family member or focused on contextual risk factors beyond the pregnant woman. This information is important to ensure that interventions are formulated based on the social contexts within which drinking in pregnancy takes place and in guiding interventions that aim to prevent prenatal alcohol use, thereby preventing the occurrence of FASDs. This study was guided by Bronfenbrenner’s Ecological Systems Theory to understand partners’ and family members’ perspectives of prenatal exposure within the actual environments in which alcohol use takes place. According to this theory, an individual exists within layers of social relationships: the family, intimate partners, friendships, and healthcare workers (microsystems), interactions among these microsystems, for example, interaction between healthcare workers and intimate partner and family and social workers (mesosystem), accessibility of alcohol in the neighbourhoods (exosystems), religion, culture and society (macro-systems) and changes of the individual and socio-historical context (chronosystem). The data were collected using a biographic narrative interpretive method of interviewing. Thirteen narratives interviews were conducted with partners and family members in a disadvantaged community in Buffalo City, Eastern Cape Province. The interviews were analysed using Template Analysis within the Ecological Systems Theory to interrogate the stories of partners and family members. According to participants, some of the reasons women consumed alcohol in pregnancy are: drinking habits before pregnancy that were difficult to break in pregnancy; women drank during the first trimester of their pregnancy because of unplanned pregnancy; women continued drinking throughout their pregnancies to cope with the emotional upset caused by the trauma of rape and losing loved ones, stress, receiving HIV-diagnosis in pregnancy, intimate partner violence, infidelity, rejection and denial of pregnancy from partners. After birth, some women continued drinking. Consequently, their children were taken away from them by social workers and family members because the parents were unable to care for the child due to alcohol use. There was lack of compliance of shebeens with liquor regulations, heavy drinking, high rates of alcohol use in pregnancy, and easy accessibility of alcohol within this study community. Pregnant women used religious coping beliefs to cope with their circumstances such as changes in their health, relationships and finances. Drinking during pregnancy is a complex problem that stems from multiple social and structural issues and interventions should therefore not only focus on the individual, but also on social networks and communities.
- Full Text:
- Date Issued: 2019
Enhancing parental involvement in primary schools in disadvantaged communities
- Hendricks, Charlotte Augusta
- Authors: Hendricks, Charlotte Augusta
- Date: 2014
- Subjects: Education, Primary -- Parent participation -- South Africa -- Port Elizabeth , Parent-teacher relationships -- South Africa -- Port Elizabeth , Ecological Systems Theory
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9461 , http://hdl.handle.net/10948/d1020169
- Description: The main research question guiding this study is: “What strategies can be established to enhance parental involvement in primary schools in disadvantaged communities in the Northern Areas of Port Elizabeth”? To answer this question, this study examines parents’ and teachers’ practices concerning parental involvement in the Northern Areas of Nelson Mandela Metropolitan. Parents and teachers were purposely selected from participating schools. In this qualitative study, the researcher proposed strategies to enhance parental involvement at primary schools. Qualitative research methods, associated with phenomenological inquiry were employed to explore the life-world of the participants who have had personal experience with the phenomenon of parental involvement. Data was collected through semi-structured interviews with parents and teachers. This allowed the researcher to gather in-depth information about opinions, beliefs, practices and attitudes concerning the involvement of parents in their children’s education. Bronfenbrenner’s ecosystemic theory served as the theorectical framework of this investigation. Since this study is about parental involvement in primary schools educational policies like inclusive education as well as different models of parental involvement were investigated in the literature study. The results of the study indicated several barriers to the enhancement of parental involvement for instance communication barriers between parents and teachers. The researcher established four strategies for the enhancement of parental involvement and recommended that these strategies should be employed by schools and other stakeholders. She also made further recommendations for parents, teachers, school principals, Department of Basic Education and professionals in the community.
- Full Text:
- Date Issued: 2014
- Authors: Hendricks, Charlotte Augusta
- Date: 2014
- Subjects: Education, Primary -- Parent participation -- South Africa -- Port Elizabeth , Parent-teacher relationships -- South Africa -- Port Elizabeth , Ecological Systems Theory
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9461 , http://hdl.handle.net/10948/d1020169
- Description: The main research question guiding this study is: “What strategies can be established to enhance parental involvement in primary schools in disadvantaged communities in the Northern Areas of Port Elizabeth”? To answer this question, this study examines parents’ and teachers’ practices concerning parental involvement in the Northern Areas of Nelson Mandela Metropolitan. Parents and teachers were purposely selected from participating schools. In this qualitative study, the researcher proposed strategies to enhance parental involvement at primary schools. Qualitative research methods, associated with phenomenological inquiry were employed to explore the life-world of the participants who have had personal experience with the phenomenon of parental involvement. Data was collected through semi-structured interviews with parents and teachers. This allowed the researcher to gather in-depth information about opinions, beliefs, practices and attitudes concerning the involvement of parents in their children’s education. Bronfenbrenner’s ecosystemic theory served as the theorectical framework of this investigation. Since this study is about parental involvement in primary schools educational policies like inclusive education as well as different models of parental involvement were investigated in the literature study. The results of the study indicated several barriers to the enhancement of parental involvement for instance communication barriers between parents and teachers. The researcher established four strategies for the enhancement of parental involvement and recommended that these strategies should be employed by schools and other stakeholders. She also made further recommendations for parents, teachers, school principals, Department of Basic Education and professionals in the community.
- Full Text:
- Date Issued: 2014
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