Vaal Triangle Campus Research Articles

Translating the Test of Academic Literacy Levels into Sesotho

This article reports on an initiative at the Vaal Triangle Campus (VTC) of North-West University (NWU) towards the active encouragement of functional multilingualism in tertiary education. More specifically, in an effort to support the potential use of Sesotho (Southern Sotho) and isiZulu in the teaching-learning environment at this campus, it was decided that an important first step should be an accurate and reliable determination of students’ levels of academic literacy (AL) in these two languages. Such a measurement would provide an indication of student readiness to make productive use of any extra learning support offered in these languages. Since there are no measuring instruments available to assess students’ academic literacy levels in Sesotho and isiZulu at tertiary level, it was decided thattranslating an existing test may be the most productive option in this case. The test selected for translation into Sesotho and isiZulu was the Test of Academic Literacy Levels (TALL), a test that has consistently shown high reliability measures in the assessment of students’academic literacy levels in English. Because Sesotho is the home language used by the majority of students (other than English and Afrikaans) at the VTC, it was decided that Sesotho would be treated as priority in terms of the completion of the project. The article therefore documents the translation process for Sesotho, and discusses primarily positive findings regarding the creation of a conceptually and functionally adequate Sesotho version of the TALL through a process of translation.

Using HCI Principles to Design Interactive Learning Material

The aim of this paper is to reflect on the design process followed to create interactive learning material for 1st year students at the North-West University, Vaal Triangle Campus (NWU VTC). The interactive learning material was created for a theory based module named Human-Computer Interaction (HCI). Traditional paper-based study material was translated into interactive learning material during the design process of the artefact. The study followed the design science research framework for the creation of the artefact. The artefact was then evaluated by its users. The goal of the paper is to highlight important HCI principles which were found appropriate to adhere to when designing interactive learning material. DOI: 10.5901/mjss.2014.v5n21p377

Participatory Communication and Perceptions amongst Staff Members at a Tertiary Education Institution

Within the field of development, participation has become the normative approach in the past two decades. For development projects to be sustainable, the communication must be participatory in nature. Against this background, this research investigated the extent to which communication between personnel of a specific tertiary education institution is effective and participatory. The population for this study is the 100 staff members of the Faculty of Economic Sciences and Information Technology at the Vaal Triangle Campus of the North-West University in South Africa. The entire population was used in the study to ensure that all perspectives were included, whether academic, management or support services. A questionnaire was composed and handed out to all personnel to determine their perceptions regarding communication within and about the Faculty, after which the collected data was analysed quantitatively. The research findings reveal that within the larger paradigm of heteroglossia there is room for improvement. This study pointed out the various areas for improvement and offered theoretically grounded recommendations. The institution should develop a well researched marketing and communication plan that focuses on the different mediums that are used to communicate with personnel as well as the messages that are being communicated. Future research into development communication for social change and perceptions amongst staff members at tertiary education institutions should focus on the development of interesting messages to address the dynamic target group of academics, and also on continuous development of different communication and information campaigns within tertiary education institutions, to ensure that communication campaigns stay new and fresh. DOI: 10.5901/mjss.2014.v5n7p631

Attitudes towards Information Privacy amongst Black South African Generation Y Students: A Study of Loyalty Cards

Aim: In this era of globalisation characterised with rapid spread and usage of Information Communication Technology (ICT) and the capacity to store personal information, the issue of information privacy is becoming an increasing concern. In this study, the attitude of Black South African Generation Y students towards information privacy in relation to loyalty card usage was examined. Method: A total of 400 questionnaires were administered to participating students from two higher education institutions including the North West University Vaal Triangle Campus, and the Vaal University of Technology. The awareness and knowledge of Generation Y students on data collection practices with loyalty cards, and the relationship between information privacy concerns and purchase behaviour with regard to loyalty card usage was also examined. Results and conclusion: Using Pearson’s correlation analysis, reliability test and preliminary data analysis, it was revealed that Black Generation Y students were concerned with their information privacy in relation to loyalty cards, and this significantly affected their attitude towards loyalty card usage. The ability to control their data usage, i.e. knowledge of what their data is being used for by business organisations also positively influenced their perception towards loyalty cards as Generation Y students were irritated by unsolicited marketing offers from business organisations. DOI: 10.5901/mjss.2013.v4n3p647

Academic preparedness of students – an exploratory study

The high level of student failure, accompanied by an increased drop-out rate, is problematic in higher education. It is especially a concern in programmes with the subjects of Mathematics, Accounting and Science. Over many years, models of student admission and selection have been widely researched both internationally and in South Africa. Research indicates that in the academic domain, underpreparedness results from a combination of a lack of English proficiency, mathematical ability and effective study skills. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for students of Commerce, Information Technology, Business, Mathematics and Informatics courses at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. The question at that time then arose as to what criteria should be used for placing students in the extended programme. The placement of first-year students in appropriate programmes should be done with sensitivity to enhance academic success but, at the same time, should not ‘label’ students as underprepared. This paper provides perspectives on the selection criteria available for predicting academic success/preparedness, and then reports on students’ own experiences. An action research study was conducted on the academic achievement of two cohorts of first-year students at the VTC of NWU. The quantitative results of the performance of first-year students in their core modules are compared to the results of predictive tests written after admission. The results provide valuable insight into the placement of students.Keywords: Academic preparedness, extended programmes, national senior certificate, national benchmark testDisciplines: Education management studies, higher education studies

Recentering the teacher: from transmitter of knowledge to mediator of learning

In this article we report on the findings of a pilot study conducted with a multi-cultural group of 40 practising teachers who are currently enrolled for an Honours B.Ed.-degree at a South African university to determine their understanding of a mediational approach to teaching. The results, based on the findings of a quantitative survey, revealed deficiencies with regard to the group of teachers' understanding of the meaning of the concept mediation and its related processes and competences. The significance of the article lies in the exploration of both the understanding of the concept mediation that focuses on nurturing and advancing a culture of human rights in teaching and learning, and the possible translation of this understanding into teaching practice in South African classrooms. The data were analysed by the Statistical Consultation Services ot the North-West University, Vaal Triangle Campus, making use of descriptive statistics such as frequencies, means and percentages were calculated.

The Vaal River Barrage, South Africa’s hardest working water way: an historical contemplation·

South Africa’s Vaal River is the country’s hardest working rivers. It has been instrumental in securing valuable water supplies in the development of the country’s economic hub – the Gauteng Province. Since the mid-twentieth century there have been increasing indications of water pollution threatening the storage facility of the Vaal River Barrage, built by the water utility, Rand Water, at the start of the twentieth century. Currently, as a result of a variety of factors, untreated wastewater is posing a severe environmental threat in the Vaal River Barrage Catchment area. In the article attention is given to the origins of pollution and recent events that had the effect of mobilising grassroots anger in civil society with the state of affairs. The article forms part of a transdisciplinary research project that is currently conducted at North-West University’s Vaal Triangle campus in Vanderbijlpark.

Training text editors as part of a general programme in language practice: a process-oriented approach

This article sets out the argument that the training of text editors may be done effectively and productively as part of university undergraduate and postgraduate programmes in language practice, alongside disciplines such as translation and interpreting. It is postulated that such programmes should be broadly based in the humanities and social sciences, but with significant emphasis on and links with the industry for which learners are being prepared. While it is believed that the practical aspects of becoming a text editor are of paramount importance in such a course, a great deal of emphasis is also placed on a solid theoretical foundation, so that learners will be able critically to reflect on the practice of text editing and the decision-making processes that it involves. Based on these assumptions, the article presents an outline of an undergraduate and honours course in language practice (offered at the Vaal Triangle Campus of the North-West University), integrating the training of text editors with other subjects in language practice and the humanities. Furthermore, a process-oriented approach, based on the approach outlined by Gile (1995) for the training of translators, is put forward, together with an idealised sequential model of the editing process that may be useful for teaching-learning purposes.

HIV/AIDS Perceptions, attitudes and awareness of undergraduate students

The central question to be examined revolves around the perceptions, attitudes and awareness regarding HIV/AIDS among undergraduate students at the North-West University (Vaal Triangle Campus). Therefore, the objective of this research was to assess these perceptions, attitudes and awareness regarding HIV/AIDS. A convenience sample of undergraduate students was used in a cross-sectional design (N = 290). A semi-standardised questionnaire as well as a biographical questionnaire was administered. The semi-standardised questionnaire was proven to be reliable. Cronbach’s alpha coefficient of between 0.65 and 0.71 was obtained. Descriptive statistics were used to analyse the data. Results indicated that students experienced and perceived differences with regards to their biographical variables in terms of their perceptions, attitudes and awareness regarding HIV/AIDS. Differences were also found between students in different study modules and study years. The findings revealed that the majority of the students were quite knowledgeable regarding HIV/AIDS. While some students had detailed knowledge of the disease and its prevention, others (the minority) were either completely ignorant about it or deny its existence. Recommendations were made for future research in the area of HIV/AIDS within the context of tertiary education.