2. Theological Seminary : Projects, Theses and Dissertations

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Browsing 2. Theological Seminary : Projects, Theses and Dissertations by Subject "Academic achievement"

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    A study skills acquisition project aimed at the “previously disadvantaged” learners of Helderberg High School, Cape Town
    (Adventist University of Africa, 2024-05) Potgieter Daniël Petrus
    The long-lasting impact of Apartheid in South Africa continues to shadow the educational journeys of “previously disadvantaged” students over two decades after the country’s shift to democracy. These learners face significant hurdles in high school; even those earning a bachelor’s degree often struggle with a high dropout rate in their first year of university. The Apartheid legacy is a pivotal contributor to this unfortunate situation. This dissertation aims to understand the challenges “previously disadvantaged” learners face and develop, implement, and evaluate a study skills workshop at Helderberg High School in Somerset West, Cape Town. This initiative is inspired by a transformational approach rooted in Christ’s teachings. The lack of access to quality education entraps these learners, perpetuating a cycle of disadvantage and limiting their socioeconomic prospects. The acquisition of essential study skills is crucial for their educational success. This study focuses exclusively on Helderberg High School and “previously disadvantaged” learners, excluding Grade 12 students due to their proximity to final exams. It draws insights from theological perspectives on education, emphasizing its enduring role in fostering intellectual and spiritual growth. It explores educational principles in the Old and New Testaments and references Ellen G. White’s work, examining aspects like the academic environment, objectives, methodologies, teaching approaches, and curriculum design. Additionally, the research explores the historical context of Apartheid, its impact on South African society, and the urgent need for an equitable educational landscape. It delves into study skills, utilizing Buzan Mind Maps to empower learners and mitigate the adverse effects of Apartheid on their academic pursuits. The dissertation methodically outlines the groundwork and execution of research interviews conducted within focus groups of high school learners. This qualitative data provides insights into study habits and skills. Based on the theological foundation, the literature reviewed, and focus group data analysis, a study skills acquisition curriculum and initiative were developed. Implementing the curriculum and initiative effected a positive transformation in the lives of these learners. This research underscores the enduring significance of education and its theological foundations in shaping individuals and societies. It highlights the crucial role of study skills in bridging the gap between underprivileged and privileged learners, thus promising a more equitable society. This study provides valuable insights into the challenges “previously disadvantaged” learners face and offers a practical solution to enhance their academic performance and overall well-being.