{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/7874"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/7874","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Evaluation of the drawings in a new South African textbook for science and technology : a comparison between groups","abstract":"The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers).","abstract_html":"The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers).","abstract_has_math":false,"creators":["Jacobs, Keith Ronald"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Rochford, Kevin"],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001","date_published":"2001","updated_at":"2026-07-22T22:23:07Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/7874","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Rochford, Kevin"]},{"key":"dc:creator","label":"Author","values":["Jacobs, Keith Ronald"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-01T08:09:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-01T08:09:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2001"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/7874"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 171-181."]},{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers)."]},{"key":"dc:title","label":"Title","values":["Evaluation of the drawings in a new South African textbook for science and technology : a comparison between groups"]}]}],"canonical_facts":{"dc:contributor.advisor":["Rochford, Kevin"],"dc:creator":["Jacobs, Keith Ronald"],"dc:date.accessioned":["2014-10-01T08:09:01Z"],"dc:date.available":["2014-10-01T08:09:01Z"],"dc:date.issued":["2001"],"dc:description":["Bibliography: leaves 171-181."],"dc:description.abstract":["The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers)."],"dc:identifier.uri":["http://hdl.handle.net/11427/7874"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Evaluation of the drawings in a new South African textbook for science and technology : a comparison between groups"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:07Z"}