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Female pupils’ perspective on societal factors influencing their progression in advanced level science subjects in Zimbabwe
No full textThe study is a gender-critical investigation into female pupils' progression in Advanced Level science subjects in rural secondary schools in seven districts of Matabeleland North Province, Zimbabwe. This study employed a multi-pronged theoretical framework approach in analyzing the research problem, formulating research questions, selection of paradigm and approach, deciding on methods, guiding on data interpretation and drawing answers to the main research question. A qualitative transformative study, where I was the chief tool aided by the literature method, critical policy analysis and interviews was used to generate data on the issue under investigation. The sample comprised of 45 purposively selected female pupils, of whom 20 were taking science subjects and 25 were not taking science subjects at the Advanced Level in secondary schools in the seven districts of the Matabeleland North Province, Zimbabwe. Data analysis consisted of a thematic approach where common themes were identified from the participants. From my study, several findings arose, firstly that despite the existence of the concept of gender equality in various documents (the Constitution of Zimbabwe, the National Gender Policy and the Education Act); inequalities persisted in participants’ progression in science subjects. Also, participants revealed that factors influencing their progression in Advanced Level science subjects were persistent and profoundly embedded in the patriarchal rigidity, cultural stereotypes, prejudices and discernments held by society. From the findings, it was noted that female pupils were brought up under distinctive parenting styles such as the autocratic style, which influenced their lived experiences. I, therefore, propose that besides the patriarchal system, the issue of parenting influences female pupils' progression in Advanced Level science subjects. In this context, female pupils with parents and guardians who offered supportive parenting had a better chance of progressing in Advanced Level science subjects at the Advanced Level compared to those with limited parental support. This work suggests a need for cultural transformation in education in general and Advanced Level science subjects in particular, rather than giving attention to prescribed gender equality only. Strategies are needed to alleviate the barriers among them to set up a gender-neutral, gender-sensitive approach and an evidence-based policymaking process. I concluded that from the female pupils’ perspective, their progression in Advanced Level science subjects was mainly influenced by societal factors grounded on barriers they had come across in this respect. This calls for a change of mind that allows for a process that runs concurrently with the patriarchal system until a time when female pupils are at par with their male counterparts in cognisance of their progression in Advanced Level science subjects. To add to the aspect of a gender-neutral, gender-sensitive approach, I move the notion of incorporating the concept of positive parenting when socialising children, without making differentiation concerning gender roles
The effectiveness of fiscal policy actions on economic growth: a vector error correction model and causality econometrics analysis of South Africa
No full textThis study examined the effectiveness of fiscal policy actions in South Africa on economic growth. The investigation was carried out using both the descriptive statistics and VECM. The time-series data of the period 1990 to 2019 was employed in this study, to analyse the economic variables that included, economic growth rate (real Gross Domestic Product (GDP)), gross fixed capital formation, aggregate government expenditure, revenue and public debt. The presence of a long-run equilibrium relationship among variables was revealed in the VECM results. Government expenditure was found to have a negative and significant impact on economic growth. Meanwhile, the regression results of both public debt and gross fixed capital formation variables displayed favourable significant effects on economic growth in the long-run. Although government revenue showed a negative impact in the long run, the variable was found not to be statistically significant. Therefore, this current study recommends that the government of South Africa should avoid exploiting resources when spending on social consumption but concentrate more on directing these expenditures to improve production, technological development and infrastructure which increases investments, attracts tourists and ultimately, boosts economic growth
Early results of South African men with low-risk, clinically localized prostate cancer managed with active surveillance
No full textIntroduction and objective: To report the outcome of active surveillance (AS) offered to men with low-risk prostate cancer (PCa) at Universitas Academic Hospital in Bloemfontein, South Africa. Materials and Methods: Men with PCa with a Gleason score of 6 (3+3) on 2 needle cores or less, clinical stage cT2a and less, and prostate specific antigen (PSA) lower than 10 ng/ml were offered active surveillance. Variables such as age, self-reported ethnicity, clinical stage, PSA, PSA density (PSAD), number of positive cores and core percentage were recorded at baseline. Digital rectal examination (DRE), PSA, and PSA kinetics were recorded during follow up and repeat prostate biopsy was offered routinely within 12 months of initial diagnosis or in case of unfavourable PSA kinetics. Patients older than 70 years with lowintermediate risk were also included. Results: A total of 54 men with median age 64.8 years (range 43 years to 73 years) were surveilled for low-risk PCa for a median of 31 months (range 7 months to 126 months). Their initial median PSA was 7 ng/ml (range 1.1 ng/ml to 14.3 ng/ml). Self-reported ethnicity was African 35 (65%), European 15 (28%) mixed race 1 (2%) and other 3 (5%). Ethnicity was not associated with adverse reclassification [HR 0.5; p=0.366]. PSAD was the best predictor of reclassification [HR 1.5; p = 009]. PSA density cut-off was determined with the receiver operating curves to be 0.13ng/ml/ml which had a sensitivity of 92.9% and a specificity of 42.5% predicting favourable disease. Upgrade of Gleason score was noted in 3 (7%) and increased positive cores in 12 (27%) of the 44 men who had a repeat biopsy. Overall, 14 (26%) patients received definitive treatment for their prostate cancer while 39 (85%) remained on active surveillance. Conclusions: Based on early results, AS appears to be an appropriate management option for South African men with low risk-prostate cancer and a PSA density ≤0.13ng/ml/ml irrespective of ethnicity
Using community structures to support inclusive basic education provision in urbanised vulnerable settings: the case in Wolayta Soddo, South Ethiopia
No full textThe inclusive provision of quality basic education opportunities to all children is at the core of the global free and compulsory basic education agenda. As a UN member state, Ethiopia vowed to adhere to international agreements in this regard, and developed local policies pertaining to free and compulsory basic education. However, in practice this ideal has fallen short. Rather, the government’s policy of urban expansion to surrounding farm communities is in conflict with an attempt to include children from these households into basic education. In the current policy praxis of urban encroachment in Ethiopia, peri-urban farm households are evicted without proper compensation for their farm plots. The entire family livelihood and educational needs of the children had been based on access to this land. As a result, children who are included in urban centres by this process appear to be excluded from the provision of basic education. This has been observed in the surroundings of all rapidly expanding towns, including Wolayta Soddo. This issue has long been of a concern of mine. Informed by my belief that the strength of a community lies in its people, I investigated ways of how available societal structures could be used to support the provision of inclusive basic education in vulnerable urbanised settings. The research was theoretically located within social realism, and was also influenced by the philosophical thinking of pragmatism. It took the stance that even in a vulnerable society, reliable solutions for the problem can be achieved through resilience and the inner potential of structures already existing in the society. Based on a mixed methods design, I employed both qualitative and quantitative methods of data collection and analysis. The literature study enabled me to derive a framework guiding my data analysis, while also informing me on the conceptualisation of inclusive basic education, the human rights dimension of basic education, the praxis of societal participation in basic education, and the link between livelihood and the educational needs of children for inclusive basic education. Based on the notion that the relevant policies are subject to influence, and may also be influenced, in advancing the inclusive basic education agenda in vulnerable urbanised settings, I employed critical policy analysis to understand what the existing policy frameworks can contribute to the provision of inclusive basic education in the setting being studied. In light of this, relevant policy documents were selected and critically analysed. Specifically, these comprised sections on inclusive basic education in the Ethiopian Education and Training Policy (ETP 1994) (along with its series of five-year Education Sector Development Programs (ESDPs)) and the National Special Needs/Inclusive Education Strategy (2012). A survey provided some understanding of the views of community members on the extent of inclusion, and the actual and potential involvement of structures in society in the implementation of basic education. The survey involved 300 participants and was administered using a survey questionnaire recorded by a trained enumerator. This was followed up by a qualitative study to explore the understanding of role-players in basic education regarding inclusiveness, and the role of societal structures in supporting it. The study found that the structures can be used to support inclusive basic education in the vulnerable urbanised setting of Wolayta Soddo, Ethiopia. The participants believed in unleashing the potential of societal structure to improve the provision of inclusive basic education provision through livelihood support, topping up school expenses and strengthening participation in school management processes. The participants further believed that the educational inclusion of every child should concern the community. They would therefore put maximum efforts into realising this through networking and partnership with other stakeholders. Thus, the policy should also respond productively to this
Role of Non-Governmental Organizations (NGOs) in climate change adaptation and mitigation strategies: a case study on Leribe district, Lesotho
No full textClimate change and its impact have become of great concern as they threaten the production capacities of farmers throughout the world and worse in the developing world. The global warming that leads to climate change has an influence on the natural systems with changes in rainfall patterns and increasing frequencies of natural climate-induced disasters. The ever increasing greenhouse gas (GHG) emissions are the main sources of imminent global warming that put society at stake. In Africa farmers are highly vulnerable to the impact of climate change. The adaptive capacity is the main area of focus for every country while avoidance, mitigation and protection measures need to go beyond those that already exist as essential to support farmers already faced with impacts of climate change. This study assesses the role of NGOs in support of adaptation and mitigation strategies of climate change in rural communities of Leribe district. In Leribe district a large proportion of rural households who are farmers have access to agricultural land. Climate change impact is disturbing the farmers since there is late onset of rains and farmers’ productivity has greatly diminished. It is therefore significant to assess the role of NGOs during climate change impact to assist farmers adapt to and mitigate effects of climate change. In this study data was collected using quantitative and qualitative methods through interview questionnaires, key informant interviews and focus group discussions. A descriptive nature of analysis was used. The descriptive analysis was useful in the sense that the researcher found absolute numbers to summarise individual variables and find patterns. The nature of analysis characterised farmers in relation to their demographic and socio-economic data, livelihood strategies, adaptation and mitigation strategies. Results showed that Leribe farmers’ crop production was affected by climate change impact through yield loss, change of farming method, food shortages and depleted water sources and abandonment of engagement in agriculture for some farmers. The impacts saw farmers losing livelihoods, income generation, and inability to provide food for their families. Farmers seemed to have been surviving through crop production before climate change impacted on their rain fed agriculture and their livestock had endured the impact of climate change and the new methods in agriculture had helped them to continue to grow crops. In order for the farmers in Leribe adapt and mitigate, it is essential for NGOs to adequately capacitate the staff so that they (staff) inculcate knowledge to farmers for efficient implementation of adaptation and mitigation strategies which will assist in dealing with impact of climate change. It is recommended that there should be shift in focus and support efforts to come up with a new plan of action that will see adaptive capacity of farmers improved when climate change impact on the farmers’ capacity to grow crops. More understanding and increased knowledge of adaptation and mitigation will see more production and food insecurity will not be a threat. More funding by government will help NGOs build more capacity to farmers, diversification of farming methods and providing farmers with tools for accountability will help farmers scale up their production
A study of the knowledge, attitudes and practice of lifestyle modifications among patients with type 2 Diabetes mellitus attending the Outpatient Department of the National District Hospital, Bloemfontein, Free State
No full textIntroduction: Type 2 Diabetes Mellitus (DM), no doubt, constitutes a major public health burden globally with uncontrolled diabetes mellitus often resulting in several short and longterm complications. It may also sometimes result in loss of lives. Therefore, it is of utmost importance that individuals with diabetes mellitus are regularly made aware of the need for optimal glucose control. Apart from the pharmacological management of Type 2 DM, a healthy lifestyle plays a prominent role in the optimal control of the blood glucose level and prevention of complications but often little is known about the practice of lifestyle modifications among the Type 2 DM patients. Objectives of the study: To determine the knowledge, attitude and practice of lifestyle modifications among patients with Type 2 DM attending the outpatient department (OPD) at the National District Hospital, Bloemfontein, Free State. Methods: This project was a descriptive study with a cross-sectional component. The study was conducted among patients with Type 2 Diabetes Mellitus attending the outpatient department (OPD), National District Hospital, Bloemfontein, Free State. A self-administered structured questionnaire was used for the data collection. Information regarding the socio-demographic characteristics of the participants and their anthropometric measurements was obtained. The participants' knowledge, attitude and practice regarding physical exercise and healthy diet with regards to lifestyle modification practices among Type 2 diabetes were assessed. Results: A total of 149 correctly filled questionnaires were included in the data analysis. Majority of the participants, 104(69.8%) were females, while the mean age of the participants was 47.7 years. Majority of the participants (82.0%) had a varied level of formal education. Only 23.3% of the respondents were employed. Almost half (49.3%) of the respondents have been living with diabetes for more than ten years since diagnosis. Of the respondents, 64.4% were obese, and 23.8% were overweight. There was decent knowledge of lifestyle modification practices with regards to physical exercise and healthy dietary habits among the respondents. Respondents displayed a good attitude to physical exercise, but more than half had a poor attitude regarding the adjustment of their diet. Even though the majority of the respondents (94.0%) had a positive attitude to the need for weight control, about two-thirds of the respondents admitted they do not monitor their weight regularly. Only 63.3% of the respondents engage in physical exercise on a regular basis. The practice of controlled and planned diet was found to be poor among the respondents. The identified barriers to lifestyle modifications were respondents feeling too heavy to engage in physical exercise, bad weather and financial constraints. There was no statistically significant association between the gender of the respondents and their attitude to regular physical exercise or dietary modifications. There was also no significant association between the gender of the respondents and their practice of lifestyle modifications. There was no statistically significant association between the number of years the respondents have been living with diabetes mellitus and their attitude to lifestyle modification practices. There was also no association with their practice of regular exercise or dietary modifications. There was no significant association between the BMI of the respondents and their practice of regular physical or dietary modifications. Conclusion: In conclusion, the study revealed that despite the good knowledge of physical exercise and healthy dietary habits with regards to lifestyle modification among the Type 2 DM patient at the Outpatient Department of the National District Hospital, Bloemfontein, the uptake of these practices is still low. There is a need to address the poor attitude and poor practice of dietary modification and the sub-optimal engagement in physical exercise among the patients. It is also vital to regularly emphasise to the patient the importance of not only engaging in the lifestyle modification practices but also the need to do it correctly. Proper practices are essential for it to be efficient and bring about the desired purpose, which is the optimal control of blood glucose, by so doing, preventing potential complications associated with uncontrolled diabetes mellitus
Ideological representations of entrepreneurship in high school economic and management sciences textbooks
No full textIn keeping with international trends, various policy initiatives have been proposed in South Africa to reform education practices and equip learners with the ability to become critical-thinking citizens. One such reform was the inclusion of Economic and Management Sciences (EMS) as a subject in the curriculum in the late 1990s. EMS which is a uniquely South African creation, was introduced to address a particular agenda; namely, to enable learners to understand the wealth-creation process and develop entrepreneurial dispositions. Accordingly, the programmed curriculum evident in EMS textbooks was designed to meet these official curriculum objectives that would create an entrepreneurial culture, which in turn would stimulate economic growth. Of importance to this study is the representation of entrepreneurship within these textbooks. Considering that textbooks are carriers of more than content information, it should also reflect particular values and ideologies. It is of particular importance to examine these textbooks given the important role textbooks are expected to fulfil in the South African classroom. This study aims to examine the hegemonic and ideological discourse surrounding entrepreneurship in EMS textbooks. A qualitative research approach was employed for this study with Critical Discourse Analysis (CDA) being adopted as the methodological framework to reveal how the content in the selected EMS textbooks represent particular ideological orientations. The prevailing discourses that emerged from the study were the veiled neutrality of female entrepreneurs, the stereotypical position of female- owned enterprises, racially apathetic discourse, other-presentation of Black entrepreneurs, the enterprising self, misconceptions of intelligence and abilities, and a one-sided representation of ownership of resources. The key finding of this study was the representation of the entrepreneur as being a white, capitalist male, deeply invested with neoliberal values. As a result, learners may be negatively affected by the messages passed on to them through these textbooks. Curriculum materials in schools should be selected with care, sensitivity, and consideration to ensure an equitable pedagogy is adopted
Die effek van die probleemoplossingsbenadering op leerders se prestasie in Wiskundige Geletterdheid
No full textEN: The poor performance in Mathematics and Mathematical Literacy in South Africa motivated me to do research to investigate possible solutions to the problem. The failing rate of Mathematics in 2014 during the Grade 12 final examination increased between 5% and 6% (Volmink, 2015) and Mathematical Literacy's failure rate increased by 20% in the same year during the Grade 12 final examination (Volmink, 2015) which was disturbing. I started studying the results of the TIMSS and observed that countries such as Korea are doing well in Mathematics because they apply the problem-based learning approach in the schools and this motivated me to investigate whether this is not the possible solution to the problem in South Africa. The main aim of the study was to determine to what extent the problem-based learning approach enables learners to perform better in Mathematical Literacy after being exposed to problem-based learning for six months. The research group consisted of Grade 11 learners at a Namaqualand high school. The learners were taught through traditional mathematics teaching methods up to grade 10 and their marks had always been weak. In December 2016, their pass rate in Mathematical Literacy for Grade 10 was 17%. As the Grade 11 mathematical literacy teacher, I decided to use the problem-based learning approach as my teaching strategy. I also decided to make use of the opportunity to utilize problem-based learning as the teaching strategy for this study and to evaluate its usefulness as teaching strategy. An action research design was used as it enabled me to sensibly bring practice and theory together and to study the growth and development of participants involved in the study. Data collection combined quantitative data collection with qualitative data collection. The research consisted of two quantitative evaluation phases and a intervention teaching phase. The learners completed a Mathematical Literacy Test at the beginning of the year, without any assistance. In this activity, their skills and knowledge of the Grade 10 curriculum was assessed. The marks were recorded on a class list and compared to the results of an equivalent test six months later after the learners had exposure to problem-based learning. After six months of exposure to problem-based learning, the learners completed an equivalent knowledge test. The knowledge tests provided descriptive data of learners’ progress over the six months intervention period. The result of each question of the test is shown separately on different graphs and subsequently discussed. Since Mathematical Literacy Education not only involves solving problems, I have also included aspects related to character development in the class situation as part of my research design. For this reason, I conducted interviews with groups of students on their experiences before and after being exposed to problem-based learning in mathematics literacy. Audio recordings were made of the interviews in which fifteen volunteer learners individually participated. Informed consent from the parent was obtained. From the interview data collected and analysed, it emerged that the learners' skills and attitude towards the subject Mathematical Literacy improved over the six month period. Extensive field notes were kept of the teaching intervention and the examples used in problem-based learning are presented in the study. Each topic assessed in the knowledge test were taught through problem-based learning and evaluated in class. This was aimed at assessing the progress of the learners during the activities they did in class. The analysis of the various data sources revealed that the problem-based approach to the teaching of Mathematical Literacy does hold the prospect of improved performance in Mathematics Literacy.AFR: Die swak prestasie in Wiskunde en Wiskundige Geletterdheid in Suid-Afrika het my gemotiveer om navorsing te doen om moontlike oplossings vir die probleem te ondersoek. Die druipsyfer van Wiskunde in 2014 tydens die Graad 12-eindeksamen het tussen 5% en 6% gestyg (Volmink, 2015) en Wiskundige Geletterdheid se druipsyfer het in dieselfde jaar met 20% gestyg tydens die Graad 12-eindeksamen (Volmink, 2015) wat ontstellend is. Ek het die uitslae van die Trends in International Mathematics and Science Study (TIMSS) begin bestudeer en het waargeneem dat lande soos Korea uitstekend in Wiskunde vaar omdat hulle die probleemoplossingsbenadering in die skole toepas en dit het my gemotiveer om te ondersoek of dit nie die moontlike oplossing vir die probleem in Suid-Afrika is nie. Die hoofdoel met die studie was om vas te stel na watter mate die probleemoplossings- benadering leerders in staat stel om beter te presteer in Wiskundige Geletterheid nadat hulle vir ses maande aan die probleemoplossingsbenadering blootgestel is. Die navorsingsgroep bestaande uit Graad 11-seuns en -dogters, is leerders aan ʼn Namakwalandse hoërskool. Die leerders is deur tradisionele metodes onderrig en die punte was uiters swak. In Desember 2016 was die slaagsyfer vir Graad 10 in Wiskundige Geletterdheid 17%. Aangesien ek die Graad 11-klasse onderrig, was die rasionaal om die probleemoplossingsbenadering op hierdie Graad toe te pas en die uitkomste daarna te evalueer. Die navorsing het uit twee evalueringsfases bestaan. Die leerders het aan die begin van die jaar, sonder enige hulp, ʼn opgestelde Wiskundige Geletterdsheidstoets voltooi. In dié aktiwiteit is Graad 11 -leerders se voorkennis van die vaardighede en kennis wat in Graad 10 hanteer is, getoets. Die punte is op ʼn klaslys aangeteken en na ses maande van die leerders se blootstelling aan die probleemoplossingsbenadering, die veldnotas, klankopnames en die vordering van die leerders, tydens die ekwivalente aktiwiteite wat hulle in klassituasies gedoen het, vergelyk. Daar is ook klankopnames gemaak van die onderhoude waaraan vyftien vrywillige leerders met die toestemming van hul ouers deelgeneem het. Daar is ook klassikaal onderhoude met 84 vrywillige leerders gevoer. Die vrae van die onderhoude was semi-gestruktureerd. Die leerders se vaardighede en gesindheid teenoor die vak Wiskundige Geletterdheid is eëvalueer. Na ses maande se blootstelling aan die probleemoplossingsbenadering het die leerders ekwivalente aktiwiteite voltooi. Aangesien Wiskundige Geletterdheidonderwys nie slegs die oplos van probleme behels nie, maar wel ook karakterontwikkeling aanmoedig, was daar ook kriteria wat karakterontwikkeling in die klassituasie ëvalueer het en waarvan voetnotas geneem is. Daar is van ʼn Gevallestudie gebruik gemaak. Dit is op die navorser self toegepas aangesien dit op die professionele sowel as -vaardigheidsontwikkeling van die onderwyseres van toepassing was. Aksienavorsing is gebruik aangesien van die eienskappe daarvan is om die praktyk en die teorie bymekaar uit te bring, asook die ontwikkeling van almal wat betrokke in die studie is, te bepaal. Die kwalitatiewe data is deur middel van ʼn onderhoud ingesamel. Daar is van inferensiële statistiek gebruik gemaak om inligting van die steekproef te verkry. Verskeie vrae is aan geselekteerde, vrywillige leerders gestel. Die ander afdeling van die data-insameling was dat die deelnemers ʼn vraestel, wat die Graad 10 kurrikulum dek, geskryf het. Die kwantitatiewe data wat beskrywend van aard is, word deur middel van grafieke aangetoon. Daar is dus van beskrywend-statistiese metodes gebruik gemaak. Die uitslag van elke vraag van die toets word afsonderlik op verskillende grafieke aangetoon en daarna bespreek Eerstens is primȇre kwalitatiewe data-analise gedoen. Tematiese analise is vir die kategorisering van die kwalitatiewe data gebruik. Daar is van ‘n hoofkategorie en sub-kategorieë gebruik gemaak. Alle ontoepaslike data is eenkant gehou. Kristallisasie is gebruik om die geldigheid en betroubaarheid van die studie te bevestig. Verskillende data-insamelingstegnieke is onder toesig implementeer. Die studie het aangetoon dat die probleemoplossingsbenadering wel ʼn oplossing vir die swak prestasie in Wiskundige Geletterdheid in Suid-Afrika is
Attributes contributing to the effective use of quality appraisal techniques by novice programmers
No full textOver the past 40 years, numerous studies have been conducted to evaluate the programming performance of undergraduate Computer Science (CS) students (often referred to as ‘novice programmers’) and to identify possible reasons for the low quality of programs these novices developed. Humphrey (1999) proposes that CS educators must shift their focus from the students’ programs to the data of the processes the students use. Hilburn and Towhidnejad (2000) suggest that the quality of student programs could be improved if instructors taught their students “a software development process that emphasise quality techniques, methods, and analysis”. They also propose the Personal Software Process (PSP) as a good candidate to contribute towards the implementation of a curriculum that focuses on software quality. A number of CS researchers have reported on attempts to incorporate PSP principles and strategies in order to improve the quality of novice programmers’ software development practices. Based on numerous implementation and adoption challenges identified by these researchers - especially with regard to students’ use of quality appraisal techniques (i.e. designs, code reviews, design reviews and quality measures) - there have been various calls for further investigations into attributes that might influence students’ use of PSP principles and strategies. In response to these calls, the overall aim of this research study was to explore the attributes that could potentially influence novice programmers’ effective use of quality appraisal techniques in an educational context. In addressing the stated aim, this research study followed a mixed-method approach based on Plowright’s (2011) Framework of Integrated Methodologies (FraIM). This study was divided into three phases in order to distinguish between the three main sources of data (cases). Based on the emergent nature of the research design followed in this study, the data, evidence and conclusions of each research phase were used to make final decisions regarding the structure and focus of the next phase. In Phase 1, a survey approach was followed to evaluate the quality of the typical software development processes followed by novice programmers. By using the PSP quality improvement framework as an evaluation tool, the results of Phase 1 revealed that the novice programmers typically used a code-and-fix development strategy, their designs were almost non-existent, they mostly relied on testing to remove defects and they did not make use of measurements to gain insight into their development processes. In a follow-up investigation, an integrated experimental case study approach was followed in Phase 2 to form a better understanding of the differences between novice programmers’ perceived and actual development processes [including their use of quality appraisal techniques (QATs)] through the collection of both actual process measurement data and narrative data. The collected data was also used to identify nine attributes that could potentially influence novice programmer’s use of QATs: understanding of development phases, technical programming skills, accuracy of measurement data, ability to find and fix defects, design skills, design review and code review skills, value of process measurement data, motivation orientation, and achievement goal orientation. It was, however, concluded that to ensure effective use of QATs, programmers first need to make the decision to change their current software development processes. This issue was addressed in Phase 3 where a case study approach was followed to identify factors that could influence novice programmers’ intent to adopt QATs. It was revealed that novices’ intentions to adopt QATs are driven by six factors: ease of use, compatibility, usefulness, result demonstrability, subjective norm and career consequences. By combining the results of Phase 2 and Phase 3, this research study therefore identified 15 attributes that could potentially influence novice programmers’ effective use of QATs