NAME AND SURNAME: TSHOLANANG MOLOTSI

STUDENT NUMBER: ST10126354

LECTURER’S NAME: SHELDON NAIDOO
DATE: 03 MAY 2024
INER7411 ASSIGNMENT 2

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TABLE OF CONTENT
1. Cover page ………………………………………………………………………………………………………. page 1

2. Table of content ………………………………………………………………………………………………. page 2

3. Section A (Case study) ……………………………………………………………………………………... page 3-4

4. Section B Research Title ……………………………………………………………………………………. page 5

5. Research topic …………………………………………………………………………………………………. page 5

6. Background of the study ………………………………………………………………………………… page 5

7. Research problem …………………………………………………………………………………………… page 5

8. Relevance of the intended study ………………………………………………………………………. Page 6

9. Motivation of study …………………………………………………………………………………………. page 6

10. Research question …………………………………………………………………………………………… page 6

11. Research design ……………………………………………………………………………………………… page 6-7

12. Population ……………………………………………………………………………………………………… page 7

13. Sampling method …………………………………………………………………………………………. page 7

14. Data collection method ………………………………………………………………………………… page 7

15. Reference list ………………………………………………………………………………………………. page 8

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SECTION A

Q. 1 1. A different hypothesis that Michelle intended to investigate is: "The use of a multicolor wooden
abacus in teaching mathematics significantly enhances learners' understanding of addition, subtraction,
multiplication, and division, and concurrently improves their fine motor skills, evidenced by enhanced
proficiency in maneuvering pencils to write their names."

Q. 1.2 Independent variables are circumstances or interventions that a researcher manipulates or

controls in a study to see how they affect other variables. They are regarded as the "cause" component
of a cause-and-effect relationship in the context of the study. (Bhandari, 2022)

Dependent variables, on the other hand, are the outcomes or effects examined in a study to see
whether they change as a result of changes in the independent variable(s). They are considered the
"effect" element of the cause-and-effect relationship and rely on the independent variables to explain
any changes noticed during the study. (Bhandari, 2022)

Q. 1.3 In the alternative hypothesis provided, the independent variable is the use of a multicolor
wooden abacus in teaching mathematics. The dependent variables are the learners' understanding of
addition, subtraction, multiplication, and division, and their fine motor skills, as evidenced by their
proficiency in maneuvering pencils to write their names.

Q. 1.4 The nature of Michelle's targeted research topic implies causality. This is because the study's goal
is to look into the impact of the independent variable (using a multicolored wooden abacus to teach
mathematics) on the dependent variables (learners' comprehension of mathematical principles and fine
motor skills). The hypothesis assumes that changes in the independent variable induce changes in the
dependent variables, implying a causal relationship rather than a correlation.

Q. 1.5 In research, causality refers to the analysis of whether a change in one variable (the independent
variable) causes a change in another one (the dependent variable). In Michelle's study, the independent
variable is the usage of a multicolored wooden abacus in mathematics instruction. This variable is
considered independent since it is the condition or intervention that Michelle manipulates or introduces
in order to determine its effect. The dependent variables, which include learners' understanding of
mathematical principles (addition, subtraction, multiplication, and division) and fine motor skills (as
evidenced by proficiency in writing their names with pencils), are considered dependent because their
changes are being measured to see if they are affected by the manipulation of the independent variable.

To argue for causality, consider two fundamental principles in educational research and developmental
psychology:

1. Educational Research and Intervention Studies: Educational interventions, such as using an abacus in
class, are typical examples of causal research in education. Researchers can infer causality by
methodically introducing the abacus and comparing learners' performance and skills to those of a
control group that did not use the abacus. This technique is consistent with experimental or quasi-
experimental designs, which try to demonstrate cause-and-effect linkages by altering an independent

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variable to determine its effect on dependent variables. The modification of the teaching tool (abacus)
and subsequent observation of changes in mathematics knowledge and fine motor skills exemplify this
causal investigation.

2. Developmental Psychology and Learning Theory: According to psychological theories of motor

development and cognitive learning (for example, Piaget's theory of cognitive development), hands-on
learning activities (such as using an abacus) can have a direct impact on cognitive and motor skill
development. A multicolored wooden abacus provides tactile and visual stimulation, which can improve
neural connections connected to mathematical concepts and fine motor coordination. The interaction
between abacus use (independent variable) and the improvement of mathematical understanding and
fine motor skills (dependent variables) can be explained by theorizing that active engagement with
physical tools stimulates cognitive and motoric development, thus establishing a causal link.

In both resource contexts, the association between the usage of a multicolored wooden abacus
(independent variable) and the learners' mathematical comprehension and fine motor skill development
(dependent variables) is more than just correlation. Instead, the educational intervention (abacus use) is
intended to achieve certain results (better understanding and abilities), implying a clear causal
relationship. The modification of the independent variable and evaluation of its effects on the
dependent variables emphasizes the causal relationship between educational instruments and grade 6
learner outcomes in a controlled study setting.

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SECTION B

Research title:

HIV/AIDS's effects on the educational setting and risk factors in South African schools

Research topic:

The unfavorable impact that learners with HIV/AIDS may suffer in the school environment and the
setback in the learner's growth.

Background of the study

According to the Department of Education (2011), South Africa now has the world's largest HIV
programme. Worryingly, new HIV infections continue to be extremely high, with an estimated 2,000 per
week among girls and young women aged 15 to 24 years. HIV/Aids is no longer a health concern, but
rather a developmental issue that has a social impact on learners; new instances are reported every day
in South Africa. HIV/Aids is gradually taking over our students' attention, focus, and intelligence at
school. The majority of students infected with HIV/AIDS suffer from attention deficit disorder and
encounter learning issues that come with it. (Sarah, 2016)

By 2010, 25% of South Africans were expected to be HIV positive, according to Education (1999). This
prediction was made after a study revealed that HIV is spread in South Africa through unprotected
sexual encounters, mother-to-child transmission due to the majority of mothers skipping monthly
appointments, and breastfeeding, where the majority of mothers neglect to take their antiretroviral
medications on time. It has also been demonstrated that young people between the ages of 15 and 24
account for 50% of HIV cases. (Education, 1999)

Research problem: HIV/AIDS has a negative impact on the learner's growth in school.

The problem being explored in the study is the influence of HIV/AIDS on the learner and how it would
affect their education. There are a few programs that have been implemented to support learners and
their parents; the first is Families Matter, which was implemented by the CDC government in the United
States, and it shows that a few countries are also participating in the program, with South Africa being
one of them with a percentage of 91.3. This program encourages parents to teach their children about
HIV/AIDS. (Belief, 2004)

HIV/AIDS is an issue in South African schools because it affects sixth-grade students and causes social
problems. The matter has a significant unfavorable impact on the learner's education. For example, if
other students discover that a specific learner has the sickness, the learner is more likely to be abused
by other students. Students in grade 6 with HIV/AIDS should receive help from their instructors and
parents, because they are facing this alone and have disorders that their parents do not see, such as
anxiety and ADHD, to mention a few. The goal of this study is to look into the impact of HIV/AIDS and
the setbacks it causes for students' academic achievement. (Sarah, 2016)

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Relevance of the intended study

Learners living with HIV/AIDS encounter numerous challenges in school, particularly as the number of
infections continues to rise. It is critical to conduct study on how it impacts learners and develop a
solution for these learners. Because living with this condition appears to be making it difficult for many
students to open up and work hard in school, because they believe that if you have HIV/AIDS, your life
span is limited to a certain extent. (Program,2019)

This study looks at the detrimental influence that the condition has on learners and the setbacks that it
may have on them. It has been proved that cases are increasing, particularly among children aged 15 to
24, however this study will only look at youngsters aged 11 to 13. Every day, new cases of this disease
emerge, and many students struggle with sadness and anxiety on their own. The purpose of this study is
to determine how many students are living with HIV/AIDS, how it affects them at school, and how their
parents and instructors can help them. (Program, 2019)

Motivation for the study

This study has the potential to benefit the school system because many sixth-grade students suffer in
silence and are unable to explain to their teachers why they are failing, or their grades have decreased.
The research will assist teachers in understanding why so many students have problems at school or
have attention deficit disorder. This study has the potential to empower students who struggle in school
and assist teachers in understanding them. The study will address a gap that most teachers are unaware
of, assisting students who are suffering in silence. Also, because I am currently completing my degree,
this research will help me create an environment that is welcoming to HIV/Aids students. (Mirriam,
2011)

Research question:

How has your situation affected you, and why? Are you getting any help? If no, provide an explanation.

Research aims

This study seeks to accomplish the following:

• Assess whether the learner has embraced their status and if their parents support them.

• Assessing whether students with HIV/Aids are receiving necessary support at school will be beneficial.

• Explain how they became infected and how they cope with their diagnosis.

Research design

The research design refers to the overall strategy that you adopt to combine the many components of
the study in a coherent and logical manner, so ensuring you will properly handle the research problem.
(McCombes., 2021)

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This is a quantitative research study that will include the involvement of 10-15 students from two
schools in my neighborhood. It will be broad research because the data gathering method will be a
questionnaire. This is due to the size of the group, and surveys enable a large number of learners to
engage and provide feedback on time. (Watson, 2015)

This research method will help us understand how learners deal with their feelings and emotions, as
well as whether or not learners are receiving the necessary assistance from teachers or other learners.
Also, to demonstrate whether or not their peers embrace them for who they are, as we all know that
some students discriminate against HIV-positive students. Because the group is large, a longitudinal
cohort design will be used, with sessions taking place at two distinct schools at various times. (Watson,
2015)

Population

A population is the entire set of people with specific characteristics, whereas a sample is a subset of the
population (SAGE, 2020). This study will primarily focus on students whose parents have granted
approval to their participation. Because they are minors and their parents are still in charge of making
their decisions, the research will mostly focus on learners who have been victimized and were born with
it. This is because both students are hurting and haven't accepted their situation. The study is for South
African schools and will help teachers who are unaware of their students' statuses understand what is
going on. Because this is a quantitative study, the number of participants is limited to 10-15, as I will
gather data by handing out questionnaires. Additionally, the available demographic consists of students
that live closer to my home. (Dodge, 2003)

Sampling Method

This research will use probability sampling since it allows me to reach out to the full school's population
of students whose parents have given their assent. It will cover the population that is accessible, which
includes two schools that are close together. If more parents agree, the research will also focus on a
bigger population, because quantitative research allows one to go outside the group mentioned in the
study. The questionnaire will be administered in school because there will be two probability samplings
and every learner chosen and their parents have agreed to travel to schools in order for me to conduct
my research. (Bhandari, 2022)

Data collection method

A questionnaire will be employed in this study since it permits more students to engage in the research.
It also permits the learners' parents to see the paper ahead of time on school grounds, as this is a
school-based research project. Also, the learners will answer the surveys separately from one another,
so that they do not see one other and do not know which of their peers was involved in the research.
This is to ensure that the identity of all participants are protected and not shared with anybody other
than the teachers and principal. Because this research is quantitative, the study and questionnaire can
be distributed to a larger population. This is also due to the sensitive nature of the learners in this study,
as well as the subject content. (Sarah, 2016)

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References
Belief, 2004. Family matters. United States: s.n.

Bhandari, P., 2022. Scribbr. [Online]

Available at: www.scribbr.com
[Accessed 03 May 2024].

Dodge, 2003. ThoughCo. [Online]

Available at: www.thoughtco.com
[Accessed 03 May 2024].

Education, D. o. B., 1999. NATIONAL POLICY ON HIV AND AIDS FOR LEARNERS AND EDUCATORS.
Pretoria: DEPARTMENT OF BASIC EDUCATION.

McCombes., S., 2021. Scribbr. [Online]

Available at: https://www.scribbr.com
[Accessed 03 May 2024].

Mirriam, 2011. Frequency of observation on power in accelerated longitudinal designs. s.l.:Van Schaik.

SAGE, 2020. What Is the Big Deal About Populations. 5(3), p. 33.

Sarah, 2016. Addressing barriers to learning. In: V. Schaik, ed. Health impairments and conditionsin
children. Pretoria: s.n., pp. 524-526.

Watson, 2015. Qualitative research. s.l.:s.n.

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