cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14749/1477390996
title: siyaJabula siyaKhula's Learner Regeneration Project Mhinga in Limpopo (sJsK) 2013-14 School

description: Description: 
 The file contains the principal literacy responses to the school background questionnaire.

 The data set has 16 cases and 63 variables.
Abstract: 
 The evaluation follows an experimental- and control-group design. At the outset, it determined the contextual conditions at schools, in classrooms and at home, as well as learner achievement levels. All learners in Grades 1, 4 and 7 in 11 project schools in 2013 comprised the first of three cohorts of the intervention population. Their anticipated achievement gains are compared with those of all learners from five matched control schools.

 The evaluation data were collected by means of self-report background questionnaires completed by school principals, teachers and parents/caregivers, as well as a range of language assessment instruments administered among/to the learners. Difference-in-difference analysis was conducted to establish relative achievement gains among learners from project and control schools.
description: Self-completion
description: The study is a community based study limited to villages within a demarcated part of a local tribal authority in the Limpopo study. Villages considered for the study had unemployment rates as high as 85% and parents and caregivers were generally unable to support their children's education optimally.
description: The study is community based and focused on tribal villages in the Limpopo province. A local tribal authority within the province was sampled and had to meet certain criteria of deprivation:

 
 High unemployment rate;
 
 High inability of parents and caregivers to support their children's education;
 
 Parents lack of mastery of the English language which would eventually be the school language


 Once these village areas had been selected, a complete population of schools, teachers and learners, as it were, would participate in the intervention implementation and evaluation. A total of 11 experimental and 5 control schools formed part of the study. Within each of the schools all grade 1, 4 and 7 learners were included together with their teachers. There was approximately one school in each village with the exception being where schools were split into junior and senior primary schools. The number of learners per school ranged from approximately 40 to 200 per grade, averaging at just more than 100.
DOI: 10.14749/1482153484
title: siyaJabula siyaKhula's Learner Regeneration Project Mhinga in Limpopo (sJsK) 2013-14 Teacher

description: Description: 
 Individual teacher and classroom contextual background information questionnaire are contained in the file.

 The data set contains 176 cases and 145 variables.
Abstract: 
 The evaluation follows an experimental- and control-group design. At the outset, it determined the contextual conditions at schools, in classrooms and at home, as well as learner achievement levels. All learners in Grades 1, 4 and 7 in 11 project schools in 2013 comprised the first of three cohorts of the intervention population. Their anticipated achievement gains are compared with those of all learners from five matched control schools.

 The evaluation data were collected by means of self-report background questionnaires completed by school principals, teachers and parents/caregivers, as well as a range of language assessment instruments administered among/to the learners. Difference-in-difference analysis was conducted to establish relative achievement gains among learners from project and control schools.

 Since the study was population based for all grade 1, 4 and 7 learners from the selected schools within a predetermined regional area no additional sampling within the school was done.
description: Self-completion
description: The study is a community based study limited to villages within a demarcated part of a local tribal authority in the Limpopo study. Villages considered for the study had unemployment rates as high as 85% and parents and caregivers were generally unable to support their children's education optimally.
description: The study is community based and focused on tribal villages in the Limpopo province. A local tribal authority within the province was sampled and had to meet certain criteria of deprivation:

 
 High unemployment rate;
 
 High inability of parents and caregivers to support their children's education;
 
 Parents lack of mastery of the English language which would eventually be the school language


 Once these village areas had been selected, a complete population of schools, teachers and learners, as it were, would participate in the intervention implementation and evaluation. A total of 11 experimental and 5 control schools formed part of the study. Within each of the schools all grade 1, 4 and 7 learners were included together with their teachers. There was approximately one school in each village with the exception being where schools were split into junior and senior primary schools. The number of learners per school ranged from approximately 40 to 200 per grade, averaging at just more than 100.
DOI: 10.14749/1449474035
title: Investigating barriers and facilitators to healthy behaviours among adolescents receiving mental health care (BFMHC) 2014 - Western Cape

description: Description: 
 The data set consists of 32 transcripts of interviews with parents or guardians and 4 transcriptions of focus group discussions with the adolescents receiving mental health care.
Abstract: 
 Children and adolescents receiving mental health care are a group of at-risk individuals that are often neglected in health promotion and disease prevention programmes.The objective of the research was to investigate current health behaviours and health environments among a sample of adolescents receiving mental health care in the Western Cape Province public hospital and their parents/guardians. We used in-depth interviews for parents/guardians of the adolescents and focus group discussion guide for adolescents. Socio-demographic profile of the participants: age; gender; race; grade; number and gender of siblings; parentâs type of work; adolescent medical condition; and types of hobbies and time spent were also asked. The types of questions asked in the in-depth interviews and focus group discussions included:

 
 What does the word health mean to you?
 
 What does it mean to be healthy?
 
 What are the things you do that help you remain in good health?
 
 What are the things you do that stand in the way of your having good health?
 
 What aspects of your environment help you remain in good health?
 
 What aspects of your environment stand in the way of your having good health?
 
 What aspects of your life can you change and what can you not change in order to remain healthy?
 
 What is your home environment like?
 
 Do you have the ability to influence decisions that are made concerning living a healthy lifestyle?
 
 Do you know anyone in your family who has had any diseases such as heart disease, cancer, diabetes, mental health problems or anything else?


 The research gave rise to electronic folders for 32 individual interviews and 4 focus group discussions with approximately 8 adolescents. Each folder contains the transcription of the either an interview or focus group discussion of the participant.
description: Digital audio recording
description: Face-to-face interview
description: Focus group
description: A list of adolescents receiving mental health care was provided to the research team by Tygerberg Hospital Department of Psychiatry Adolescent Clinic. The sample for the research was 30 adolescents and their parents/guardians.
description: A list of adolescents receiving mental health care was provided to the research team by Tygerberg Hospital Department of Psychiatry Adolescent Clinic. The sample for the research was 30 adolescents and their parents/guardians. The exclusion criteria would be if adolescents are retarded and show psychotic spectrum disorders
DOI: 10.14749/1499692891
title: The State of Mpumalanga Population Report (MPPOP) 2016

description: Description: 
 A series of interviews were conducted which includes 6 focus group interviews with youth participants and 4 individual interviews with government officials during 2015 in Mpumalanga in an effort to have a comprehensive understanding report about the state of the population in the province.
Abstract: 
 The aim of the project was to compile a comprehensive state of the population report that will place emphasis on sustainable human development attained through integrating population issues into plans and programmes. A special emphasis was put on the youth bulge, and the importance of the province to take advantage of the Youth Dividend. Qualitative primary data was collected through focus groups with youth participants as well as interviews with government officials of the province of Mpumalanga.
description: Face-to-face interview
description: Youth members who liaise or work with youth centres across the province and government officials identified by the Department of Social Development.
description: The Department of Social Development of Mpumalanga provided the youth participants. The youth members who liaise or work with youth centres across the province were selected by the department. The department also selected which officials we should interview.
DOI: 10.14749/1499247520
title: Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Learner background (BSG) - South Africa as one of 39 countries

description: Description: 
 This data set contains the responses of grade 9 learners when asked questions referring to their background, i.e. home environment, parental involvement, their perceptions of their school, bullying, homework, etc. All learners were required to complete this questionnaire. The data file also includes learner mathematics and science scores.

 The data set has 315 variables and was completed by 12514 learners.

 Of the 300 sampled schools, 292 schools were included in the 2015 round of TIMSS, providing a response rate of 97%.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades and includes 53 countries. The Grade 9 mathematics and science assessment included 39 countries. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in five cycles of TIMSS i.e. in 1995, 1999, 2003, 2011 and 2015 with fieldwork being conducted in August/September 2015.

 The Human Sciences Research Council (HSRC) administered the study in 292 schools and assessed 12514 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact randomly selected grade 9 class within a sampled school.

 TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success. One of the main aims of the study is to measure the health of the education systems for a particular country.

 This data set contains the responses of students regarding their background and all learners were required to complete this questionnaire. The data file also includes South African learners' mathematics and science scores; for both sections internationally comparable data are available.
description: Self-completion
description: The Department of Basic Education Master list of schools.
description: Department of Basic Education Master list of schools database served as the sampling frame


 
 It included only schools that offered grade 9;
 
 Schools with population size smaller than 10 was excluded;
 
 Special schools were excluded.


 
 The TIMSS sampling design is a two-stage stratified cluster design:
 
 
 Selecting a random sample of schools from all eligible schools; and
 
 Randomly selecting a mathematics and science intact class within each of the sampled schools;
 
 


 
 The sample was explicitly stratified by Province, Language of Learning and Teaching (English, Afrikaans, Dual medium) and school type which was Public and Independent; and
 
 Implicitly stratified by quintile (school poverty index).
DOI: 10.14749/1509535425
title: Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Mathematics teacher (BTM) - South Africa as one of 39 countries

description: Description: 
 This data set contains mathematics teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All mathematics teachers were required to complete this questionnaire.

 The data set has 203 variables and was completed by 334 teachers.

 Of the 300 sampled schools, 292 schools was realised providing a response rate of 97%.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades and includes approximately 57 countries. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in five cycles of TIMSS i.e.; in 1995, 1999, 2003, 2011 and 2015 with fieldwork being conducted in August/September 2015.

 The Human Sciences Research Council (HSRC) conducted the study in 292 schools and assessed 12514 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses TIMSS was administered to grade 9 learners in South Africa.

 As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact randomly selected grade 9 class within a sampled school. TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success.

 One of the main aims of the study is to measure the health of the education systems for a particular country. More specifically, the database includes the following for each country for which internationally comparable data are available. 

 This data set contains mathematics teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All mathematics teachers were required to complete this questionnaire.
description: Self-completion
description: The Department of Basic Education Master list of schools served as the Universe.
description: Department of Basic Education Master list of schools database served as the sampling frame


 
 It included only schools that offered grade 9;
 
 Schools with population size smaller than 10 was excluded;
 
 Special schools were excluded.


 
 The TIMSS sampling design is a two-stage stratified cluster design:
 
 
 Selecting a random sample of schools from all eligible schools; and
 
 Randomly selecting a mathematics and science intact class within each of the sampled schools;
 
 


 
 The sample was explicitly stratified by Province, Language of Learning and Teaching (English, Afrikaans, Dual medium) and school type which was Public and Independent; and
 
 Implicitly stratified by quintile (school poverty index).
DOI: 10.14749/1511166178
title: Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: Science teacher (BTS) - South Africa as one of 39 countries

description: Description: 
 This data set contains science teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All science teachers were required to complete this questionnaire.

 The data set has 215 variables and was completed by 331 teachers.

 Of the 300 sampled schools, 292 schools was realised providing a response rate of 97%.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades and includes 53 countries. The Grade 9 mathematics and science assessment included 39 countries. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in five cycles of TIMSS i.e. in 1995, 1999, 2003, 2011 and 2015 with fieldwork being conducted in August/September 2015.

 The Human Sciences Research Council (HSRC) administered the study in 292 schools and assessed 12514 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses; TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact randomly selected grade 9 class within a sampled school.

 TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success. One of the main aims of the study is to measure the health of the education systems for a particular country.

 This data set contains science teacher responses to the teacher background questionnaire, i.e. school emphasis on academic success, school environment, about being a teacher, about teaching the TIMSS class, etc. All science teachers were required to complete this questionnaire.
description: Self-completion
description: The Department of Basic Education Master list of schools.
description: Department of Basic Education Master list of schools database served as the sampling frame


 
 It included only schools that offered grade 9;
 
 Schools with population size smaller than 10 was excluded;
 
 Special schools were excluded.


 
 The TIMSS sampling design is a two-stage stratified cluster design:
 
 
 Selecting a random sample of schools from all eligible schools; and
 
 Randomly selecting a mathematics and science intact class within each of the sampled schools;
 
 


 
 The sample was explicitly stratified by Province, Language of Learning and Teaching (English, Afrikaans, Dual medium) and school type which was Public and Independent; and
 
 Implicitly stratified by quintile (school poverty index).
DOI: 10.14749/1512993110
title: Trends in International Mathematics and Science Study (TIMSS) 2015 Grade 9: School background (BCG) - South Africa as one of 39 countries

description: Description: 
 This data set contains the responses of schools when asked questions referring to their background, i.e. school environment and characteristics, instructional time, resources and technology, school emphasis on academic success, etc. All schools were required to complete this questionnaire.

 The data set has 108 variables and was completed by 292 schools.

 Of the 300 sampled schools, 292 schools were included in the 2015 round of TIMSS, providing a response rate of 97%.
Abstract: 
 TIMSS is a cross-national assessment of mathematics and science knowledge of fourth and eighth grades and includes 53 countries. The Grade 9 mathematics and science assessment included 39 countries. It is conducted by the International Association for the Evaluation of Educational Achievement (IEA) every four years since 1995. South Africa took part in five cycles of TIMSS i.e. in 1995, 1999, 2003, 2011 and 2015 with fieldwork being conducted in August/September 2015.

 The Human Sciences Research Council (HSRC) administered the study in 292 schools and assessed 12514 learners across South Africa. To prevent a cluster of scores at the lower end of the scale and to ensure sufficient variance in the data for robust analyses TIMSS was administered to grade 9 learners in South Africa. As part of the TIMSS study mathematics and science tests and background questionnaires are administered to an intact randomly selected grade 9 class within a sampled school.

 TIMSS uses the results from the tests and questionnaires which are administered to learners, teachers and principals to determine the achievement scores as well as the factors associated with academic success. One of the main aims of the study is to measure the health of the education systems for a particular country.

 This data set contains the responses of students regarding their background and all learners were required to complete this questionnaire. The data file also includes South African learners' mathematics and science scores; for both sections internationally comparable data are available.
description: Self-completion
description: The Department of Basic Education Master list of schools.
description: Department of Basic Education Master list of schools database served as the sampling frame


 
 It included only schools that offered grade 9;
 
 Schools with population size smaller than 10 was excluded;
 
 Special schools were excluded.


 
 The TIMSS sampling design is a two-stage stratified cluster design:
 
 
 Selecting a random sample of schools from all eligible schools; and
 
 Randomly selecting a mathematics and science intact class within each of the sampled schools;
 
 


 
 The sample was explicitly stratified by Province, Language of Learning and Teaching (English, Afrikaans, Dual medium) and school type which was Public and Independent; and
 
 Implicitly stratified by quintile (school poverty index).