Browsing by Author "Koch, Elize"
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Item The differences between adolescent users and non-users of addictive substances in a low socio-economic status community: Contextual factors explored from the perspective of subjective wellbeing.(Psychological Society of South Africa, 2011) Florence, Maria; Koch, ElizeThis research aimed to explore the differences between adolescents from a low socio-economic Cape Town community who use addictive substances and those who do not, with regard to subjective wellbeing. The Kidscreen52 was used to measure subjective wellbeing in a sample of 179 Grade 10 and 11 learners; 41.3% of the sample was male. Thirty-five percent of the adolescents reported to be substance users, with significantly more males reporting substance use than females in both grades. Scores on four of the sub-scales were significantly different for the substance users and non-users (namely Feelings, General mood, Family and home life, School and learning). A post hoc analysis indicated that males and females differed significantly on General mood, but that this difference did not interact with substance use.Item An item and construct bias analysis of two language versions of a verbal analogies scale(SAGE Publications, 2013) Roomaney, Rizwana; Koch, ElizeThe Woodcock Muñoz Language Survey is a test of cognitive academic language proficiency that has been adapted from English into Xhosa by a South African team of researchers. This study was primarily concerned with the Verbal Analogies Scale of the Woodcock Muñoz Language Survey and aimed to extend previous research on the equivalence of the two language versions of the scale. The study employed a monolingual two-group design consisting of 150 mainly English-speaking and 149 mainly Xhosa learners in Grades 6 and 7. The first research objective was to investigate item bias (or differential item functioning items) in the Visual Analogies Scale across the Xhosa and English versions using logistic regression and Mantel–Haenszel statistical techniques. Five items were identified as differential item functioning. The second objective was to evaluate the construct equivalence of the two versions by conducting a factor analysis after removing the differential item functioning items from the scale. Two factors were identified. The first factor displayed significant loadings across both language versions. The second factor was stable for the English version but not for the Xhosa version. Results were supported by calculating a Tucker’s phi coefficient for both factors. It was therefore concluded that Factor 1 is structurally equivalent across the two language versions but that Factor 2 was not structurally equivalent. Thus, the detection and removal of differential item functioning items did not result in structural equivalence.Item Towards establishing the equivalence of the English version of the verbal analogies scale of the woodcock Munoz language survey across English and Xhosa first language speakers(University of Western Cape, 2010) Ismail, Ghouwa; Koch, ElizeIn the majority of the schools in South Africa (SA), learners commence education in English. This English milieu poses a considerable challenge for English second-language speakers. In an attempt to bridge the gap between English as the main medium of instruction and the nine indigenous languages of the country and assist with the implementation of mother-tongue based bilingual education, this study focuses on the cross-validation of a monolingual English test used in the assessment of multilingual or bilingual learners in the South African context.