Magister Scientiae - MSc (Earth Science)

Permanent URI for this collectionhttps://hdl.handle.net/10566/20292

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Now showing 1 - 5 of 5

Enhancing environmental and water science education: the development and evaluation of multi-media coursework materials
(University of the Western Cape, 2025) Gavor, Emily Akua Agyan
This study responds to persistent challenges in South Africa’s water sector by addressing the need for innovative, accessible, and contextually relevant educational tools for training environmental and water science professionals. The research centered on the development and evaluation of a multimedia interactive e-book designed to enhance conceptual understanding, engagement, and inclusivity within university-level Environmental and Water Science education. The study had two objectives: (1) to develop multimedia coursework materials packaged as an interactive e-book, and (2) to evaluate their effectiveness as a teaching tool. The e-book integrated animations, narrated videos, AI-generated graphics, flow diagrams, field-based visuals, problem-solving tasks, and isiXhosa translations, creating a visually engaging and linguistically inclusive learning resource. Its design followed constructivist and Universal Design for Learning (UDL) principles, supporting diverse learning needs. Evaluation methods included pre- and post-tests for two cohorts, quantitative statistical analysis using SPSS, and thematic analysis of qualitative feedback. Findings showed significant improvements in students’ understanding, engagement, confidence, and ease of use. In 2024, 88% of students reported improved understanding, and 76% found the e-book engaging. In 2025, understanding increased further, with 95.8% reporting improvement, 75% reporting strong engagement, and 83.3% rating the e-book as user-friendly. Interactive multimedia features were particularly effective in clarifying complex content, with 76% (2024) and 79.2% (2025) indicating that videos, diagrams, and quizzes helped them grasp difficult environmental and water science concepts. Chi-square results from the 2025 post-test confirmed that positive perceptions of e-book quality, usability, engagement, and effectiveness were statistically significant (p < 0.05). Although only 12.5% reported benefit from the translations, their inclusion strengthened multilingual accessibility and supported ongoing higher education transformation. This research demonstrates the value of multimedia-rich and linguistically inclusive digital tools in improving academic performance, engagement, and conceptual clarity in environmental and water science education. Recommendations include expanding multilingual content, enhancing mobile compatibility, integrating e-book use with field-based learning, and training educators in multimedia design and digital pedagogies. Future studies should explore long-term knowledge retention, user experience design for accessibility, and comparative evaluations with traditional teaching methods.
Designing a virtual geological field trip based on geo-cognition principles
(University of the Western Cape, 2024) Maart Rudy B.
This thesis investigates the design of Virtual Field Trips (VFT) using geocognition principles for geology education. As traditional in-person field trips face logistical, financial and accessibility challenges, this study explores Virtual Field Trip as a complementary tool. The VFT were created using high-resolution photography and geocognitive frameworks to create overlays and info text to highlight important features the students should be aware of when exploring an outcrop. The effectiveness of the VFT's design was tested on two first-year cohorts at the University of the Western Cape. Through a pre- & post-assessment approach, the learning gained from the VFTs was analysized. The results showed that the concepts that the VFTs explicitly showed, showed significant learning gained and the concepts that were merely implied showed little learning gained. Reflective feedback from the students emphasize the visual detail and interactive elements enhanced their understanding, though they recognized the importance of multimedia enhancements and instructor-led engagement. While VFTs are not meant to replace in-person field trips, they do offer a valuable and versatile educational tool. This study recommends the continued use and development of VFTs within the geosciences
A structural analysis of the Ou Kaapse Weg fault zone, Cape Peninsula, South Africa
(University of the Western Cape, 2024) Arnold, Andy Antonio
This thesis presents a structural analysis of the Ou Kaapse Weg Fault Zone, situated within the Silvermine Nature Reserve, with a specific focus on its interactions with the Muizenberg Fault Zone. The study aimed to characterise the fault systems, document their structural complexities, and place them within the broader tectonic framework of the region. A combination of detailed field mapping, remote sensing techniques, lineament extraction, and kinematic analysis was employed to identify and interpret the fault and joint systems in the area. Results indicate that thefaults within the Ou Kaapse Weg Fault Zone, particularly the Silvermine, Waterfall, and Boyes-Drive Faults, as well as the Muizenberg Fault Zone are predominantly strike-slip in nature, with significant evidence of left- lateral (sinistral) movement. Additionally, four major joint sets were identified: joint set-1 (NW-SE), joint set-2 (NE-SW), joint set-3 (E-W), and joint set-4 (N-S), which are spatially associated with the dominant fault trends. The spatial distribution and density of joints were found to increase significantly near fault zones, forming well-defined damage zones. These areas of intense fracturing are characterised by both orthogonal and conjugate joints. The presence of displaced joints and joint step-overs further underscores the complex stress regime and kinematics of the area.
The geology, geochemistry, and geochronology of proterozoic gneisses in the Lüderitz area, southern Namibia: insights into the evolution of the NW Namaqua Metamorphic Province
(University of the Western Cape, 2025) Shifotoka, Gerhard Mekondjo Naatangwe
The basement rocks of the Lüderitz area, SW Namibia are dominated by migmatitic metavolcanic and intrusive gneisses that resemble those of the Paleoproterozoic Richtersveld Magmatic Arc (~1890 Ma; RMA; of the Namaqua Natal Metamorphic Province (NNMP)). Detailed geological mapping, geochemistry, isotopic and geochronological analysis was undertaken to establish a new, modern lithostratigraphy for the area and to determine whether the Lüderitz gneisses indeed form part of the RMA. The mafic, andesitic and dacitic metavolcanic gneisses (1876 ± 9 Ma) are grouped in the Albatrosskop Formation and occur as rafts within the coeval orthogneisses (1918-1855 Ma). Six main types of orthogneiss were mapped, namely: the Kolmanskop Migmatite, Adventure Bay metagabbro-metadiorite, the Radford Bay, Kowisberg and Albatross Bay granodiorite-granite gneisses and the Elizabeth Point leucogranite gneiss. The volcanic and plutonic rocks are overlain by the Dagger Rocks Group that yielded a youngest detrital grain age of 1731 ± 46 Ma. The supracrustal and plutonic rocks were strongly deformed and metamorphosed during the polyphase Mesoproterozoic Namaqua Orogeny.
The petrophysical analysis and evaluation of hydrocarbon potential of sandstone units in the Bredasdorp Central Basin
(University of the Western Cape, 2005-12-01) Olajide, Oluseyi; Carey, Paul F.
This research was aimed at employing the broad use of petrophysical analysis and reservoir modelling techniques to explore the petroleum resources in the sandstone units of deep marine play in the Bredasdorp Basin.

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