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Author: search.filters.author.Cekiso, Madoda

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    Investigating relationship between Accounting students’ learning style preferences and their academic performance at a University of Technology in South Africa
    (Taylor and Fancis Online, 2017-10-11) Cekiso, Madoda; Arends, Jeffery; Mkabile, Bulelwa; Meyiwa, Thenjiwe
    The purpose of this study was to explore the association between accounting students’ learning style preferences and their academic performance at an institution of higher learning in South Africa. Kolb’s Learning Style Inventory (LSI) was used to identify the learning style preferences of the first, second and third year accounting students. The students’ academic performance for accounting was based on the scores obtained in the final examination assessment component. A purposeful sample of first, second and third year students registered for a Bachelor of Education degree were used in this study. The findings indicated that the majority of the first-year students were the convergers whereas the results for the second and third year students revealed that the majority were divergers. The results further revealed that the relationship between first year students’ learning styles and academic performance was significant whereas there was no significant relationship between second and third year students’ learning styles and their academic performance.
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    Gendered naming and values attached to amaXhosa Amakrwala (Graduate-initiates)
    (Kamla-Raj, 2014) Meyiwa, Thenjiwe; Cekiso, Madoda
    This paper is based on a study that explored the gendered naming and values attached to the amaXhosa amakrwala, and the kind of behaviour expected from them after being ‘declared men’. Drawing from an empirical study that sought to understand the conceptual underpinnings of the practice, the paper presents the perceptual voices of both the graduate initiates and name-givers. The study was qualitative in nature and the participants were selected purposefully. Interviews of 40-50 minutes were conducted in the isiXhosa language which was the mother tongue of the respondents. The data was collected from10 graduate-initiates, 4 male name-givers and 2 female name-givers. The results revealed that the names given to amaXhosa graduate-initiates reflected social identity, values and social expectations.