Object detection approach or Initial object hypotheses

emphasised on their academic research profile. Academic research promotes the knowledge, abilities and skills which allows graduates to contribute to development towards better fairness and social progress. Authorisation to lead this research study was received from both universities. The pilot survey and its results enable the researcher to make the corresponding adjustments to the questionnaire items. Data chosen for this study is reviewed and the statistical methods of analysis used are presented. The reliability and the validity of the instruments were vital for the trivial. A high value for Cronbach‟s Alpha confirms good internal uniformity of the items in the scale and the analysis of the data should use the

subscale instead of individual items. This chapter includes the definition of the main concepts and indicators, the reasons behind the choice of the datasets and the methodology, the quality of the datasets and the methodological limits of the research, as well as their impact on the findings.

In Chapter 5, the characteristics of postgraduate students were examined at UCT. The impact of independent variables on SELS beliefs revealed that the “experiences”, STARS and

“effort” components were significantly different in means scores of SELS beliefs. In addition, the main choices taken in the model structure for “ordinal regression” were, defining which explanatory variables to include in the model, as well as choosing the link meaning that established the model suitability. Furthermore, the ordinal regression model, using the logit link function, was the best model, with a high prediction accuracy of 73% for all three categories combined. Their mechanisms of actions as well as contributions are highlighted.

Moreover, the qualitative findings, originated on the comments of the participants, highlighted a deep understanding of the perceived failures in selecting suitable statistical tests.

In Chapter 6, the findings of the univariate analysis focus on the characteristics of postgraduate students at UWC. The impact of independent variables on the SELS beliefs indicates significant differences between their mean scores during the t-test or ANOVA test of their groups. These variables are marital status, postgraduate programme, SITSTATS, STASTATS, overall STARS and research methodology. The dispersal of values for the outcome variable enables the best choice of the link function to provide a good fit for the data. The complete model using the Cauchit link appeared to be the best model at UWC, based on the model fitting statistics, the correctness of arrangement results, with the great expectation accuracy (75.49%) for all three groups. Additionally, the transcribed responses from the participants on the choice of an appropriate test are reported as the findings, grouped into themes and sub-themes.

In Chapter 7, the researcher presents the description of the variables for the combined data from UCT and UWC. Across universities, some comparisons are made and the results indicate that gender, age groups, ethnic groups, “effort”, social support and STARS components are significantly associated to the academic institution. Furthermore, multivariate analyses estimates of SELS beliefs, using the combined data approve that an ordinal

regression model, using a complementary log-log link function was the best model. This model shows a high prediction accuracy of 60% for all three categories combined. These findings provide an overall of the student‟s level of learning statistics, but also the degree of contribution to sustainable development of learning statistics, at the Western Cape universities. This model has the advantage of fair comparability between universities, treated on the same basis of a regression model. For the qualitative analysis, to avoid repetition, the findings presented in Chapters 5 and 6, are discussed in Chapter 8.

In Chapter 8, the evaluation of the knowledge development and learning approaches in statistics are complete across UCT, UWC and the combined data. The inputs and outputs of the prediction of SELS beliefs at each university and combined data levels are highlighted. In this chapter, the results from the analyses and forecasts in Chapters 5, 6 and 7 are confronted with knowledge from literature reviews and the context of the study. Assessment comparison of each variable across universities is done. The appraisal of the qualitative findings at UCT and UWC indicate that both universities have shed significant new light on what was similar, or different, about the collective systems, as well as the details behind the similarities and differences. The limitations of the Ordinal Regression Model and Likert-type scales are discussed.

Chapter 9 comprises the conclusion, as well as recommendations to improve actions against statistics learning failure in Western Cape, South Africa. However, at UCT, the academic variables revealed positive regression coefficients, indicating that students, who scored higher levels of satisfaction for these explanatory variables, were likely to achieve a higher level of SELS beliefs. Similarly, further analysis revealed that the influence of belonging to a particular department, explained the importance of how experiences in research methodology and experiences in statistics acquired over years, enhanced the SELS beliefs levels of students.The perceived failure to choose the right test, as presented in Chapter 5, mirrored the lack of information, confusion in the application of real life problems, as well as too little evidence. At UWC, the students, who scored greater levels of approval in ethnic groups and postgraduate programmes, were probably to have greater satisfaction with the SELS beliefs.

Unfortunately, the experience in statistics tended to reduce the confidence of graduate students. Regarding self-efficacy to choose a statistical test was associated with anxiety and depression. Students with a low SELS beliefs, were confused and frustrated about their performance. Consequently, the choice of the right statistics test was related to anxiety,

depression and helplessness. Integrating the qualitative and quantitative results, the predictor factors of SELS beliefs, as well as the quality of the choices of statistical procedures factors, improved the credibility of the findings, while also signifying that the research design, adopted for the study, was both valid and reliable. This complementarity of the research findings ensure credibility to the research strategy implemented. However, it is imperative to stress the need for these criteria to be updated, or revised periodically, to ensure changes in the external and internal environments of higher education have influenced the way in which the learning statistics dimension has been established. The results of this current study contribute to existing knowledge, methodologically and theoretically, as well as in terms of the development of policies and practices. A regular execution of the survey would be very useful for the monitoring and implementation of programmes and projects.