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The Global ETD Search service is a free service for researchers
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Showing 131 to 140 of 238 (0.124 seconds)Spelling suggestions: "subject:"academic achievement - south africa"" "subject:"academic achievement - south affrica""
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Stresbelewing by leerders met leerinperkinge in die intermediêrefaseVan Breda, Maynard John 30 November 2003 (has links)
Text in Afrikaans / Practical research has shown that children experiencing learning restraints may suffer from high stress levels. These children encounter difficulty adapting to normal scholastic challenges and their performance often appear marginalised. The objective of this study is to explore the phenomenon of stress experienced by three eleven year old learners with learning restraints in the intermediate phase.
The literature study on this topic has shown that learning restraints not only affect a child scholastically, but in his entire being. Based on this understanding, learning restraints may cause stress due to habitual underachievement in the learning environment. These learners might not necessarily have extremely poor cognitive abilities, but perceive themselves as incompetent or "dumb".
In the empirical study, projection techniques were mainly utilised to determine stress levels experienced by learning restrained learners, from their internal frame of reference. From these findings, certain recommendations are proposed for psychotherapy. / Educational Studies / M. Ed. (Guidance and Counseling)
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| 132 |
The relationship between affective factors and the academic achievement of students at the University of VendaSikhwari, Tshimangadzo Daniel 30 June 2004 (has links)
The purpose of this study is to investigate the relationship between affective factors and the academic achievement of students at the University of Venda. Self-concept, motivation and attitude are affective factors selected for the study. The general aim of the study is to determine the role of self-concept, motivation and attitude in students' academic achievement and ultimately come up with some recommendations for enhancing these factors. The theoretical investigation indicates that there is a relationship between students' self-concepts, motivation, attitude, and academic achievement. Similarly, the empirical investigation has revealed that there is a significant correlation between self-concept, motivation, and academic achievement of students. It was, for example, found that female students are significantly more motivated than their male counterparts. It is therefore essential that educationists should understand the differences in motivational orientations of their students in order to facilitate effective learning. / Educational Studies / M.Ed.(Specialization in Education Psychology))
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The principal's instructional leadership role as a factor influencing academic performance: a case studyMbatha, M. V. 31 July 2004 (has links)
This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)
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Management to create a positive culture of teaching and learning in selected secondary schools in the Limpopo ProvinceMatidze, Khathutshelo Wilfred 25 August 2009 (has links)
In this qualitative study, the researcher intended to establish factors that could create a positive culture of teaching and learning at school. Findings revealed that a culture of teaching and learning can be created by factors that relate to the learners, the educators and the school setting.
Findings established that learners are motivated if they participate in sports, educational trips and competitions. Learners who receive incentives for outstanding achievements and participate in the management of the school are also motivated. Motivational talks and learner's exchange programmes enhance ambition. Motivated educators are enthusiastic and creativel. Such educators are considerate to learners' personal circumstances and they have the welfare of learners at heart.
An edequate supply of resources and security facilities can improve the quality of education at school. Visionary school managers who uphold a particular philosophy of life and cherish Christian values are inclined to success at school. / Educational Studies / M.Ed. (Education Management)
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| 135 |
Learner underachievement in rural schools in Kwazulu-NatalDala, Ndwamato James 11 1900 (has links)
Despite educational legislation and school reforms to promote improved performance and quality
education, underperformance among secondary school learners is still the norm in the rural schools of
KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means
of a literature study and an empirical inquiry. The former provides an overview of the provisions for and
problems of rural schooling in both an international and local context and it is followed by a discussion of
learner assessment and learner achievement in the South African education system, with specific
reference to KZN's schooling system and the problem of learner underachievement. The empirical
inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of
qualitative data gathered during individual and focus group interviews conducted with a small sample of
underachieving learners and their parents, educators and school managers. Based on these findings,
recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)
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| 136 |
Difficulties in the comprehension and interpretation of a selection of graph types and subject-specific graphs displayed by senior undergraduate biochemistry students in a South African universityVan Tonder, André 11 1900 (has links)
A carefully constructed set of 16 graphical tasks related to key biochemistry concepts was designed and administered to a group of 82 students in their final year of B.Sc. study.
The test mean score of 48,3% ( 12,1) was low and characterised by gender and ethnic differences. There was a moderate linear relationship between biochemistry grades obtained by the students over two years of study and their graphical literacy (r = 0,433). The majority of the students exhibited slope/height confusion and only seven students (8,5%) were able to answer the two items corresponding to Kimura‘s Level F, the most complex and difficult level of graphical literacy.
Eye tracking data gave valuable insights into different strategies used by students while interpreting graphs and is a valuable tool for assessing graphical literacy.
These findings confirmed other studies where researchers have found a widespread lack of graph comprehension among biological science students. / Institute of Science and Technology Education / M. Sc. (Science Education)
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The influence of learning strategies learners' self-efficacy and academic achievementMatseke, Phyllistus Moshala 11 1900 (has links)
Accelerated social change emphasises knowledge and innovation, creating a need for learners to excel at learning and thinking. The study’s purpose was to replicate previous cognitive research findings, which emphasise the positive influence of learning strategies on learners’ self-efficacy and academic achievement and to verify the validity of training learners in learning strategy-use to promote learner-autonomy and accountability. The research targeted a selected primary school in a Black township in Gauteng Province using quasi-experimental and qualitative methods. The sample comprised 152 4th - 7th graders assigned by quota system to the treatment group and the control group. Learners participated in pre-tests and post-tests for learning strategies, self-efficacy and academic achievement. Only the experimental groups received strategy instruction before the post-test. The experimental group’s improved performance compared to the control group’s lower performance suggests the effectiveness of strategy-training. Subsequent learner reports of improved self-efficacy beliefs and academic achievement confirm strategy-effect on these variables. / Psychology of Education / M. Ed. (Educational Psychology)
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| 138 |
The influence of schooling on the resilient behaviour and academic performance of poverty-stricken adolescents in Gauteng schoolsKuyper, Nadine 06 1900 (has links)
The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made. / Psychology of Education / M. Ed. (Guidance and Counselling)
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| 139 |
Secondary school principals' implementation of instructional leadership in the Amajuba District of KwaZulu-NatalNtombela, Lindiwe Sybil 05 1900 (has links)
The aim of this study was to find out the perceptions on the principals’ implementation of instructional leadership in the Amajuba District of KwaZulu-Natal with a view to provide guidelines that may be employed to enhance the execution of this role.
Scholars believe that instructional leadership can assist in the transformation of schools into effective schools with consistent high learner achievement. In the Amajuba District schools show fluctuation in their grade twelve results, hence the need to investigate the principals’ implementation of instructional leadership. The grade 12 results were used because it is assumed that the variance is indicative of the differences in the principal’ leadership roles in these schools.
This qualitative study examines the principals’ instructional leadership role. Data was gathered by means of literature study and focus group interviews. Four interviews were held: three with Deputy Principals and Heads of Departments, and the fourth one comprised of principals of the six selected secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)
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| 140 |
Home factors related to poor academic performance in North West primary schoolsMonyela, Esther Diboaneng 11 1900 (has links)
A literature and an empirical study were undertaken to investigate home factors affecting the
academic performance of a group of learners in three primary schools in the Brits district.
From the literature it became evident that the early years of an individual's life are critical for
development, especially cognitive development. Parents, as a child's primary educators have an
important role to play in their child's cognitive development. By establishing a
challenging and stimulating environment in which the child is exposed to a variety of
experiences, the parents can enhance their child's cognitive development and by implication
his/her later academic performance. Various other factors such as parental involvement,
expectations, parenting style and home background were found to affect a child's academic
performance.
In the empirical study a group of academic achievers and underachievers were compared with regards
to early cognitive stimulation received, degree of parental involvement and the quality of
their homes. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)
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