In this investigation the emphasis has been placed on aggression and its effect on the academic performance of the child. A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils. The questions of the questionnaire were compiled in such a way so as to determine whether the child is aggressive or not. Only 137 pupils of the 649 were chosen for the experimental group by means of a proportional test sample. Besides the questionnaire that were completed by the pupils, the I.Q. and academic achievement of each participant were taken into consideration. concerned. This information was obtained from the schools Information on aggression was obtained from a wide range of references. Particular attention was given to the concept, origin and forms of aggression. From the literary studies it appears that, although aggression can be positive, it is principally negative and reprehensible. Attention was also given to under-achievement in general and in specific to problems in mathematics and reading. The latter two problems are the most general learning problems among pupils. The etiology and symptomatology of the mentioned problems are discussed in detail in chapter 4. In chapter 5 the method and programme of research are discussed in detail. In particular the experimental group, the questionnaire, intelligence test and academic achievement have been stressed. The treatment of the information is discussed in chapter 7. The five differing forms of aggression are brought into relation with the I.Q. and academic achievement of the participants in the experimental group and certain deductions were made. Although there are no statistical differences worthy of mentioning between the aggressive and non-aggressive participants in the experimental group with regard to academic achievement, it does appear that the average percentage of the non-aggressive pupils is higher than that of the aggressive pupils. With regard to verbal aggression, it was found that the average percentage of the nonaggressive pupils is 1% lower than that of the aggressive pupils. The I.Q. of the non-aggressive pupils is also lower than that of the aggressive pupils. (compare par. 6.3.5.) Only with covert aggression was there found to be a significant difference between the aggressive and non-aggressive pupils with regard to academic achievement. On the academic level the nonaggressive pupils performed better than the aggressive pupils. (compare par. 6.3.3). Although the results of the non-aggressive experimental group participants were slightly higher than that of the aggressive participants, it was found that there was no significant statistical differences between the two groups. The conclusion can thus not simply be made that aggression has a fundamental influence on the academic ability and that aggression is not the final and dominant factor which causes a child to underachieve or experience learning problems. In the final chapter of this investigation several principles are proposed and conclusions and recommendations are made. A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985

In this investigation the emphasis has been placed on aggression and its effect on the academic performance of the child. A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils. The questions of the questionnaire were compiled in such a way so as to determine whether the child is aggressive or not. Only 137 pupils of the 649 were chosen for the experimental group by means of a proportional test sample. Besides the questionnaire that were completed by the pupils, the I.Q. and academic achievement of each participant were taken into consideration. concerned. This information was obtained from the schools Information on aggression was obtained from a wide range of references. Particular attention was given to the concept, origin and forms of aggression. From the literary studies it appears that, although aggression can be positive, it is principally negative and reprehensible. Attention was also given to under-achievement in general and in specific to problems in mathematics and reading. The latter two problems are the most general learning problems among pupils. The etiology and symptomatology of the mentioned problems are discussed in detail in chapter 4. In chapter 5 the method and programme of research are discussed in detail. In particular the experimental group, the questionnaire, intelligence test and academic achievement have been stressed. The treatment of the information is discussed in chapter 7. The five differing forms of aggression are brought into relation with the I.Q. and academic achievement of the participants in the experimental group and certain deductions were made. Although there are no statistical differences worthy of mentioning between the aggressive and non-aggressive participants in the experimental group with regard to academic achievement, it does appear that the average percentage of the non-aggressive pupils is higher than that of the aggressive pupils. With regard to verbal aggression, it was found that the average percentage of the nonaggressive pupils is 1% lower than that of the aggressive pupils. The I.Q. of the non-aggressive pupils is also lower than that of the aggressive pupils. (compare par. 6.3.5.) Only with covert aggression was there found to be a significant difference between the aggressive and non-aggressive pupils with regard to academic achievement. On the academic level the nonaggressive pupils performed better than the aggressive pupils. (compare par. 6.3.3). Although the results of the non-aggressive experimental group participants were slightly higher than that of the aggressive participants, it was found that there was no significant statistical differences between the two groups. The conclusion can thus not simply be made that aggression has a fundamental influence on the academic ability and that aggression is not the final and dominant factor which causes a child to underachieve or experience learning problems. In the final chapter of this investigation several principles are proposed and conclusions and recommendations are made. A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985