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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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A therapeutic model for parents for enhancing the internal locus of control in primary school childrenDa Silva, Genevieve 06 1900 (has links)
This study reviews literature regarding the antecedents of locus of control. The
development of locus of control in children is found to be related to parent attitudes,
behaviours and interactions between parents and children. Literature was further
consulted to understand the relationship between parenting and locus of control
development. It was decided, based on continued review of literature, that parent
guidance based on a social cognitive learning approach was a valid therapeutic
model to enhance internal locus of control in children. The parent guidance model
proposed in this study was based on parenting guidelines to enhance internal locus
of control in children. The aim is to bring about transformation of parent attitudes
and behaviours through therapeutic means, which will produce change in the
parent-child relationship. This interaction was expected to lead to enhanced
internality in the child participants.
The empirical study engaged a predominantly qualitative methodology, using an
action research design. The sample consisted of 14 families representing various
racial groups and family structures. Data collection methods included
questionnaires, observation and focus groups to determine the effectiveness of the
proposed therapeutic model. Results showed that group parent guidance based on
a social cognitive learning approach and focussing on development, responsibility,
consistency, home environment, parent style, emotional intelligence, modelling,
discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)
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Young mothers’ perceptions of teenage pregnancy in Vredendal : a social cognitivie learning approachJulie, Victoria Justine 01 1900 (has links)
M.A. (Research Consultation) / Adolescent and sexual reproductive health has been identified as among the most important
health and development priorities by the South African development (Department of Health,
1995; African National Congress, 1994). The South African government, like many governments
in the sub-Saharan region view with concern the region’s rapid population growth and high birth
rates particularly among adolescents. This study investigated the perceptions of young mothers
regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly
Coloured area in the Western Cape Province of South Africa, were selected for interviewing
using convenient sampling. Transcripts of unstructured interviews were analysed using thematic
content analysis. The findings of the study suggest that young mothers initially perceive teenage
pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore,
the results indicate a limited awareness of available preventative interventions. Results further
show participants tend to experience their relationships with significant others as positive. / Psychology
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How scientific terms are taught and learnt in the Intermediate PhaseWababa, Zola 12 1900 (has links)
Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural
science in the intermediate phase, with specific reference to the way in which isiXhosa
(learners’ home language) is used alongside English (the resource language and medium
of teaching and learning). My research investigated teaching and learning practice
materials in two classes and studied the roles of English and isiXhosa in mediating
cognitively challenging subject content, particularly natural science concepts and
terminology.
In chapter two I refer to different theoreticians to advance my argument around the use of
language as a tool to promote cognitive development and conceptual understanding in
areas of academic learning in this case, natural science. I looked at work done
internationally on cognitive development and then explored numerous research projects
conducted on the same issue in an African context around the use of indigenous
languages in teaching and learning. I also explored the Language in Education Policy
underpinning the natural science curriculum statement, particularly the distinction
between additive and subtractive bi/multilingualism. I will discuss the language of
science and investigate how this highly specialised natural science jargon is used to
convey understanding of science to learners who are not native speakers of English.
Classroom observations and interviews with teachers are used to gain insight into the use
of both isiXhosa and English in everyday teaching and learning. Teaching and learning
materials such as textbooks and learners’ work are also explored. These are attempts to
determine how natural science concepts and terminology are explained to learners and
which language is used and for what purposes?
The study concludes that the lack of materials in isiXhosa, coupled with unplanned code
switching to English and the extensive use of English borrowings affect learners’ ability
to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van
natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop
isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van
onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee
klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse
leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is.
In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van
taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van
natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek
internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese
kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van
navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die
gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid
onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke
verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid.
Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en
die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik
word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te
bring.
Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in
die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en
leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om
uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word
en watter taal gebruik word vir watter doeleindes.
Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam
met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van
leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse
materiaal te verstaan.
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數學範例排版對學生學習表現和認知負荷影響之研究 / Study of the worked example layout in mathematics on students' learning performance and cognitive load魏均僑 January 2012 (has links)
University of Macau / Faculty of Education
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Increasing motivation by adapting intelligent tutoring instruction to learner achievement goalsLockhart, Tony F. 05 April 2011 (has links)
The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive instruction. Goal orientation, which refers to the perceptions and behaviors of the learner in achievement situations, has been the most predominant theory in learning motivation. However, research suggests multiple components are responsible for affecting student cognitive engagement. The traditional framework distinguishes individuals who are self-motivated to master challenging tasks from those who are motivated to earn favorable judgments of performance as intrinsic and extrinsic learners, respectively. In addition, learners may be further categorized by an eagerness to ensure a positive outcome or by their vigilance in avoiding negative outcomes. As such, my research explores how these motivational categories can be utilized to construct a more robust instructional model.
The objective of this research is to evaluate the effectiveness of adaptive remediation strategies on motivation and learning performance. Research suggests the cost of integrating cognitive tasks with error analysis outweigh the benefits of sparse learning gains. However, further investigation is required to understand how feedback can improve these outcomes. The experiment presented here seeks to evaluate the adaptive instruction of two pedagogical agents embedded within two separate versions of the Virtual BNI Trainer. The basic coach uses a model of the learner's experience level to determine an appropriate level of elaboration required during remediation. In contrast, the motivationally enhanced coach uses a model of the learner's goal orientation to construct feedback that appeals to their natural disposition.
A controlled experiment was conducted to evaluate the effects of adaptive instruction on student self-efficacy, engagement, and learning performance in the Virtual BNI Training Environment. The results of this experiment are used to establish guidelines for integrating goal orientation, error analysis, and feedback within a virtual coach, to improve motivation and learning performance. In addition, these findings also indicate areas for future research.
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Effects of cognitive strategy instruction on reading comprehension foracademically low achieving studentsLee, Chun-wah., 李振華. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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259 |
A therapeutic model for parents for enhancing the internal locus of control in primary school childrenDa Silva, Genevieve 06 1900 (has links)
This study reviews literature regarding the antecedents of locus of control. The
development of locus of control in children is found to be related to parent attitudes,
behaviours and interactions between parents and children. Literature was further
consulted to understand the relationship between parenting and locus of control
development. It was decided, based on continued review of literature, that parent
guidance based on a social cognitive learning approach was a valid therapeutic
model to enhance internal locus of control in children. The parent guidance model
proposed in this study was based on parenting guidelines to enhance internal locus
of control in children. The aim is to bring about transformation of parent attitudes
and behaviours through therapeutic means, which will produce change in the
parent-child relationship. This interaction was expected to lead to enhanced
internality in the child participants.
The empirical study engaged a predominantly qualitative methodology, using an
action research design. The sample consisted of 14 families representing various
racial groups and family structures. Data collection methods included
questionnaires, observation and focus groups to determine the effectiveness of the
proposed therapeutic model. Results showed that group parent guidance based on
a social cognitive learning approach and focussing on development, responsibility,
consistency, home environment, parent style, emotional intelligence, modelling,
discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)
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260 |
Young mothers’ perceptions of teenage pregnancy in Vredendal : a social cognitive learning approachJulie, Victoria Justine 01 1900 (has links)
Adolescent and sexual reproductive health has been identified as among the most important
health and development priorities by the South African development (Department of Health,
1995; African National Congress, 1994). The South African government, like many governments
in the sub-Saharan region view with concern the region’s rapid population growth and high birth
rates particularly among adolescents. This study investigated the perceptions of young mothers
regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly
Coloured area in the Western Cape Province of South Africa, were selected for interviewing
using convenient sampling. Transcripts of unstructured interviews were analysed using thematic
content analysis. The findings of the study suggest that young mothers initially perceive teenage
pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore,
the results indicate a limited awareness of available preventative interventions. Results further
show participants tend to experience their relationships with significant others as positive. / Psychology / M. A. (Research Consultation)
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