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Redes waarom leerders die skool verlaat : 'n gevallestudie van 'n spesifieke skoolValentyn, Steven Nicolaas January 2009 (has links)
Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2009 / Baie leerders verlaat sekondêre skole voordat hulle by daardie spesifieke skool matrikuleer.
Sommige migreer bloot na ander skole terwyl ander hul opvoeding by skoolgebaseerde
Verdere Onderwys en Opleidingskolleges (VOO) voortsit of beroepsgerigte kursusse volg.
Navorsing het egter bewys dat baie leerders sekondêre skole verlaat en bloot dropouts word,
dit wil sê leerders wat nie hul opvoedingsloopbaan op een of ander manier voortsit nie.
Hierdie studie is daarop gefokus om, deur ’n gevallestudiebenadering, die redes waarom ’n
spesifieke sekondêre skool in die Wes-Kaap jaarliks hoë syfers van skoolverlatings beleef, te
identifiseer. ’n Deeglike literatuurondersoek het aan die lig gebring dat push out of school- en
pull out of school-faktore oorwegend die redes is waarom leerders skole verlaat. Uit die
literatuur kon ek ook identifiseer dat meer pull out of school-redes tot skoolverlatings gelei
het. My navorsing is binne die teoretiese raamwerk van push out of school- en pull out of
school-redes onderneem.
Ek het ’n gemengde-metodebenadering, wat kwantitatiewe en kwalitatiewe ondersoeke
ingesluit het, gevolg om data te bekom. Die navorsingsperiode was vir die eerste sewe
maande van 2008. Die instrumente wat aangewend is om data in te samel, sluit in vraelyste
wat na 80 skoolverlaters versprei is, semi-gestruktureerde onderhoude met 12 skoolverlaters
en hul ouers, asook ontleding van skooldokumentasie.
Die inligting vanuit die vraelyste word deur middel van grafieke (histogramme) aangebied,
ontleed en bespreek. Die inligting wat verkry was deur middel van onderhoude is in
tabelvorm saamgevat, in beskrywende vorm aangebied en tematies ontleed en bespreek.
Daar is bevind dat pull out of school–faktore, soos huislike omstandighede, swangerskap,
verhuising, siektes en groepdruk, sowel as push out of school-faktore soos onderprestasie,
graadherhaling, onveiligheid by die skool, die feit dat die leerder uitgesit was, weiering van
gesag en taalprobleme, tot skoolverlatings bygedra het. Aanbevelings rakende die bevindinge
tot die studie word in hoofstuk vyf uiteengesit.
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Application of discrete-time survival analysis techniques in modelling student dropout : a case of engineering students at Tshwane University of Technology, South AfricaRamokolo, Princess Lekhondo January 2021 (has links)
Thesis (M. Sc. (Statistics)) -- University of Limpopo, 2021 / The ever increasing number of students who drop out of university remains a challenge
for Higher Education administrators. In response to this, different studies have been
conducted globally in order to identify student retention strategies to fix the problem.
However, the challenge continues to prevail year in and year out. Most of the studies
conducted in South Africa used statistical methods that ignore the temporal nature
of the process of student dropout. This study uses discrete-time survival techniques
to model the occurrence and timing of undergraduate engineering student dropout at
Tshwane University of Technology (TUT). Discrete-time survival analysis techniques
allow for a more appropriate utilisation of the longitudinal nature of institutional data,
where the time dependence of the data, time-varying factors and time-invariant factors
can all be accommodated in the analysis.
The temporal nature of the process of student dropout was analysed for the cohort of
students registered in engineering programmes for the first time in 2010 at Tshwane
University of Technology using discrete-time survival analysis methods. The cohort
was followed for five years from 2010 through 2014, inclusive. Of particular interest
was the incidence of dropout, the determinants of dropout, comparison of the single risk
discrete-time model with a competing risk discrete-time model, as well as testing for
the effects of unobserved heterogeneity. The study used administrative data obtained
from the ITS. The logit model was used to estimate the effects of race, gender, Matric
performance, performance in Matric Mathematics, residence type, English language
status and time on time to dropout with time measured in academic years. A discretetime
competing risk model in the form of a multinomial logit model was also estimated
to account for the possible correlation between graduation and dropout. A frailty model
assuming a Gaussian distribution for the frailty term was also estimated to account for
unobserved heterogeneity.
The study established that the risk of dropout for nonwhite students is significantly
higher than that of white students. Furthermore, it was found that the effects of
residence type varied with time. For instance, in the first year students with private
based accommodation were more likely to dropout compared to those residing onvi
Abstract
campus. On the other hand, in the third year students accommodated in private
residences were less likely to dropout than those residing on-campus. The findings
also indicate that the effect of having English as a first language as opposed to as a
second language on the risk of dropout was only significant in the fourth year such
that first language English students were more at risk of dropout compared to second
language students. The findings also revealed inconsistencies between the estimates
from the single risk and the competing risk model. Moreover, the effect of unobserved
heterogeneity was found to be insignificant.
Recommendations from this study are that discrete-time survival analysis model is
more efficient than traditional methods used for analysis of student dropout and should
therefore be used for analysis of academic outcomes such as dropout. The model
can account for the temporal nature of the process of dropout. Both time-varying
and time-invariant explanatory variables can be included in the model.The effects of
time-invariant explanatory variables that might have time-varying effects can also be
investigated.
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Pedagogiese ondersoek na milieu- en ander agtergrondfaktore wat verband hou met skoolstakings en nie-staking van sekondêre skoolleerlinge in die Witwatersrand-Vaaldriehoekgebied.13 November 2015 (has links)
M.Ed. (Education) / Please refer to full text to view abstract.
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An investigation into the social experiences of dropouts following their reenrollment in secondary schools in Stutterheim district: implications for school leadershipSmith, Elizabeth Marrie January 2009 (has links)
Many secondary schools in the Eastern Cape and else where in South African are facing a drop out crisis but a proportion of these dropouts return to school to complete their education. The kind of social experiences that dropouts have as they reenrol and reintegrate in school remains an under-research aspect in the discourse on education access. The purpose of this study was to investigate the factors that prompted dropouts to reenrol in school and the social life experiences of these learners in school. It was also to explore school leaders‟ reactions towards these experiences, and the implications for school leadership of the dropouts‟ experiences. Using qualitative methodologies, involving a sample of 15 dropouts and two school leaders, the study found multiple motives, associated with individual characteristics of dropouts and the institutional characteristics of their family and the labour market, prompting reenrolment. Institutional characteristics at the school level were not featured. Regarding social life at school, it found that while some participants had positive social experiences, which reinforced their motivation to pursue their education, others experienced the school context as socially hostile. The nature of the social hostility is described, but school leaders seem insensitive to many of the social integration challenges that confront dropouts. Several implications for school leadership have been drawn out, including the view that while there are a variety of leverage points for addressing the social hostility problems, the social development of dropouts who experienced hostility stand to wither if supportive measures are not implemented to help them reintegrate. While the research provides new insights into the experiences of dropouts in school, it had the limitation of being a case study whose findings cannot be generalised.
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Causes of school dropout among learners in a rural farm schoolMinnaar, Lynette January 2006 (has links)
A dissertation submitted in partial fulfilment of the requirements for the degree of
MASTERS IN EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF ZULULAND, 2006. / This study examines factors contributing to school dropout among learners in a rural farm school. The researcher used the qualitative case study method as a research design. The participants in this study were ten young people between the ages of 16 and 20 who dropped out of school, four mothers of the learner participants, as well as two educators. Data was collected though the use of school records, semi-structured interviews and one focus group interview. Data analysis was done through the process of coding. The findings reveal that several factors contribute simultaneously to school dropout: personal problems, the family, economic causes, school factors, teachers and friends. The emphasis, however, lies with economic factors and school factors that include the actions of teachers. Strategies in identifying and intervening with at-risk learners are recommended. It became apparent with this research that the actions of teachers as well as inadequacies within schools need to be addressed as a priority if the problem of school dropout is to be dealt with effectively.
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Students at risk : internal and external factors : an integrated approachFredericks, Claude Ramon 02 June 2014 (has links)
D.Phil. (Educational Psychology) / The high incidence of school dropout in South African schools led to a joint research project by the Rand Afrikaans University and the Hubert H. Humphrey Institute of Social Ecology at the Ben Gurion University. Various facets of the school dropout phenomenon were researched with the aim of identifying the at risk student. Possible causes were hypothesised and researched under the broad categories of: self-concept, locus of control, family relations and school climate. These aspects were individually researched and this study culminates from these pilot studies. The aim of this study is an integrated approach to ascertain the interaction of variables that place students at risk. These variables were incorporated into a research design done with a sample group of 734 students taken from five schools in the Pretoria - Witwatersrand Vereeniging area. The findings of the research indicate that the above mentioned variables cause dropout but were not the best predictors of students at risk. Making use of Chaid's exploratory technique variables such as attitude towards school, own evaluation of performance, age and family size were identified as good predictors of students at risk. A logistical regression was used to design a model of prediction that could effectively be used in schools to identify the at risk student. The hope is expressed that early identification will lead to the application of appropriate remedial measures in order to prevent the at risk student from becoming a "school dropout".
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Implementation of student retention programmes by two South African universities: towards a comprehensive student retention modelMuhuro, Patricia January 2014 (has links)
Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.
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Retaining learners in primary schools in the East London education district: policy implicationsKumanda,Nomaroma January 2015 (has links)
The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
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Family relations as a cause of school dropoutCrawage, Margaritha Maria 28 July 2014 (has links)
M.Ed. (Educational Psychology) / Please refer to full text to view abstract
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Factors contributing to the dropout rate of learners at selected high schools in Kings William's TownDekeza-Tsomo, Ntombikazi Gloria January 2012 (has links)
Once learners reach high school, they seem to lose focus and become less interested in fulfilling their educational goals. This leads to learner dropout in schools. Yet, the government expects all children to attend school daily and receive the best education so that they can have a bright future. Education prepares the child for life, if the child drops out, he or she will struggle to succeed in life. There are real social reasons that make it difficult for some learners to succeed and lead to them dropping out of school. For example, many learners in South Africa are extremely poor and they dropout because their parents cannot provide for their families. Dropout learners from poor backgrounds also tend to be involved in crime. Young people are under a lot of pressure and consequently, they end up using drugs, smoking cigarettes and drinking alcohol instead of going to school. Teenage stress also contributes to learner dropout. The transition from childhood to adulthood brings challenges, thus making teenagers vulnerable to physical and emotional stress. Many learners do not get the support they need when they are experiencing stress. The high stress levels experienced by learners tend to result in high levels of absenteeism. Pregnancy seems to be another contributing factor to the dropout of learners from school. Thus, learner dropout is a significant problem within the South African context. Not only is learner dropout a problem, but it is linked to many other issues that negatively affect society. This study has examined factors influencing learners to dropout. It employed a qualitative research methodology, using interviews and questionnaires to elicit and investigate the causal factors of learner dropouts. The researcher made use of non-probability sampling because it can be regarded as the only sampling method that makes possible representative sampling design. Purposive sampling was used for the research, because it was convenient for the researcher in terms of time. By using purposive sampling the researcher was able to include participants according to the relevant criteria based on the emerging research questions. The principal, one educator and 18 learners in each of the two high schools were chosen as participants of the study. These participants were coming from two high schools, which are located in King William‟s Town District. Learners who participated in the iv study were chosen from grade 10, 11 and 12. There were six learners chosen per grade. The sampling method used to select learners from grade 10 to 12 and educators was purposive sampling. This type of sampling was used because the researcher wanted rich information from participants and individuals who can express themselves very well about the reasons of learners dropping out at school and also who met the sampling criterion of having had the experience of dropping out of school. The purpose of this study was to investigate factors contributing to the dropout rate of learners at selected high schools in King William‟s Town District. A purposive sampling technique was used to select the participants. The study population was confined to two public high schools in the King William‟s Town District. Using qualitative methodologies, involving a sample of 36 learners, two educators and two principals, the study found multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompting the learners to dropout. It emerged from the empirical findings of this study that learner dropout is inter alia caused by social factors such as teenage pregnancy, drug abuse, HIV or AIDS infection, gangsterism and learning barriers. These factors are complex issues, which should be handled by skilled people. As learners spend a great deal of their time in the school environment, the educator has become an important role-player to assist learners to alleviate social problems. It is essential that learners with social problems should at an early stage get professional help. The educators who are, due to circumstances, are obliged to help these learners, are not necessarily equipped to give the required assistance. Suggestions and recommendations are espoused to alleviate the situation.
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