M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study investigated Black and Indian South African's estimates of their own intelligence and that of their first two children. Parents gave estimates for seven types of intelligence (Gardner's theory of multiple intelligences) and overall intelligence. The purpose of this study was to establish if gender and/or cultural differences existed in the estimates of intelligence. The participants were asked to complete a brief one-page questionnaire, the 'estimates of intelligence' questionnaire, which has been used in previous studies in this field (Furnham et al, 2004; Furnham et al, 2002a; Furnham & Mkhize, 2002; Furnham, 2000; Furnham et al, 1999; Furnham & Baguma, 1999, Furnham & Gasson, 1998). The results indicated that Indian South Africans gave higher estimates of intelligence than Black South Africans for their own intelligence and that of their children (first and secondborn children). In addition, mothers were found to give higher self-estimates for musical intelligence than their male counterparts. No gender differences were found for parents' estimates of their first and second-born children. In comparing parents' estimates of their own intelligence as compared to their children, parents gave higher estimates of their own intelligence. The predictors of overall intelligence were also explored. Parents were also asked to answer six close-ended questions, which investigated their views of intelligence and intelligence tests. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Educators from schools located in the Midlands region of KwaZulu Natal were approached to participate in the present study with the aim of investigating educators' perceptions of their learners' intelligence. School type differences in educator estimates of their learners' overall and multiple intelligences, and the best predictors of learners' overall intelligence were investigated. Information was elicited pertaining to educators' views on intelligence and the multiple intelligences most valued in pedagogical practice. A questionnaire was administered to educators from Previously Disadvantaged High and Primary Schools, and Ex-Model C High and Primary Schools. Educators from Previously Disadvantaged High Schools gave comparatively lower estimations of their male and female learners' intelligences. Mathematical and verbal intelligence were shown to predominate as the foundations for academic intelligence, especially for male learners, while cultural and social intelligences were included as best predictors of female learners' overall intelligence. A preponderance of the Western associated academic intelligences (mathematical and verbal) was demonstrated in pedagogical practices. The study highlights the need to engage with educators' implicit perceptions of intelligence to facilitate change in education. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

A sample of five hundred and three (503) University of KwaZulu-Natal students participated in this study, which investigated Black Nigerian and South African tertiary students' estimates of theirs and their relatives' multiple and overall intelligences. Participants‟ ages ranged from 18-44 years. The sample included both undergraduate and postgraduate students. The aim of the study was to investigate black students‟ perceptions of theirs and their relatives' multiple intelligences, using the theory of multiple intelligences developed by Gardner (1983). Participants were asked to rate their own overall estimates of intelligence as well as their relatives. Results show significant differences in nationalities with Nigerians rating themselves and their relatives higher on almost all components of multiple intelligences compared to South Africans. A comparison of males and females using only the South African sample showed no noted differences in self ratings, except for bodily-kinaesthetic and intrapersonal intelligences. These results are discussed in relation to the literature. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.

Some text in Zulu / Psychology of Education / M. Ed.

Arising out of a need, expressed by Clinical Psychologists in the Grahamstown region, for the fair assessment of secondary School African pupils, norms for the Raven's Standard Progressive Matrices (SPM) were established. Two methods of presentation were used, the first using the original instructions of John Raven translated into the students' first language of Xhosa, hence-forth referred to as the Alternate sample. The second method of presenting the instructions was adapted, to include the use of visual aids and active participation in the instruction phase of the test, hence-forth referred to as the Normative sample. In addition to the establishment of norms, the two methods of test presentation were investigated to see if the method of presentation had an effect on the results of the Raven's SPM. The population was drawn from the three African Secondary Schools in the Grahamstown municipality. The total population consisted of 3 232 students. Classes were randomly sampled across the three schools, with the average age of the Normative sample being 19.3 years. The sample consisted of 812 pupils, 711 in the Normative sample and 101 in the Alternate Sample. The following results and conclusions arose from the study: 1) Norms generated were considerably lower than previously established norms in similar studies. 2) t-Test results indicated that the method of test presentation on the Raven's SPM is important when assessing students that may be regarded as 'disadvantaged'. 3) Respondents scored significantly higher when the method of presenting the instructions ensured a greater understanding of the task demanded of the respondents. 4) The analyses of covariance indicate that male subjects score significantly higher than female subjects, and that there is a significant difference between the ages and educational standard, on the scores of the Raven's SPM. 5) The differences found contradict previous findings using the test, and question the cultural fairness of the test.

Please refer to full text to view abstract

This study investigated Black, White, and Indian South African university students' lay theories of intelligence. 260 students participated in this study, with an age range of 18 - 39 years. The study, which is based on the theory of multiple intelligences, explored everyday perceptions of intelligence across race groups in a South African setting. The independent variables of interest were race/culture and gender, while overall and multiple intelligences served as dependent variables. Participants were asked to rate their own overall (general) as well as multiple intelligences. They were then asked to rate the overall as well as multiple intelligences of in-group (same race) and out-group (different race) members of both genders. There was a statistically significant race effect, with White and Indian students giving Black students lower ratings and Black students in turn giving White and Indian students lower ratings. This may be a result of historically racialized discourses that still influence everyday perceptions of the 'Other'. There was a statistically significant gender effect with females giving higher estimates to not only themselves, but also to mates as well for all the multiple intelligences. It can be postulated that this may be a consequence of a population that has been sensitized to gender stereotyping, in addition to educational institutions promoting female friendly policies. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.