Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Northern Kentucky University, 2007. / Made available through ProQuest. Publication number: AAT 1438522. ProQuest document ID: 1246577141. Includes bibliographical references (p. 43-47)

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.

The aim of this study was to investigate the effect of visual skills training on the visual ability of elite rugby players. This study utilized a quantitative approach; and it employed a true experimental study design, in particular a pre-test-post-test randomized-group design. A total number of 26 participants (that met the specified criteria) were selected from the Eastern Province Rugby Academy squad. Those that met the criteria were then divided randomly into two groups (13 per group), which comprised the experimental and control groups, respectively. The control and experimental groups were tested on six visual skills, namely: accommodation, saccadic eye movements, speed of recognition, hand-eye co-ordination, visual memory and peripheral awareness. An optometric assessment was also conducted as a pre-test to ensure that the participant had “normal vision”, followed by a six week intervention (visual skills-training). The sessions were performed for thirty minutes three times per week for six weeks, followed by a post-test. Descriptive statistics were employed, both numerically, such as the mean standard deviation, and graphically by means of histograms. Inferential statistics were also used in the form of t-tests and Cohen’s d calculations to determine the statistical and practical significance of the mean score differences between the experimental and control groups. The pre- to post-test results indicated both statistical and practical significant differences in each of the visual skills tested among the experimental group; accommodation (hart near far rock test, p<.0005, d=2.34), saccadic eye movements (saccadic eye movement test, p<.0005, d=2.08), hand-eye coordination and peripheral awareness (accumulator test, p<.0005, d=2.20), speed of recognition (evasion test, p<.0005, d=1.14) and visual memory (flash program test, p<.0005, d=1.20). However, there were no statistically significant differences (p>.05) found when comparing the pre- and post-tests for the control group. It was concluded that the visual skills training program used had a significant positive impact on the visual performance of the Eastern Province rugby academy players.

There has been a shift in the South African education system from a purely grade-oriented system to that of a learner-centred outcome-based system of education which challenges higher educational institutions and their faculties to adjust their goals to this system. In South Africa there is evidence of poor academic performance at higher education institutions. Among other things, noncognitive factors may be important mediators of academic success. With the expansion of higher education and the increased emphasis on access, retention and life-long learning, it is a good reason to explore the nature of different learning styles (Healey & Jenkins, 2000). Learning styles and personality types has been identified as significant predictors of academic performance. The present study aimed to contribute to this body of research in general and to Kolb’s (1981) theory of experiential learning and his conceptualisation of learning styles in particular. The aims of the study were to explore and describe the learning styles of first year university students (Aim 1), to explore and describe the learning styles of first year university students per faculty (Aim 2), and to explore the relationship between learning styles and academic performance for students in the various faculties (Aim 3). The study used an explorative descriptive and correlational research method and was conducted within a quantitative framework. Participants were selected using a non-probability convenience sampling technique. The sample was comprised of 391 first year university students to whom Kolb’s Learning Style Indicator was administered as part of the Explore programme during orientation week. Descriptive statistics were used in order to explore and describe the learning style of the learners for the sample as a whole and per faculty. Data for the learning styles and academic performance categories were cross tabulated so as to comment on the relationship between learning styles and academic performance per faculty. Small cell sizes made it impossible to analyse the latter data statistically. Across the six faculties the Accommodator learning style was the most represented, followed by the Diverger learning style. No significant relationship was found between learning styles and academic performance. The implications of the findings for counselling and teaching students are highlighted and suggestions to expand the research through using larger samples are also made.

General learning ability is a combination of many relatively independent abilities, some of which have not yet been identified and studied experimentally. The acquisition of learning sets, a learning ability which has received considerable attention in the literature, involves the ability to solve single problems, generalize their solutions, transfer such information from one problem to another, and form concepts. Learning set is the acquired ability to solve a particular kind of problem. Discrimination learning set problems have different stimuli but a common basis for solution. The identification by the S of the characteristic which these problems have in common is the discrimination learning set. Harlow (1949) wrote that learning set acquisition depends upon a higher level of thought than is required for single problem learning. The particular set learned determines in large part which stimuli will be generalized in future problem solving.

This study used achievement and the ability to learn to measure the success of two teaching methods. One method focused on factual information alone and the other related material to specific subjects. of the ratio of achievement of factual material to the ability to learn of intermediate children when taught the separate subjects as compared with those taught in correlated core area fields.

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No description available.

Twenty seven of forty one learners at a remedial school were identified as having negative self-esteem. The learners self-esteem correlated with their barriers to learning. Hypnosis was considered as a possible technique to build positive self-esteem in these learners. The study used hypnotherapy on two learners who were identified as having negative self-esteem. The identification was based on the results of a selfconcept inventory. After a few sessions of hypnotherapy, the test was readministered. The results before and after indicate a positive change in the self-concept scores. This will have to be researched further,but there are significant indications that hypnotherapy may be one of the ways of building positive self-esteem in learners. / Psychology of Education / M. Ed. (Guidance and Counselling)