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Customer Satisfaction Survey of The Lees Hotel OperationPing, Chia-Yi 08 September 2011 (has links)
This research confers with the relationship between customer expectation, actual experience of the services and products, guest satisfaction, value acknowledgement, and loyalty, adopted using questionnaire survey and The Lees Hotel as research subject. 232 valid samples are returned, and SPSS statistics software was applied for ¡§descriptive statistical analysis¡¨, ¡§one-way ANOVA analysis¡¨, and ¡§Scheffe T-test analysis.¡¨ According to the result of this research, guest satisfaction and value acknowledgement were not effective by the pre-consumption expectation; however, guest satisfaction and value acknowledgement were influenced by post-consumption experience. Also, the quality of services had substantial effect on guest satisfaction and value acknowledgement. Population statistics partially interfere with guest satisfaction and brand value. Guest satisfaction has apparent impact on returning for another consuming experience and recommendation.
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Teorie a praxe politického marketingu / Theory and Practice of Political MarketingVondráčková, Lenka January 2009 (has links)
The use of political marketing represents a more and more important part of election campaigns. This thesis is concerned with analysis of the campaigns of two largest Czech political parties - Civic Democratic Party and Czech Social Democratic Party - in the parliamentary elections 2006. The analysis is based on the comprehensive political marketing model that has been developed by Jennifer Lees-Marshment. In this model three kinds of political parties are distinguished: Product-Oriented Party, Sales-Oriented Party and Market-Oriented Party. The political marketing process which is different for each of them has a significant influence on the party behaviour during the campaign.
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Die invloed van 'n multi-sensoriese leesbenadering op leesonderrig in die grondslagfase / Van Greuning, Susarah MariaVan Greuning, Susarah Maria January 2012 (has links)
The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Die invloed van 'n multi-sensoriese leesbenadering op leesonderrig in die grondslagfase / Van Greuning, Susarah MariaVan Greuning, Susarah Maria January 2012 (has links)
The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Prvky politického marketingu v předvolebních kampaních volebních stran v komunálních volbách 2018 v Litvínově / Elements of political marketing in Litvínov 2018 municipal election campaignLamková, Ivana January 2019 (has links)
This diploma thesis is a case study of the town Litvínov from which the author comes from. It analyses the use of political marketing in the party election campaigns, which is described in detail and applied through the Lees-Marshment's theory with the help of semi-structured interviews, questionnaire surveys, mapping of programs and Codes of Conduct. The expected result of the thesis is not only the analysis of the municipal pre-election campaigns of the individual candidate parties using the Lees-Marshment theory, but also critical evaluation of this theory applied within the municipal politics. The partial objective is to compare the use of marketing of regional and national candidate parties within the municipal politics. It is not only a description of this theory, but also an evaluation of the theory suitability on the municipal level. The conclusions point to the fact that political marketing plays a certain role at the municipal level, but the degree of its use is much lower than on the national level.
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Yeast protein release during fermentation and aging in a model wineRowe, Jeffrey D. 10 July 2008 (has links)
Yeast mannoproteins released during the process of aging wine on the yeast lees have been reported to make important contributions to wine quality. However, few mannoproteins have been identified in wine and their lifespan during aging is unknown. As a first step towards better understanding the contributions of yeast mannoproteins to wine quality, a model system was used to follow changes in yeast protein release, and to identify the released proteins over a 9-month time course following completion of fermentation. Model musts were fermented in duplicate by a number of commercial yeast strains, including BM45 and RC212, and were stored on the yeast lees post-fermentation with monthly stirring at 15°C. Wine samples were taken during and after fermentation, and following removal of suspended solids, total protein and total mannoproteins were measured, and individual proteins were identified--but not quantified--by HPLC-MS of tryptic fragments.
The total number of identified proteins in all samples increased from between 3-15 following inoculation, to between 70-80 after one month on the lees, and decreased to about 20 after 6 months on the lees. Over 50% of the identified proteins were shared among all yeast samples. For most strains, protein and mannoprotein concentrations increased during, but decreased by the end of fermentation. Both protein and mannoprotein concentrations were found to increase again post-fermentation, reaching values about 2- and 6-fold higher than values measured at 2 days, respectively. Consistent with the increase in mannoprotein concentration, cell wall mannoproteins were the predominant proteins identified after 6 months of aging on the lees. Most cytosolic proteins found during and soon after fermentation were not found after 6 months of aging on the lees. / Graduation date: 2009
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Hulpverlening aan die leergeremde kind, met besondere verwysing na die ouditiewe modaliteit / Anna Christina LessingLessing, Anna Christina January 1983 (has links)
The study is concerned with learning disabled children. A literature survey
which deals with the definitions, causes and manifestations of learning
disabilities was conducted. An aid programme, focussing specifically on the
auditory modality, was developed.
Through a careful study of relevant literature it is clear that although a
learning disabled child possesses adequate or even above-average intellectual
capabilities, deficiencies such as abnormal behaviour and inadequacies in
learning which may be ascribed to malfunctions in the central nervous system,
are manifested. The causes of learning disorders could be of an external or
inherent nature and behavioural manifestations such as motor- or perceptual
deficiencies, hyperactivity and inadequate academic performance frequently
occur.
The importance of the auditory perceptual skills in the acquisition of reading
and spelling performances is emphasized. Research on auditory deficiencies
and their subsequent detrimental effect on reading and spelling performance,
indicate a significant relationship between these deficits and the impairment
of analysis, synthesis, storing and recalling of auditory information.
This survey was conducted in order to devise an auditory aid programme by
means of which deficits in auditory perception could be overcome or improved
and to decide whether the improvement of auditory deficits would contribute
positively towards the reading and spelling results of the learning disabled
child.
From the literature a variety of exercises for the improvement of the various
auditory perceptual skills were assembled. An integrated reading and spelling
programme to stimulate the development of-auditory skills was subsequently
devised and applied by means of the experimental method
This aid programme was applied with great success in six cases who had
previously been identified as learning disabled candidates. It resulted in a
remarkable improvement in auditory skills of all six participants. All of
them performed according to their mental age standard. Basic reading and
spelling abilities improved accordingly. Those participants who best overcame
their auditory perceptual deficiencies also gave the best performance in
reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984
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Die effek van 'n leeshulpprogram op Kleurling-hoërskoolleerlinge : 'n vergelykende psigologiese ondersoek / Petrus Daniël Francois VogesVoges, Petrus Daniël Francois January 1985 (has links)
1. OBJECTIVE OF THE STUDY -
The aim of this study is a psychological and scholastic investigation
of the effect of a supplementary reading programme on Coloured high school
pupils.
In order to do this, zero hypotheses and alternative hypotheses were
drawn up which would enable one to compare an experimental group (which
had done the supplementary reading course) with a control group (which
had not done such a course). In short the zero hypotheses amount to
saying that there are no differences in reading ability, school
performance, study habits and study attitudes, aptitude and personality between
Coloured high school pupils •who did a reading development course and
those who did not do such a course. The alternative hypotheses endeavour
to prove the opposite, namely that such differences do exist.
2. LITERATURE SURVEY -
As a starting point for this investigation, a number of relevant
concepts were defined. Some of these concepts are "read", "reading
difficulties”, "Coloured”, “Urban and -rural areas”.
The importance of reading was demonstrated by pointing out that a good
reading ability is essential for the forming of a healthy personality,
social development, recreation, extending knowledge, etcetera.
The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed,
are the optical-mechanical model, psychometric models, psychological models,
the communication model and linguistic models.
The extent of reading difficulties was outlined by means of results
obtained by researchers, local and foreign. In this respect reference
was also made to reading differences pertaining to sex and reading
differences between rural and urban areas. A detailed account was given of
the main causes of reading difficulties related to scholastic and socioeconomic
factors, and in particular how these factors manifest themselves
among the Coloured community.
As far as the scholastic determinants are concerned, attention was given
to the poor pre-school environment of the Coloured child, insufficient
number of nursery schools, compulsory education and school leaving at
an early age, inadequate differentiation, lack of accommodation and a
shortage of suitably qualified staff. Concerning the socio-economic
determinants the following were dealt with: class differences, life
style of the lower class, the family milieu, cultural values and norms,
residential area and housing, recreational activities, linguistic
abilities and physical factors.
The diagnosis of reading difficulties was discussed in short. In this
survey particular attention was paid to the different levels of diagnosis
and methods of diagnosing. Some difficulties in diagnosing reading
problems among Coloureds were also pointed out.
The last aspect from the literature which was dealt with was the
remediation of reading problems. Emphasis was given to the more traditional
methods of supplementary reading teaching, for instance the basic reading
book method, the alphabet method, the neurological and the perceptual
kinaesthetic method. Lifting the causes of reading problems which emanate
from this study would allow remediation to be used to the full among
the Coloured people.
3. METHOD OF RESEARCH -
3.1 Sample:
In order to determine the effect of the supplementary reading programme,
a comparative study •was made between an experimental group (which did
a reading course) and a control group (which did not do such a course).
The sample consisted of a total experimental group of 31 people (Std.
8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while
on the other hand the total contra l group of 26 people (Std. 8 and Std.
9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils.
3.2 Measuring Instruments:
The measuring instruments used to investigate the different fields were
the following:
- Reading ability, The ophtalmograph
- Scholastic achievement, Real school marks
- Study habits, Questionnaire on study habits and attitudes
- Aptitude, Senior aptidude test
- Personality, The High School personality Questionnaire and IPAT Anxiety scale.
The above mentioned measuring instruments were discussed in detail under
the headings: objective, composition, validity, reliability and reason
for using them in this research.
3.3 Research procedures:
Global as well as reductionistic comparisons were used in this study.
A global comparison is drawn between the total experimental group and
the total control group. The reductionistic investigation entails a
comparison between the Std. 8 experimental and control groups as well
as a comparison between the Std. 9 experimental and control groups.
Apart from the above mentioned comparisons the Std. 8 and Std. 9 control
groups, as well as the Std. 9 and Std. 9 experimental groups were also
compared.
A description was given of the supplementary reading programme which
consisted of ten one hour sessions, as, well as a full description of
the apparatus used, namely the tachistoscope and the contro11ed reader.
Statistical calculations were done by the Statistical Consultation Service
of the Potchefstroom University for Christian Higher Education. Short
descriptions only of the techniques used are given in the study.
4. RESEARCH RESULTS -
The most important results of this research can be summarised as follows:
* READING ABILITY -
This study brings to light that the reading course brought a
significant improvement in reading achievement in the total experimental
group. Seen reductionistically the Std. 8 experimental group also
showed significant improvement when compared with the Std. 8 control
group. However, no significant differences were found between the
Std. 9 experimental and control groups. In the case of the total
and the Std. 8 experimental group the alternative hypothesis was
accepted while the zero hypothesis was maintained in the case of the Std.
9 groups.
* SCHOLASTIC ACHIEVEMENT -
The scholastic achievement of the total experimental group showed
a significant improvement when compared with the total control group.
Seen reductionistically the Std. 8 experimental group also achieved
significantly higher marks at school than the Std. 8 control group.
This te1dency was not repeated in the Std. 9 experimental group, where
no significant differences were found. In the case of the total and
the Std. 8 investigations the alternative hypothesis was accepted,
while the zero hypothesis had to be maintained for the Std. 9 group
comparison.
* STUDY HABITS AND ATTITUDES -
Seen globally the total experimental group exhibited better study
habits and attitudes than the total control group. When judged
reductionistically neither the Std. 8 not the Std. 9 group comparisons
brought to light any significant differences. Thus the zero hypothesis
was applicable to the reductionistic investigations, while the
alternative hypothesis was accepted in the case of the tota1 experimental
group.
* APTITUDE -
The zero hypothesis had to be accepted right through, in the global
as well as the reductionistical investigation, in other words, no
significant differences were found between the different groups as
far as aptitude is concerned. An interesting tendency was discovered,
however, from the calculated IQ's of the SAT, namely that there is
a connection between a supplementary reading course and a rise in
intelligence.
* PERSONALITY -
The total evaluation of personality traits of the Coloured high school
pupils by means of the HSPQ and IPAT Anxiety scale shows that the
reading course, judged globally or reductionistically, did not bring
about significant differences between the experimental and control
groups. Thus the zero hypothesis was accepted throughout.
5. SUMMARY AND CONCLUSION -
In researching the effect of a supplementary reading programme on
Coloured high school pupils it was found that there was a definite beneficial
influence on reading ability and scholastic achievement. It does seem
however, as if aptitude and personality development are established
aspects which will not be changed by a reading development course. If
the reading course should have a lasting effect on the aspects which
it improves, it is possible that in the .long run personality changes
and even improvement in aptitude may take place. As far as study habits
and attitudes are concerned, positive results were obtained, but it had
been expected to have been even better.
The results of this study correlate well with those of other researchers
on reading improvement by means of a supplementary reading course in
which apparatus is used. It should not be considered however as the
only method of reading aid, since many other researchers obtain positive
results with other methods.
On account of the distinctiveness of this study its results cannot be
generalised by the norms formed by the results of other researchers.
By reason of the population and the size of the sample of this study,
the results of this investigation can only be made applicable to the
Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom.
As a result of the new political dispensation it is to be expected that
there will be an improvement in the factors which cause reading
difficulties among the Coloured population, but it is .sure to be a long drawn
out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986
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19 |
Hulpverlening aan die leergeremde kind, met besondere verwysing na die ouditiewe modaliteit / Anna Christina LessingLessing, Anna Christina January 1983 (has links)
The study is concerned with learning disabled children. A literature survey
which deals with the definitions, causes and manifestations of learning
disabilities was conducted. An aid programme, focussing specifically on the
auditory modality, was developed.
Through a careful study of relevant literature it is clear that although a
learning disabled child possesses adequate or even above-average intellectual
capabilities, deficiencies such as abnormal behaviour and inadequacies in
learning which may be ascribed to malfunctions in the central nervous system,
are manifested. The causes of learning disorders could be of an external or
inherent nature and behavioural manifestations such as motor- or perceptual
deficiencies, hyperactivity and inadequate academic performance frequently
occur.
The importance of the auditory perceptual skills in the acquisition of reading
and spelling performances is emphasized. Research on auditory deficiencies
and their subsequent detrimental effect on reading and spelling performance,
indicate a significant relationship between these deficits and the impairment
of analysis, synthesis, storing and recalling of auditory information.
This survey was conducted in order to devise an auditory aid programme by
means of which deficits in auditory perception could be overcome or improved
and to decide whether the improvement of auditory deficits would contribute
positively towards the reading and spelling results of the learning disabled
child.
From the literature a variety of exercises for the improvement of the various
auditory perceptual skills were assembled. An integrated reading and spelling
programme to stimulate the development of-auditory skills was subsequently
devised and applied by means of the experimental method
This aid programme was applied with great success in six cases who had
previously been identified as learning disabled candidates. It resulted in a
remarkable improvement in auditory skills of all six participants. All of
them performed according to their mental age standard. Basic reading and
spelling abilities improved accordingly. Those participants who best overcame
their auditory perceptual deficiencies also gave the best performance in
reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984
|
20 |
Die effek van 'n leeshulpprogram op Kleurling-hoërskoolleerlinge : 'n vergelykende psigologiese ondersoek / Petrus Daniël Francois VogesVoges, Petrus Daniël Francois January 1985 (has links)
1. OBJECTIVE OF THE STUDY -
The aim of this study is a psychological and scholastic investigation
of the effect of a supplementary reading programme on Coloured high school
pupils.
In order to do this, zero hypotheses and alternative hypotheses were
drawn up which would enable one to compare an experimental group (which
had done the supplementary reading course) with a control group (which
had not done such a course). In short the zero hypotheses amount to
saying that there are no differences in reading ability, school
performance, study habits and study attitudes, aptitude and personality between
Coloured high school pupils •who did a reading development course and
those who did not do such a course. The alternative hypotheses endeavour
to prove the opposite, namely that such differences do exist.
2. LITERATURE SURVEY -
As a starting point for this investigation, a number of relevant
concepts were defined. Some of these concepts are "read", "reading
difficulties”, "Coloured”, “Urban and -rural areas”.
The importance of reading was demonstrated by pointing out that a good
reading ability is essential for the forming of a healthy personality,
social development, recreation, extending knowledge, etcetera.
The complexity of the reading process came to the fore when the explanation of what the reading process entails, was discussed as it is described by various researchers. The different theoretical models discussed,
are the optical-mechanical model, psychometric models, psychological models,
the communication model and linguistic models.
The extent of reading difficulties was outlined by means of results
obtained by researchers, local and foreign. In this respect reference
was also made to reading differences pertaining to sex and reading
differences between rural and urban areas. A detailed account was given of
the main causes of reading difficulties related to scholastic and socioeconomic
factors, and in particular how these factors manifest themselves
among the Coloured community.
As far as the scholastic determinants are concerned, attention was given
to the poor pre-school environment of the Coloured child, insufficient
number of nursery schools, compulsory education and school leaving at
an early age, inadequate differentiation, lack of accommodation and a
shortage of suitably qualified staff. Concerning the socio-economic
determinants the following were dealt with: class differences, life
style of the lower class, the family milieu, cultural values and norms,
residential area and housing, recreational activities, linguistic
abilities and physical factors.
The diagnosis of reading difficulties was discussed in short. In this
survey particular attention was paid to the different levels of diagnosis
and methods of diagnosing. Some difficulties in diagnosing reading
problems among Coloureds were also pointed out.
The last aspect from the literature which was dealt with was the
remediation of reading problems. Emphasis was given to the more traditional
methods of supplementary reading teaching, for instance the basic reading
book method, the alphabet method, the neurological and the perceptual
kinaesthetic method. Lifting the causes of reading problems which emanate
from this study would allow remediation to be used to the full among
the Coloured people.
3. METHOD OF RESEARCH -
3.1 Sample:
In order to determine the effect of the supplementary reading programme,
a comparative study •was made between an experimental group (which did
a reading course) and a control group (which did not do such a course).
The sample consisted of a total experimental group of 31 people (Std.
8 and Std. 9 pupils) of whom 15 were Std. 8 and 16 Std. 9 pupils while
on the other hand the total contra l group of 26 people (Std. 8 and Std.
9 pupils) consisted of 14 Std. 8 and 12 Std. 9 pupils.
3.2 Measuring Instruments:
The measuring instruments used to investigate the different fields were
the following:
- Reading ability, The ophtalmograph
- Scholastic achievement, Real school marks
- Study habits, Questionnaire on study habits and attitudes
- Aptitude, Senior aptidude test
- Personality, The High School personality Questionnaire and IPAT Anxiety scale.
The above mentioned measuring instruments were discussed in detail under
the headings: objective, composition, validity, reliability and reason
for using them in this research.
3.3 Research procedures:
Global as well as reductionistic comparisons were used in this study.
A global comparison is drawn between the total experimental group and
the total control group. The reductionistic investigation entails a
comparison between the Std. 8 experimental and control groups as well
as a comparison between the Std. 9 experimental and control groups.
Apart from the above mentioned comparisons the Std. 8 and Std. 9 control
groups, as well as the Std. 9 and Std. 9 experimental groups were also
compared.
A description was given of the supplementary reading programme which
consisted of ten one hour sessions, as, well as a full description of
the apparatus used, namely the tachistoscope and the contro11ed reader.
Statistical calculations were done by the Statistical Consultation Service
of the Potchefstroom University for Christian Higher Education. Short
descriptions only of the techniques used are given in the study.
4. RESEARCH RESULTS -
The most important results of this research can be summarised as follows:
* READING ABILITY -
This study brings to light that the reading course brought a
significant improvement in reading achievement in the total experimental
group. Seen reductionistically the Std. 8 experimental group also
showed significant improvement when compared with the Std. 8 control
group. However, no significant differences were found between the
Std. 9 experimental and control groups. In the case of the total
and the Std. 8 experimental group the alternative hypothesis was
accepted while the zero hypothesis was maintained in the case of the Std.
9 groups.
* SCHOLASTIC ACHIEVEMENT -
The scholastic achievement of the total experimental group showed
a significant improvement when compared with the total control group.
Seen reductionistically the Std. 8 experimental group also achieved
significantly higher marks at school than the Std. 8 control group.
This te1dency was not repeated in the Std. 9 experimental group, where
no significant differences were found. In the case of the total and
the Std. 8 investigations the alternative hypothesis was accepted,
while the zero hypothesis had to be maintained for the Std. 9 group
comparison.
* STUDY HABITS AND ATTITUDES -
Seen globally the total experimental group exhibited better study
habits and attitudes than the total control group. When judged
reductionistically neither the Std. 8 not the Std. 9 group comparisons
brought to light any significant differences. Thus the zero hypothesis
was applicable to the reductionistic investigations, while the
alternative hypothesis was accepted in the case of the tota1 experimental
group.
* APTITUDE -
The zero hypothesis had to be accepted right through, in the global
as well as the reductionistical investigation, in other words, no
significant differences were found between the different groups as
far as aptitude is concerned. An interesting tendency was discovered,
however, from the calculated IQ's of the SAT, namely that there is
a connection between a supplementary reading course and a rise in
intelligence.
* PERSONALITY -
The total evaluation of personality traits of the Coloured high school
pupils by means of the HSPQ and IPAT Anxiety scale shows that the
reading course, judged globally or reductionistically, did not bring
about significant differences between the experimental and control
groups. Thus the zero hypothesis was accepted throughout.
5. SUMMARY AND CONCLUSION -
In researching the effect of a supplementary reading programme on
Coloured high school pupils it was found that there was a definite beneficial
influence on reading ability and scholastic achievement. It does seem
however, as if aptitude and personality development are established
aspects which will not be changed by a reading development course. If
the reading course should have a lasting effect on the aspects which
it improves, it is possible that in the .long run personality changes
and even improvement in aptitude may take place. As far as study habits
and attitudes are concerned, positive results were obtained, but it had
been expected to have been even better.
The results of this study correlate well with those of other researchers
on reading improvement by means of a supplementary reading course in
which apparatus is used. It should not be considered however as the
only method of reading aid, since many other researchers obtain positive
results with other methods.
On account of the distinctiveness of this study its results cannot be
generalised by the norms formed by the results of other researchers.
By reason of the population and the size of the sample of this study,
the results of this investigation can only be made applicable to the
Std. 8 and Std. 9 pupils of the Promosa High School in Potchefstroom.
As a result of the new political dispensation it is to be expected that
there will be an improvement in the factors which cause reading
difficulties among the Coloured population, but it is .sure to be a long drawn
out process. / Thesis (MA (Voorligtingpsigologie))--PU vir CHO, 1986
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