1. AIM AND OVERVIEW The aim of the research was to determine with which variables and what measure of success the academic achievement of black pupils can be predicted in different school subjects. To achieve this aim a theoretical study was firstly made of the phenomenon, academic achievement prediction as it is manifested in the educational context. It was indicated that the action to predict is of supporting value to education, and that it assumes a central position in the teaching-learning situation. In addition it was indicated that academic achievement prediction is a difficult undertaking, that it demands exceptional knowledge of the teacher, and that it is essential that the teacher should be able to predict as accurately as possible. Secondly a study was made of the methodology of academic achievement prediction. It was indicated that there are different procedures for the initial selection of predictor variables, procedures which are mainly variations of factor analysis. Possible usages of moderating variables for the grouping of pupils in homogeneous groups were also discussed and procedures for the identification of the best predictors of academic achievement were described. In the third instance the academic achievement of black pupils was investigated together with the factors by which it is influenced. The indications are that the percentages of standard ten passes are relatively low, and that there are, inter alia, sex differences, language group differences and also urban/rural differences in the achievement of pupils. Then the causes of poor academic achievement by black pupils in the school and family environment were considered, and also the extent of educational and cultural deprivation. It was concluded that the family environment does not always promote academic achievement at school. With regard to the variables which are specifically related to the achievement of black pupils, a limited number of research results are available. In spite of this, there are indications that the pupil and milieu variables are related in the same measure to the academic achievement of black pupils as indicated by the general tendencies in research results. This conclusion was arrived at with some reservation, because there are certain indications of differences in the relative weighting of variables pertaining to achievement. In addition it was discovered that there are non-test factors which also co-determine the achievement of black pupils in psychometric tests. It transpired too, that further research is necessary as regards the sources of the unexplained variance in the academic achievement of black pupils. In the fourth instance a study was mad0 of the relationship between a specific selection of variables and the academic achievement of black pupils. An image was obtained of the relationship between ability, previous achievement, interest and personality, and the academic achievement of black pupils, and then some problem questions based on the relevant literature, were formulated. The empirical research which followed, attempted to find some of the answers to these questions. 2. AIM, PROCEDURE AND RESULTS OF THE EMPIRICAL INVESTIGATION. The aim of the empirical investigation was to determine the extent to which the standard ten achievement of black pupils can be predicted with the aid of cognitive, non-cognitive and biographical variables. Four groups of hypotheses were drafted. The group-A hypotheses investigated the contribution of the subsets of the best predictors from all the independent variables to R2. The groups B, C, and D hypotheses studied respectively, the contributions of the cognitive, non-cognitive, and biographical variables to R2 in the dependent variables. In the research, the data was used of 871 subjects of the 19179 students who comprised the 1980 pupil population which took part in the Guidance Project of the Department of Education and Development Aid. Data was compiled of three psychometric tests, the Academic Aptitude Test, the Vocational Interest Questionnaire, and the High School Personality Questionnaire. This data was subjected to factor analysis and nine factors were identified. To test the different groups of hypotheses, 81e technique of multiple regression analysis was applied in two ways. Firstly, the all possible subsets multiple regression method was used so as to identify the subset of best predictors per dependent variable, on the basis of the Cp criterion. The group-A hypotheses were tested on this basis. Secondly, the remaining hypotheses were tested by calculating differences in R2 and testing their significance. In the case of each dependent variable R2 1 was calculated for a basic set of control variables which varied per group hypotheses. To this set of control variables the cognitive predictors were added and R2 2 calculated. The difference between R2 2 and R2 1 then gives an indication of the contribution which was made by the cognitive variables to the prediction. The same procedure was followed to calculate the contribution of the non-cognitive and of the biographical variables to the prediction. The sets of control variables varied in the different analyses. In each case the educational significance of the contributions to R2 was calculated with the aid of the formula for the calculation of effect sizes as drafted by Cohen (1977). With the formula of Cohen, a more precise indication was obtained of the educational significance of the contributions to R2. The effect sizes indicated whether contributions to R2 were of small, medium or large educational significance. On the basis of the results for multiple regression analyses, selections were made of the biographical variables, and the potential role of each as moderators of the prediction of dependent variables were then investigated. In the last instance a cross validation of results was made. The results of the statistical analyses indicate in the first instance that the subsets of best predictors of standard ten achievement, consist of cognitive, non-cognitive and biographical variables. The combinations of predictors vary from one school subject to another, although certain trends were observed, like for instance that the cognitive variables generally made the largest contribution to R2 of all the predictors. It was also found that the best subsets of predictors provide better predictions for standard ten total, English, Afrikaans and Biology, and weaker predictions for History and the Vernacular. In the second instance the results indicate that the cognitive variables, like aptitude and previous achievement separately and together, made a statistical- and educational-significant contribution to the prediction of achievement in the separate standard ten subjects. These contributions were made in addition to the non-cognitive and biographical variables which served as control measures. The contributions of the cognitive variables are larger in the case of standard ten total, Afrikaans and English, and smaller in the case of the Vernacular, History and Biology. It was also found that previous achievement always rendered a larger contribution to the prediction, except in the case of English and History. In the third instance it was found that the non-cognitive variables, interest and personality separately and together. produce in isolated instances, significant contributions to the prediction of the dependent variables. These contributions to the prediction of dependent variables are produced in addition to the control variables (cognitive and biographical variables), and they are small and also (in terms of effect sizes), of small educational significance. In the fourth instance it was found that, sex in four cases, living area (urban/rural) in four, language group 2 (Zulu/non-Zulu) in four, and language group 1 (Sotho/non-Sotho) in six cases, made significant contributions in addition to the cognitive and non-cognitive control variables) to the prediction of standard ten achievement. These contributions vary from a small to a large measure of educational significance. Together, the variables contribute significantly to all the dependent variables, and it was found that the contributions or the biographical variables are largest with regard to History and Biology. Finally, the results of the research on the effects of moderator variables indicate chat sex has a modifying effect only in the case of the Vernacular as regards the prediction. Living area has no modifying effect and the effect of language group 1 is limited to History. Language group 2 is the variable which, with regard to most dependent variables, has a moderating effect on the prediction, as regards all the dependent variables except the Vernacular. In the validity study it was found that the degree of validity was satisfactory, with the exception of the results relating to History. The most important conclusion made on the basis of the empirical research is that the academic achievement of black pupils and the inclusive variables can only be predicted with limited success. school subjects vary a great deal in their predictability, and in each case there is a large amount of unexplained variance of which the source probably lies outside the scope of the variables provided for in the research. A further conclusion is that the variables, which together with others (and also individually) make the greatest contribution to the prediction, are the cognitive variables. The contribution of the non-cognitive variables, interest and personality, is quite small, even smaller than the indications in present literature. As a whole this is in accordance with the results of other investigations in developing countries. In conclusion, the inference was made as a result of the moderator study that biographical variables are indeed potentially serviceable as moderating variables and that language group 2 (Zulu/non-Zulu) probably has the greatest potential. The results of this research have implications for teaching practice as well as for further research. Practical recommendations have been made with regard to the use of the results for guidance purposes, and with a view to the manipulation of variables for the improvement of academic achievement. Recommendations have also been made for further research on alternative variables as well as the non-test factors which influence the academic achievement of black pupils. / Proefskrif (DEd)--PU vir CHO, 1987

The mentally retarded child as a member of society should enjoy equality of rights of existence just like any other individual created by God. This study endeavours to research the training needed for white mentally retarded children in the RSA and to what extent these needs are catered for. In a literature study an overview is given of relevant concepts and terminology concerning mental retardation. Concepts with reference to the Act for the training of mentally retarded children are used. Possible criteria for identifying mentally retarded children are proposed. These criteria should be present in a higher or lesser degree to confirm mental retardation. The utilization of these criteria are further discussed as aids in the formal classification of retardedness. The basic personal and social needs of the mentally retarded child are perused as well as the need for industrial orientation. Attention is then also given to the extent to which these needs are addressed in the RSA and the facilities for "education" and training of these children. The present criteria for admission and placement of these children in training centres is also discussed. An exemplary study of the E.S. le Grange centre for retarded children was done to illustrate the concepts mentioned. The history and development of the centre is described. An evaluation was made as to the extent the needs of the mentally retarded children at the centre are fulfilled in accordance with the background of Act no. 63 of 1974. It was found that this centre fully subscribed to the said act. Individual problem areas were however identified and suggestions put forward for their rectification. / Skripsie (MEd)--PU vir CHO, 1988

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985

I. Introduction - The task of the school under the Children's Act is more comprehensive than that of the normal school. Apart from giving academic instruction, the school under the Children's Act provides physical care and attends to the socialization of the child. In many cases it is necessary to resocialise because the socialization process at home takes place inadequately and unsatisfactorily. The school must prepare the child in his totality so that after his school career, he may fit into society in the broadest sense. In other words, the school under the Children's Act has, apart from providing academic instruction, an important socio-pedagogic task with regard to the deprived child placed in its care for further education. 2. Definition of Problem - The problem examined in this investigation can be, formulated by means of two questions, namely: * Does the school under the Children's Act make a positive contribution to the socio-pedagogic development of the committed child? * Is the child, who leaves the said school after a comparatively long stay, better equipped for society than the child who under the same circumstances, was not committed? 3. Aims - This research aims: * to investigate and explain on an international scale the task of the school under the Children's Act, on the basis of existing literature; * to determine scientifically by means of objective testing, and retesting after one year, whether the school under the Children's Ad in South Africa, is contributing positively to the socialization of the committed child in its care. 4. Method of Investigation - Firstly, use was made of the method of a study of literature pertaining to this subject. A study was made of international as well as South African sources dealing with schools under the Children's Act and other associated subjects, such as the growth and development of these schools in South Africa, problems with regard to the socialization of the child under the Children's Act; the needs of the pedagogically neglected adolescent in the schools under the Act, and the socio-pedagogical aspect of education in these schools. Relevant factual material has been collected, arranged and annotated. Secondly, an empirical investigation limited to white, deprived children in seventeen of the eighteen schools under the Department of National Education has been undertaken. As test subjects, all pupils who were admitted between 15 November 1981 and 15 February 1982 to these schools, have been used. A battery of tests consisting of the Picture Motivation Test, the Interpersonal Relations Questionnaire and the IPAT Anxiety Scale, which are all standardised tests of the Human Sciences Research Council, have been used. Furthermore, a questionnaire (see Appendage B) has been used to acquire first hand factual material from the schools involved. Using the above-mentioned tests, pupils were tested on IS February 1982 and again 15 November of the same year in order to obtain comparative details. After the conclusion of the empirical investigation, the data was analysed and reviewed on the basis of facts from existing literature and personal criteria. The empirical details were statistically revised by the Statistic Consultation Service of the Potchefstroom University with the aid of a standard computer. With regard to the Picture Motivation Test and the Interpersonal Relations Questionnaire, the raw marks of each factor of the tests were converted to stanines, and of the IPAT Anxiety Scale into stens as the norm tables of the said tests provides respectively for stanines and stens. The same procedure was followed with the retesting so as to obtain comparative details. A difference of one on the stanine and sten scales was, for the aim of this study, considered significant when drawing conclusions. Differences on the stanine scale with regard to testing and retesting was, with the aid of the computer, obtained for each subtest of the Picture Motivation Test and the Interpersonal Relations Questionnaire. Similarly, differences on the sten scale for the !PAT Anxiety Scale were obtained. 5. Program of Investigation - The details obtained from existing literature as well as the results of the empirical investigation have been presented in chapter form. An explanation of the method of investigation followed during the research, is given in chapter one. In chapter six the method of research into the empirical investigation is given in detail. Chapter two contains an historical survey of the growth and development of schools under the Children's Act in South Africa since 1909. An explanation of problems concerning the socio-pedagogical development of the child before and after committal receives attention in chapter three, while the unique needs of the adolescent are discussed in chapter four. Chapter five deals with the school under the Children's Act as a socio-pedagogical maintenance institution. The academic as well as the extra-curricular program receives attention, and aspects which can contribute positively to the socialization of the child in need of care are suggested. In chapter seven the results of the empirical investigation arc given in table form with concise explanations of each table. 6. Growth and development of schools under the Children's Act since 1909 - The first school under the Children's Act (formerly called the industrial school) was established seventy-five years ago in Standerton. Originally it was little more than a haven for neglected and delinquent youths. The school was started in 1909 in an old military barracks used during the Anglo-Boer War and had an enrolment of six boys and one girl. Until 1917, schools under the Children's Act were administered by the Prisons Department. Discipline was very strict and there was little or no education as such. The Child Protection Act of 1937 contributed immensely towards improving the educational aspect of these schools. By 1917, when the administration of the schools was transferred to the Union Education Department, altogether four schools had been established. With an education department in control, the emphasis on education increased and decreased on discipline. The Children's Act of 1937 which was an outcome of the Inter-departmental Committee ( 1934-1937) introduced an entirely new approach to the education of the child in need of care. In 1946 psychological services were introduced into schools under the Children's Act. This was the beginning of psychological therapeutic services. After 1917 another fourteen schools, distributed throughout the four provinces, were built so that altogether there are to date eighteen schools under the Children's Act. Development with regard to improved syllabi, differentiated education, psychological services, special courses and specialised directions which, during the last decade, followed quickly on each other, have to-day made the school under the Children's Act an adequate and modern educational institution which aims at educating in total the child in need of care. 7. Problems in connection with socialization before and after committal - Socialization is the process whereby individuals learn to become viable members of the social group in which they move. It commences at birth and continues throughout a lifetime. The significance of the christian family as the unit of society cannot be overemphasized. The functions of the family with regard to socializing the child is essential in all socialization activities and educational functions of the school, the church and society in general. If these functions of the family are neglected, long-term damage will emerge later in the child's life. Values and norms acquired within the family relationship, later serve as guidelines for the child's behaviour and as a foundation for forming his own attitude to life which, as a young adult, will affect his adaption to society. There are various shortcomings in the family life and behaviour tendencies of the parents of children in need of care, which manifest themselves before committal and which later adversely influence the child's socialization in the school under the Children's Act. These are factors like the disintegration of the Family bonds, church estrangement, misuse of alcohol by the parents, broken homes, child neglect and an increasingly permissive society. The latter is strongly influenced by communism and liberalism. After admission to the school under the Children's Act, factors such as absconding, the smoking habit, separate schools for boys and girls, homosexual tendencies and early marriages among girls hinder both the process of resocialization of the pupil as well as the therapeutic program of the school in general. 8. The adolescent and his needs - Most pupils in schools under the Children's Act are adolescent as pupils under the age of twelve and over the age of eighteen are seldom admitted to the school. Adolescence is a period of important psychological changes in the life of a young person. It is often referred to as the period of emotional upheaval, as a result of unusual emotional instability so characteristic of this phase. Basically, the adolescent experiences the same needs as the young child, but because of his advanced intellectual capabilities, his physical maturity and his erratic behaviour he experiences these needs problematically. Social needs such as affiliation, acceptance, recognition, independence, a sense of responsibility and identification are of special importance to the adolescent, because it is during this period that he must find his niche among his equals as well as in society in general. Emotionally, the adolescent experiences intense needs which go hand in hand with emotional tension and anxiety while at the same time frustration, conflict and aggression further affect his adjustment. At a moral level, the adolescent must learn to adjust to the values and norms of society; his conscience asserts itself and guilt feelings serve as punishment when he reacts contrarily to the accepted norms. During adolescence, the young person strives to establish a self-identity and to develop a self-image while at the same time experiencing mental conflict and confusion. In conclusion, it is during this phase of his life that the adolescent begins to view critically the religious principles and faith which he as a child accepted without question. Especially when he communicates with friends who hold other religious values does he experience serious doubts and starts to search assiduously for truth and spiritual security. 9. The school under the Children's Act as socio-pedagogic institution As all pupils who are being educated in schools under the Children's Act are institution-bound, and arc physically cared for by the school (State), the school can be regarded as a complete community in miniature. It is the task of the school as a fully responsible maintenance institution to build a socializing bridge for the child between the parental home with a poor educational background, and the general community after school. The headmaster with his comprehensive task, teaching staff, administrative and hostel staff, form a heterogeneous team with a common aim, namely taking care of and educating the deprived child, and administering the school adequately. The ultimate aim of the school is to restore a deprived child in need of care to the community as a well-cared for, socially-adapted and morally-equipped youth. What the school offers, both intra-murally and extra-murally, is focussed on the socio-pedagogically deprived child's social independence after school. Great emphasis is placed on organised after-hour programs in sport, cultural activity and invigorating recreation as part of socio-pedagogical education. It is of extreme significance that this child should not only become involved in the affairs of the community, but also render service to it - this forms an integrate part of the eventual goal the school wishes to achieve. 10. Results of the Empirical Research Calculated by the Picture Motivation Test, the school under the Children's Act shows a success figure of 49,2% in the case of boys, and 51,8% for girls (compare table 7.12). According to the synopsis (table 7.35) the success figure of the school calculated by means of the Interpersonal Relations Questionnaire, is 53,5% for boys and 55% for girls. The IPAT Anxiety Level Scale shows that the school was well able to lower the general level of anxiety within one year in 74,8% boys and 73,7% girls. The negative percentage with regard to the IPAT Anxiety Level Scale was noticeably low, namely 8,1% in boys and 4,2% in girls. The over-all result of the test exercise shows that schools under the Children's Act have a success figure of 59,7% for boys and 60,1% for girls (see table 7.44). The significant similarity in all the readings of boys and girls is quite noteworthy. There is a difference of 2,7% in the negative, 1.8% in the neutral and 0,9% in the positive score of boys and girls. If the average score for the test group can be calculated in its entirety, the negative count is 20,4%, the neutral count 20% and the positive count 59,7%. The last figure percentage can therefore be regarded as the success figure of the school under the Children's Act, as determined by this research. This is in agreement with the general expectation of the heads of schools under the Children's Act and officials of the Department of National Education, as was established in interviews with those persons mentioned. (Sec end of list of sources). / Proefskrif (DEd)--PU vir CHO, 1984

Proefskrif--PU vir CHO

This thesis deals with a specific secondary school, the Potchefstroom Gymnasium, which is known as the oldest Afrikaans secondary school in the Transvaal. Potchefstroom Gymnasium originated in 1907 as a result of the Christian National ideal and through the years provided an unique contribution to Afrikaans children belonging to the Christian religion. Thus Potchefstroom Gymnasium is considered an exponent of the Christian National Education principle (CNE principle). The Christian National Education principle had its origin in the Bible and during the Reformation of the Church in the 16th and 17th centuries, the Reformed Church, (in the Netherlands) initiated the Protestant Christian way of life - which also pertained to the education as such. In 1652 Jan van Riebeeck brought the Calvinistic philosophy with him to the Cape and in 1838 with the Great Trek it was also extended to the Transvaal As a result of the Liberal humanistic influence of the British during and after the Anglo-Boer War (1899-1902) a Christian National Education movement (CNE movement) originated and CNE schools were founded. Teaching of the Christian Afrikaner children could consequently again be presented in accordance with the CNE principles. Due to political turbulence and lack of financial support, the CNE schools had a short duration and by the end of 1906 they had all either been closed or had become state schools. The need arose for Christian National Education in Potchefstroom and the Preparatory School was founded in 1907 as a Free Christian school and was part of the Reformed Theological School. In 1915 the Preparatory School, also due to lack of funds, became a primary school {of the state) with a secondary section which was called the Potchefstroom Gymnasium. In 1916 a beginning was made to teach certain school subjects through medium of Afrikaans and this school became the first to replace Dutch with Afrikaans as the medium of teaching. In 1918 the primary and secondary sections were separated to form two individual schools. The secondary school be retained its name of Potchefstroom Gymnasium. J J A Coetsee was the first permanent headmaster of the school from July 1908 until July 1938. Under him the school flourished and became a well-known Christian Afrikaans secondary school. From August 1938 to December 1965 W de K Kruger continued in the footsteps of his predecessor at the school where the principles of CNE teaching were taught. / Thesis (MEd)--PU vir CHO, 1983

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

1. AIM AND OVERVIEW The aim of the research was to determine with which variables and what measure of success the academic achievement of black pupils can be predicted in different school subjects. To achieve this aim a theoretical study was firstly made of the phenomenon, academic achievement prediction as it is manifested in the educational context. It was indicated that the action to predict is of supporting value to education, and that it assumes a central position in the teaching-learning situation. In addition it was indicated that academic achievement prediction is a difficult undertaking, that it demands exceptional knowledge of the teacher, and that it is essential that the teacher should be able to predict as accurately as possible. Secondly a study was made of the methodology of academic achievement prediction. It was indicated that there are different procedures for the initial selection of predictor variables, procedures which are mainly variations of factor analysis. Possible usages of moderating variables for the grouping of pupils in homogeneous groups were also discussed and procedures for the identification of the best predictors of academic achievement were described. In the third instance the academic achievement of black pupils was investigated together with the factors by which it is influenced. The indications are that the percentages of standard ten passes are relatively low, and that there are, inter alia, sex differences, language group differences and also urban/rural differences in the achievement of pupils. Then the causes of poor academic achievement by black pupils in the school and family environment were considered, and also the extent of educational and cultural deprivation. It was concluded that the family environment does not always promote academic achievement at school. With regard to the variables which are specifically related to the achievement of black pupils, a limited number of research results are available. In spite of this, there are indications that the pupil and milieu variables are related in the same measure to the academic achievement of black pupils as indicated by the general tendencies in research results. This conclusion was arrived at with some reservation, because there are certain indications of differences in the relative weighting of variables pertaining to achievement. In addition it was discovered that there are non-test factors which also co-determine the achievement of black pupils in psychometric tests. It transpired too, that further research is necessary as regards the sources of the unexplained variance in the academic achievement of black pupils. In the fourth instance a study was mad0 of the relationship between a specific selection of variables and the academic achievement of black pupils. An image was obtained of the relationship between ability, previous achievement, interest and personality, and the academic achievement of black pupils, and then some problem questions based on the relevant literature, were formulated. The empirical research which followed, attempted to find some of the answers to these questions. 2. AIM, PROCEDURE AND RESULTS OF THE EMPIRICAL INVESTIGATION. The aim of the empirical investigation was to determine the extent to which the standard ten achievement of black pupils can be predicted with the aid of cognitive, non-cognitive and biographical variables. Four groups of hypotheses were drafted. The group-A hypotheses investigated the contribution of the subsets of the best predictors from all the independent variables to R2. The groups B, C, and D hypotheses studied respectively, the contributions of the cognitive, non-cognitive, and biographical variables to R2 in the dependent variables. In the research, the data was used of 871 subjects of the 19179 students who comprised the 1980 pupil population which took part in the Guidance Project of the Department of Education and Development Aid. Data was compiled of three psychometric tests, the Academic Aptitude Test, the Vocational Interest Questionnaire, and the High School Personality Questionnaire. This data was subjected to factor analysis and nine factors were identified. To test the different groups of hypotheses, 81e technique of multiple regression analysis was applied in two ways. Firstly, the all possible subsets multiple regression method was used so as to identify the subset of best predictors per dependent variable, on the basis of the Cp criterion. The group-A hypotheses were tested on this basis. Secondly, the remaining hypotheses were tested by calculating differences in R2 and testing their significance. In the case of each dependent variable R2 1 was calculated for a basic set of control variables which varied per group hypotheses. To this set of control variables the cognitive predictors were added and R2 2 calculated. The difference between R2 2 and R2 1 then gives an indication of the contribution which was made by the cognitive variables to the prediction. The same procedure was followed to calculate the contribution of the non-cognitive and of the biographical variables to the prediction. The sets of control variables varied in the different analyses. In each case the educational significance of the contributions to R2 was calculated with the aid of the formula for the calculation of effect sizes as drafted by Cohen (1977). With the formula of Cohen, a more precise indication was obtained of the educational significance of the contributions to R2. The effect sizes indicated whether contributions to R2 were of small, medium or large educational significance. On the basis of the results for multiple regression analyses, selections were made of the biographical variables, and the potential role of each as moderators of the prediction of dependent variables were then investigated. In the last instance a cross validation of results was made. The results of the statistical analyses indicate in the first instance that the subsets of best predictors of standard ten achievement, consist of cognitive, non-cognitive and biographical variables. The combinations of predictors vary from one school subject to another, although certain trends were observed, like for instance that the cognitive variables generally made the largest contribution to R2 of all the predictors. It was also found that the best subsets of predictors provide better predictions for standard ten total, English, Afrikaans and Biology, and weaker predictions for History and the Vernacular. In the second instance the results indicate that the cognitive variables, like aptitude and previous achievement separately and together, made a statistical- and educational-significant contribution to the prediction of achievement in the separate standard ten subjects. These contributions were made in addition to the non-cognitive and biographical variables which served as control measures. The contributions of the cognitive variables are larger in the case of standard ten total, Afrikaans and English, and smaller in the case of the Vernacular, History and Biology. It was also found that previous achievement always rendered a larger contribution to the prediction, except in the case of English and History. In the third instance it was found that the non-cognitive variables, interest and personality separately and together. produce in isolated instances, significant contributions to the prediction of the dependent variables. These contributions to the prediction of dependent variables are produced in addition to the control variables (cognitive and biographical variables), and they are small and also (in terms of effect sizes), of small educational significance. In the fourth instance it was found that, sex in four cases, living area (urban/rural) in four, language group 2 (Zulu/non-Zulu) in four, and language group 1 (Sotho/non-Sotho) in six cases, made significant contributions in addition to the cognitive and non-cognitive control variables) to the prediction of standard ten achievement. These contributions vary from a small to a large measure of educational significance. Together, the variables contribute significantly to all the dependent variables, and it was found that the contributions or the biographical variables are largest with regard to History and Biology. Finally, the results of the research on the effects of moderator variables indicate chat sex has a modifying effect only in the case of the Vernacular as regards the prediction. Living area has no modifying effect and the effect of language group 1 is limited to History. Language group 2 is the variable which, with regard to most dependent variables, has a moderating effect on the prediction, as regards all the dependent variables except the Vernacular. In the validity study it was found that the degree of validity was satisfactory, with the exception of the results relating to History. The most important conclusion made on the basis of the empirical research is that the academic achievement of black pupils and the inclusive variables can only be predicted with limited success. school subjects vary a great deal in their predictability, and in each case there is a large amount of unexplained variance of which the source probably lies outside the scope of the variables provided for in the research. A further conclusion is that the variables, which together with others (and also individually) make the greatest contribution to the prediction, are the cognitive variables. The contribution of the non-cognitive variables, interest and personality, is quite small, even smaller than the indications in present literature. As a whole this is in accordance with the results of other investigations in developing countries. In conclusion, the inference was made as a result of the moderator study that biographical variables are indeed potentially serviceable as moderating variables and that language group 2 (Zulu/non-Zulu) probably has the greatest potential. The results of this research have implications for teaching practice as well as for further research. Practical recommendations have been made with regard to the use of the results for guidance purposes, and with a view to the manipulation of variables for the improvement of academic achievement. Recommendations have also been made for further research on alternative variables as well as the non-test factors which influence the academic achievement of black pupils. / Proefskrif (DEd)--PU vir CHO, 1987

The mentally retarded child as a member of society should enjoy equality of rights of existence just like any other individual created by God. This study endeavours to research the training needed for white mentally retarded children in the RSA and to what extent these needs are catered for. In a literature study an overview is given of relevant concepts and terminology concerning mental retardation. Concepts with reference to the Act for the training of mentally retarded children are used. Possible criteria for identifying mentally retarded children are proposed. These criteria should be present in a higher or lesser degree to confirm mental retardation. The utilization of these criteria are further discussed as aids in the formal classification of retardedness. The basic personal and social needs of the mentally retarded child are perused as well as the need for industrial orientation. Attention is then also given to the extent to which these needs are addressed in the RSA and the facilities for "education" and training of these children. The present criteria for admission and placement of these children in training centres is also discussed. An exemplary study of the E.S. le Grange centre for retarded children was done to illustrate the concepts mentioned. The history and development of the centre is described. An evaluation was made as to the extent the needs of the mentally retarded children at the centre are fulfilled in accordance with the background of Act no. 63 of 1974. It was found that this centre fully subscribed to the said act. Individual problem areas were however identified and suggestions put forward for their rectification. / Skripsie (MEd)--PU vir CHO, 1988