1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

The heterogeneous population in South Africa when coupled with the political trend set by the government of the day is of the utmost importance to the country and its people. The strive towards an educational system in which inhabitants. can achieve their potential, economic growth can be promoted, the quality of living can be improved and equal standards of education can become reality, cannot be realized without enough, well trained and talented teachers. According to the HSRC-investigation into Education (1981), one of the most urgent problems in black education is the critical shortage of professional and efficient teachers. This aspect has thus to do with both the quantity and quality of the teachers. The population explosion in the black communities and the resulting increase in the number of scholars demanding education are reasons for great concern. The number of black teachers being trained, must increase tremendously to cope with the growing demand. The standard of education is determined by two factors namely the quality of the person being trained and the quality of his training. To train and supply new teachers one has to reckon with both the qualitative and quantitative aspects. In supplying enough, new teachers, quality should however never be sacrificed for quantity. A balance between the two is necessary to ensure that good education will be provided for the increasing number of black children. The following aims have been formulated for this research * An evaluation of teacher training amongst blacks as it developed from the earliest times in order to determine causes for present problems. * An evaluation of present educational opportunities for black teachers to determine deficiencies. * Stipulation of directives and measures to combat the expected shortage of professionally, trained teachers. In addition to the formulation of aims the following have also received consideration in Chapter one * research methodology : the methods that have been employed in the course of the research are a study of relevant literature, the method of fundamental contemplation and the historically descriptive method * delimitation of areas and explanation of certain concepts * the structure of the research. Following the exhaustive study of the literature, Chapter two deals with the historic course of events in black teacher training from traditional times till 1978. The juridical basis and management of teacher training as a responsibility of the Department of Education and Training is discussed in Chapter three. Aspects of policy and management of education in general and teacher training specifically are also explained. The HSRC-investigation into Education (1981) is discussed as well as the Government's reaction and implementation of some of the recommendations. Chapter four deals with present training opportunities for black teachers at colleges of education. Although the initial training of teachers is emphasized, further training and in-service training is also discussed. The structures of the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD), Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD), Secondary Teachers Diploma (STD) and the STD Technical courses as well as the examining, certifying and requirements for enrolment are discussed. In Chapter five an evaluation is done of teacher training. Certain criteria with which an institution for teacher training should comply, are laid down. In this evaluation certain problem areas in black education are identified, and possible solutions are given to combat and overcome these problems. The summation, conclusion and recommendations end the thesis in Chapter six. Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988

The heterogeneous population in South Africa when coupled with the political trend set by the government of the day is of the utmost importance to the country and its people. The strive towards an educational system in which inhabitants. can achieve their potential, economic growth can be promoted, the quality of living can be improved and equal standards of education can become reality, cannot be realized without enough, well trained and talented teachers. According to the HSRC-investigation into Education (1981), one of the most urgent problems in black education is the critical shortage of professional and efficient teachers. This aspect has thus to do with both the quantity and quality of the teachers. The population explosion in the black communities and the resulting increase in the number of scholars demanding education are reasons for great concern. The number of black teachers being trained, must increase tremendously to cope with the growing demand. The standard of education is determined by two factors namely the quality of the person being trained and the quality of his training. To train and supply new teachers one has to reckon with both the qualitative and quantitative aspects. In supplying enough, new teachers, quality should however never be sacrificed for quantity. A balance between the two is necessary to ensure that good education will be provided for the increasing number of black children. The following aims have been formulated for this research * An evaluation of teacher training amongst blacks as it developed from the earliest times in order to determine causes for present problems. * An evaluation of present educational opportunities for black teachers to determine deficiencies. * Stipulation of directives and measures to combat the expected shortage of professionally, trained teachers. In addition to the formulation of aims the following have also received consideration in Chapter one * research methodology : the methods that have been employed in the course of the research are a study of relevant literature, the method of fundamental contemplation and the historically descriptive method * delimitation of areas and explanation of certain concepts * the structure of the research. Following the exhaustive study of the literature, Chapter two deals with the historic course of events in black teacher training from traditional times till 1978. The juridical basis and management of teacher training as a responsibility of the Department of Education and Training is discussed in Chapter three. Aspects of policy and management of education in general and teacher training specifically are also explained. The HSRC-investigation into Education (1981) is discussed as well as the Government's reaction and implementation of some of the recommendations. Chapter four deals with present training opportunities for black teachers at colleges of education. Although the initial training of teachers is emphasized, further training and in-service training is also discussed. The structures of the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD), Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD), Secondary Teachers Diploma (STD) and the STD Technical courses as well as the examining, certifying and requirements for enrolment are discussed. In Chapter five an evaluation is done of teacher training. Certain criteria with which an institution for teacher training should comply, are laid down. In this evaluation certain problem areas in black education are identified, and possible solutions are given to combat and overcome these problems. The summation, conclusion and recommendations end the thesis in Chapter six. Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988

Proefschrift Maastricht. / Met lit.opg. en een samenvatting in het Engels.

Taxation is an ever changing field and the need for people who specialise in this area is continually growing. As a result of this the need for specialist tax related services; it has evolved into a profession of its own for quite a while in South Africa. Professional and specialised consulting occupations require a certain degree of specialisation to attain a level of superiority in the commercial world. To attain the status of a professional or to enjoy the status of specialised consultant requires extensive training and education. Taxation is taught at most universities albeit not as a degree in its own right but there are some exceptions. Currently South African universities offer a number of different undergraduate degrees that incorporate the discipline of taxation as a subject. Currently there is no set of standards or a professional body that regulates any individual claiming to be a tax specialist or practitioner. Consequently it is unsure whether or not the spectrum of topics and other required content included in the various degrees offered by South African universities, is educated at the required level to provide students with the necessary practical and theoretical skills, as well as other desired qualities, to survive in the ever changing and evolving world of taxation and be successful as a professional tax practitioner as expected by their employers. Using questionnaires, data was obtained from the tax departments of the universities accredited with SAICA. The results indicated, as expected, that a higher level of knowledge is expected of a student with a postgraduate qualification. In addition to this the more specialised the industry/field becomes to which the specific tax topic applies, the lesser level of knowledge is expected of a newly qualified candidate irrespective of the qualification. The conclusion drawn in this study was that educators place a high level of expected theoretical knowledge, practical skills and personal attributes on a newly qualified student but this level does not necessarily coincide with the level expected by employers. Consequently educators and employers need to reach a consensus about the curricula included in various degrees offered by South African universities in order to prepare them for practice. AFRIKAANS : Die konsep van belasting is ‘n alewig veranderende veld en die vraag na persone wie gespesialiseer is in die area groei by die dag. As gevolg van hierdie groeiende vraag na gespesialiseerde belastingdienste het die professie tot in sy eie reg ontwikkel en bestaan dit al vir ‘n etlike jare in Suid-Afrika. Professionele en gespesialiseerde konsultasie tipe beroepe vereis ‘n sekere vlak van spesialiseering om sodoende hoër agting te verkry in die kommersiële wêreld. Om die status van professional person of titel gespesialiseerde konsultant te geniet vereis intensiewe opleiding. Belasting as vakgebied word aangebied by meeste universiteite hoewel nie altyd as ‘n graad in sy eie reg nie, maar daar is uitsonderings. Ten tyde van hierdie studie bied Suid-Afrikaanse universiteite ‘n wye verskeidenheid voorgraadse kwalifikasies aan, wat belasting as ‘n vak insluit. Huidiglik is daar nie ‘n aanvaarde standaard of ‘n professionele organisasie wat persone reguleer wat beweer dat hulle in belasting spesialiseer nie. Gevolglik is daar onsekerheid in verband met die onderwerpe en inhoud wat vereis word in die verskeie kwalifikasies aangebied deur Suid-Afrikaanse universiteite. ‘n Verder onsekerhied onstaan ook of die inhoud wat aangebied word, op die verlangde vlak is om studente te voorsien met die nodige praktiese en toeretiese vaardighede, asook met ander verlangde kwaliteite, sodat hulle sal kan oorleef in die gedurig veranderende en ontwikkelende wêreld van belasting en sodoende suksesvol te wees as ‘n professionele belastingpraktisyn soos dit verwag word deur ‘n werkgewer. Data is ingevorder met behulp van vraelyste vanaf die belastingdepartemente van universiteite wat deur SAICA geakkrediteer word. Soos verwag het die resultate getoon dat daar egter van ‘n student met ‘n nagraadse kwalifikasie ‘n hoër kennisvlak verwag word. Hierbenewens, hoe meer gespesialiseerd die bedryf of gebied waaraan ‘n spesifieke belastingsonderwerp gekoppel word, hoe minder kundig hoef ‘n nuutgekwalifiseerde kandidaat te wees, ongeag van sy/haar kwalifikasies. Die gevolgtrekking uit hierdie studie is dat dosente ‘n hoë verwagting plaas op teoretiese kennis, praktiese vaardighede en persoonlike eienskappe vanaf nuut gekwalifiseerde studente maar dat die vlak van verwagting met betrekking tot die werkgewer se raamwerk nie noodwending ooreenstem nie. Daarom is dit uiters belangrik dat opvoeders en werkgewers konsensus bereik oor die inhoud van curricula in die verskeie kwalifikasies aangebeid deur Suid-Afrikaanse universiteite in ‘n poging om studente sodoende beter voor te berei vir praktyk. / Dissertation (MCom)--University of Pretoria, 2013. / Taxation / unrestricted

The aim of this study was to determine the influence of non-cognitive factors on the academic achievement of student teachers. Two methods of enquiry were used to investigate the influence of non-cognitive factors on students. (i) A study of the literature was made to establish the different views on the relative influence of cognitive and non-cognitive factors on academic achievement. (ii) An empirical method was used to determine the influence of different independent variables (non-cognitive factors) on the academic achievement of student teachers. An ex post facto approach was used. The experimental group was the 1981-intake of first year students at the PU for CHE who completed their studies at the end of 1984. The measuring instruments used, were the standard 10--exams, the 19 Field Interest Inventory and the PHSF Relations Questionnaire. With the aid of these psychometric tests an attempt was made to predict academic achievement. The validity and reliability of each of the measuring instruments are covered in this study and it was found that they are valid and reliable in all cases. The literature indicates that both cognitive and non-cognitive factors play an important role in academic success. Fran the literature extracts were taken to explain intelligence and aptitude. The discussion of the influence of certain non-cognitive factors on academic success includes the following important aspects: study habits, study methods, study skills, study guidance, study attitude, achievement motivation, personality factors, interest, emotionality, self-concept, age, sex, extra mural activities, physical factors and the environment of the student. According to the empirical study the following findings are of importance: With 34 independent variables the contribution to R2 was 51,5%. Then a selection of variables was made. Fifteen independent variables were used. These 15 variables contributed 35,3% to R2. The eleven best variables which were determined by means of the Cp-criterium, contributed 58,5%, to R2. These variables were: (i) The 19 Field Interest Inventory (a) Fine arts (b) Clerical (c) Performing arts (d) Numerical (e) Practical-Female (f) Service (ii) The PHSF Relations Questionnaire (a) Self-esteem (b) Self-control (c) Health (d) Sociability G (e) Moral sense The empirical study makes it quite clear that all the independent variables (non-cognitive factors) have an influence on the academic achievement of student teachers. As it has been determined in this investigation that non-cognitive factors have an influence on academic achievement, the conclusion is reached that students who are subject to positive non-cognitive factors achieve better academic success than those students who work under negative non-cognitive circumstances. / Thesis (MEd)--PU vir CHO, 1986

It was the purpose of this study to evaluate teacher training in physical education in the Junior Primary course in the various teachers training colleges in the Republic of South Africa and South West Africa. Such a study required descriptive research. A literature study of the development of the child in the junior primary school classes (between the the ages of six and nine years) was conducted. This developmental scheme is discussed under the headings of the physical, perceptual-motor, emotional, social and cognitive development of the child. Many researchers have pointed out that the importance of movement in the child's early learning experiences cannot be over emphasized. Lack of a movement repertoire during childhood can have serious ramifications, for it is through participation in locomotor skills that much of the social and emotional development of childhood is shaped. The preliminary stages of all fundamental motor skills are commonly established before the sixth year. It has been determined that the progression from level to level in these patterns depends on ample opportunity for practice under guidance. A survey was conducted in which the questionnaire method was mainly used. This produced the following results. Physical education is presented as a subject in the junior primary curriculum by all the teachers training colleges. The syllabuses of physical education as a subject in the junior primary course vary widely. Also, in some cases it is a compulsory and in others a specialisation subject. This lack of uniformity among the various teachers training colleges also applies to the duration of training, amount of periods allocated, as well as the content of the course. It is recommended that physical education be implied as a compulsory subject of the junior primary course of all teacher training colleges in the Republic of South Africa and South West Africa. The duration of training should be three years, with a minimum of forty training hours per year. A model is proposed of the theoretical and practical contents of physical education as a compulsory subject of the junior primary course. It is recommended that institutions which train teachers should provide opportunities for the understanding of motor development, if perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988

Thesis (MEd)--PU vir CHO

This investigation has been undertaken to determine whether a correlation exists between the cognitive factors, final standard ten examination mark and aptitude, as measured by the Senior Aptitude Test on the one hand and academic achievement in HDE-post graduate in the Humanities field of study on the other hand. For this investigation the test group was the 1981-intake of students at the PU for CHE who studied in the hutr.ani ties field of study and completed their studies at the end of 1984. The theoretical background of the investigation was obtained by the study of authoritative literature regarding the cognitive and non-cognitive factors which have an influence on academic achievement. An ex post facto-approach was used for the experimental design. The data used was obtained from the Senior Aptitude Test and the final standard ten examin8.tion marks of the students concerned as well as their final academic achievement in the HDE-post graduate course. The data has been analysed by means of a computer programme. Multiple linear regression analysis was used to determine the combined and individual influence of the independant variables (Senior Aptitude Test and final standard ten examination mark) on the dependant variable (HDE-achievement). From the results of the investigation it becomes clear that the combined and separate influence of the independant variables on the dependant variable is very low and of no significant practical value for the prediction of academic success. The conclusion can thus not be drawn that the Senior Aptitude Test and final standard ten examination mark are good predictors of academic achievement in a post graduate HDE-course in the humanities field of study. Various factors, cognitive as well as non-cognitive, should be used in combination for the best prediction of academic achievement at tertiary level. / Thesis (MEd)--PU vir CHO, 1986