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

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