This was a descriptive study based on identifying and assessing factors that impinge on the potential development of learners. A probability sample of 50 learners was selected from 5 high schools in the Mafikeng District in the North West Province. A questionnaire identifying and assessing factors that impinge on the development of learners was designed and administered by the researcher. The literature reviewed identified the following factors as detrimental to the potential development of learners: lack of parental involvement, lack of finances, attendance and lack of resources. Strategies such as community support groups, up to date technology in schools to be provided by the department of education and parental involvement strategies were also revealed in the literature study. It was hypothesized that lack of parental involvement and lack of finances accounts more on the potential development of learners. The result obtained correlated with the hypothesis that lack of parental involvement of learners and lack of finances are the major factors that impinge on the potential development of learners. / (M.A. LSC) North-West University, Mafikeng Campus, 2003

The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of variance were used to test four null hypotheses applying the .05 level of confidence.Findings1. Significant differences were found in mean scores obtained by the total group of parochial school pupils indicating more positive self-concepts and lower degree of creativity when compared with the normative population for the two instruments employed.2. No statistical differences were found between primary and intermediate levels for the total group nor for the non-black subgroup. When the subgroup of Blacks was examined separately, differences indicated that intermediate pupils scored significantly higher in creativity than Blacks at the primary level.3. No statistically significant differences were found between any of the groups when divided between high and low socio-economic status.4. Differences were evidenced within certain subgroups when the subjects were divided into Black/non-black groups on the following variables on the Piers-Harris instrument (behavior and anxiety) and on the Torrance instrument (fluency, originality, and elaboration).Conclusions1. Positive self-concept revealed by the sample might be associated with environmental factors, school setting, selectivity of the study body and influence as reference group, philosophical foundations of the parochial schools, or other contributing factors.2. Lower degree of creativity could result from environmental atmosphere, academic expectations of the schools, and/or parential influences.3. Differences evidenced by Blacks on the variables (behavior, anxiety, fluency, originality, and elaboration) might be related to the influences of peer/referent groups, particularly in intermediate grades.4. Parochial school attendance appears to be a stabilizing influence in self-concept of behavior.5. Black students showed an increase in spontaneity and confidence in measures of creative tendencies. How this related to a reduction in positive experiences of self-concept is less obvious.Recommendations for additional research were provided.

Thesis (M.A.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 75-81). / vii, 81 leaves, bound ill. 29 cm

No description available.

Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

This research topic presents a discussion on psychosocial deprivation and how it impacts on learners academic performance. It is a case study guided by the following questions: To what extent does psychosocial deprivation influence scholastic performance of grade seven learners? How can the school counteract the effects of psychosocial deprivation? What forms of assistance do parents and teachers need in order to work together to benefit the learners? This is a quantitative study underpinned by the ecosystemic perspective as well as the social constructivist theory. The sample size consisted of seventy learners taken from a primary school which was later reduced to twenty eight learners. The findings of the study were lack of motivation, absenteeism, learning disabilities, difficulties learning English as a second language, stressful family life, poverty and the like were some of the factors that affect learners and eventually results in their poor academic performance. The learners’ environment or neighbourhood is seen as one of the many social contexts that shape children’s cognitive, social and emotional development. However the neighborhood context does not simply “imprint” itself on children, but can be mediated or moderated by other social contexts, in particular the family. Learners who struggle with schoolwork without receiving effective intervention often drop out of school and, as a consequence, have increasingly dire employment prospects. Many learners are invisible strugglers, falling through the cracks and being written off as not needing the extra effort and intervention that educators can provide. Schools, educators and education policy makers must strive to level the playing field by counteracting or minimizing the impact of socio-economic factors on learner’s academic performance by doing the following: Supplying educational materials timeously. Preparing syllabi suited to the age, level and language of learners. Provide ongoing learner support with the help of guidance counselors and social workers. Provide nutritious programmes to supplement those with inadequate diets. Parents and teachers should work together to promote teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This study is devoted primarily to a consideration of socio-economic status in relation to achievement in mathematics. However, a review of socio-economic status in relation to intelligence (as revealed in studies in the field) is first made because of the wide use of intelligence tests in an attempt to determine the child’s ability to succeed in school.