M.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract.

M.Ed. (Educational Psychology) / This investigation examines empirically, the perception of educational system and educational policy as determinants of educational standards. Changes in the community lead to changes in the educational system. The present educational system does not enjoy the support of all South Africans, many maintaining that the education system must be co-ordinated into a flexible unit for the maximum benefit of pupils, parents, teachers and the broader community. The aim of the study was to determine what perceptions are, how they are formed, and what peoples perceptions are of educational systems and educational policy as determinants in educational standards. In order to achieve this, a questionnaire of eleven questions was developed based on the literature studied in chapter two of this dissertation. These were investigated for validity and reliability, and were used as a scale for the measurement of educational system and educational policy as determinants of educational standards. The variables obtained from this analysis, were applied to test structure and detailed hypotheses concerning the various groups. In this comparison the Hotelling P test was used to examine the combination of the eight facets of educational standards. Where significant multivariate differences were found, they were further investigated by means of the Student's t test. For three or more groups, the multivariate hypotheses on the eight facets of educational standards were investigated with the use of the one-way Manova. Where significant multivariate differences were found, the detail differences were investigated further with an Anova and a Scheffe, An analysis of the results revealed the following: * The education system and policy are considered an important determinant of education standards, with emphasis on: pupil teacher ratio, mother tongue instruction, financial support and support for indigent pupils * * * * * * Women's perception of the education system and policy as determinants of education standard rated higher than that of men. The Afrikaans group perceived the education system and policy as determinants of education standard more important than their English peers. Qualifications playa role in perceptions. Professional groups also differ in their perception as to the importance of the education system and policy as determinants of education standards. There are considerable differences in the perceptions of the staff of the various school models. Model Aschools placed the lowest premium on this aspect whereas Model C considered it important. A comparison of age groups revealed that the higher the age of the respondent the lower the perception that education system and policy influenced the education standards. There have alsobeen different perceptions between people of different religions affiliations, families with oneor more children, different income groups and married or unmarried people. j Education must change to keep pace with changing demands. Certain principles will still form the basis of education i.e, mother tongue tuition, Christian upbringing and differing cultures. Futureeducation system planners and politicians must take the above into account especially the teacher-pupil ratio.

M.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / The purpose of this study is to determine whether parents can be classified as a facet determining or influencing educational standards. The researcher aims at describing the importance of the parent as determinant of educational standards by means of: a literature study, which confirms the importance of the parent, as well as an empirical study, based on a questionnaire which was submitted to respondents closely involved with schooling aspects. The literature study describes the parent and its role with reference to specific aspects like personality development, cognitive development, moral development, motivation, socialization, biographical and milieu aspects. Validity and reliability of the empirical components of the investigation was ascertained by means of Factor Analyses and Item Analyses. The identified variables (ie parents and their colloquial usage, their expectations, educational qualifications, handling of discipline, moral attitude, child motivation, involvement in school affairs, socio-andeconomic status, studyfacilities offered to the child and parents' marital state), constituted the multi-dimensional role used to investigate this specific facet. Multi-variate Analyses (MANOVA and HOTELLING T-SQUARE) as well as Singlevariate Analyses (ANOVA, Student t-test, Scheffe test) were used in the statistical analysis of the data. Hypotheses on gender, home language, educational qualification, professional capacity, involvement in either High School/Primary School, school model involvement, age, place of residence, religious commitment, marital status, size of family, language medium ofschools of own children and income category were set. The most important findings were: • parents are generally regarded as positive determinants of educational standards; • specific respondents, grouped according to biographical data, eg home language, involvement in either High School or Primary School, marital status, size of family and place of residence, indicated no differences in perceptions regarding the parent as likely determinant of educational standards. • parents' motivation and assistance offered to children; their moral beliefs and attitude; parents' discipline and study guidance and facilities offered at ho.,me were rated most important by the respondents. Recommendations are: • positive training of parents in eg. child motivation and study guidance can afford them psychological backup to support and motivate their children in a structured way; • orientation towards a sound moral belief system can influence children in a positive way; • parental involvement should be promoted intensively at school level as their involvement may stimulate their children's education and schooling (ie educational standards of a high level).

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / The main purpose of this study is to determine whether pupil quality influences educational standards. The development and growth of pupils are the result of hereditary and environmental factors. Environmental factors inter alia include the school's and teacher's involvement with pupils. The role that the school plays in the life of the pupil, is very important for his development. The school is the pupil's living place in which he becomes involved with his peer group. The pupil has to learn to socialise and to respect authority. Knowledge becomes unlocked through the pupil as well as for him. The school is the preparatory phase for his adult life. The qualities that the pupil obtains during his school years, largely determine the career that he will follow, his social status, his economic welfare and his self-concept. The empirical component of the investigation was based on the implementation of a questionnaire. Concerning validity and reliability, a principal component analysis (P.C.A.) was followed by a principal factor analysis (P.F.A.) in the first order analysis. This was followed by a second order P.C.A. and P.F.A. The variables resulting from this factor analysis procedure were then subjected to an item analysis. The identified variables, i.e, sex differences, educational qualifications, occupation, primary and secondary schools, school models, permanent place of residence, religion, marital status, children and income, were used to investigate the importance of pupil qualities and educational standards. The most important findings are: The majority of respondents regards pupil quality as a very important determinant which can influence educational standards. Great emphasis should be placed on reading in primary schools. Pupils with specific reading problems should receive continuing formal reading tuition in the secondary schools. Rationalisation within the teaching profession should not have an effect on support classes and remedial education. As far as achievement oriented education is concerned, care should be taken to ensure that pupils with problems and needs receive the necessary attention. The primary aim should be child centred education.

M.Ed. / Please refer to full text to view abstract