This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study. / Thesis (MEd)--PU vir CHO

This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988