Spelling suggestions: "subject:"study attitude"" "subject:"atudy attitude""
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Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. PhookoPhooko, Frances Willemina January 1997 (has links)
Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community. / Thesis (MEd)--PU for CHE, 1998
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Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. PhookoPhooko, Frances Willemina January 1997 (has links)
Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community. / Thesis (MEd)--PU for CHE, 1998
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Aanpassing van die studie-oriëntasievraelys in Wiskunde vir gebruik in die intermediêre fase / Martha Sophia van der WaltVan der Walt, Martha Sophia January 2008 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008
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Aanpassing van die studie-oriëntasievraelys in Wiskunde vir gebruik in die intermediêre fase / Martha Sophia van der WaltVan der Walt, Martha Sophia January 2008 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008
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Aanpassing van die studie-oriëntasievraelys in Wiskunde vir gebruik in die intermediêre fase / Martha Sophia van der WaltVan der Walt, Martha Sophia January 2008 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008
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Die verband tussen studie-oriëntasie, metakognisie en wiskundeprestasie by graad 7-leerders / Mignon ReynoldsReynolds, Mignon January 2006 (has links)
The poor mathematics achievement of South African learners is a great shock and
reason for concern in our country. The question is asked why the learners achieve so
poorly and whether something can be done to improve learners’ mathematics
achievement. Research has shown that the field of study orientation is a primary
factor for learners’ mathematics achievement. A positive study orientation towards
Mathematics has a great influence on the positive achievement of learners in
Mathematics. The use of metacognition has also been found to improve learners’
mathematics achievement and their ability to solve problems. It has been decided to
find the relationship between learners’ study orientation and metacognition and to
determine what the influence of the relationship is on learner's mathematics
achievement.
Learners’ study orientation is identified as six fields that have an influence on
learner's mathematics achievement. The fields are learners’ study attitude in
Mathematics, Mathematics anxiety, study habits in Mathematics, problem solving
behaviour in Mathematics, study milieu (social, physical well-being and classroom
atmosphere) in Mathematics and information processing in Mathematics.
Metacognition is described as the learners’ thoughts concerning their own thinking
and is divided in two separate components:
• Metacognitive knowledge: it addresses the questions of what you know, how you think, when and where to use certain strategies. Metacognitive knowledge consists of strategic knowledge, knowledge of cognitive tasks and self-knowledge.
• Self-management: self-management is 'metacognition in action' and learners use it to effectively apply the metacognitive knowledge. Self-management consists of prediction, planning, monitoring and evaluation.
The study population comprise of Grade 7-learners in the Potchefstroom district.
The schools that participated in the study serve learners from different socioeconomic
backgrounds (ex-Model C, multicultural, township, farm and learners
living in the township but their school is in an affluent environment. The sample
was chosen from an expedient sample. The study consists of a quantitative research
as well as a qualitative research. The quantitative research was conducted by
making use of the study orientation questionnaire in Mathematics, a metacognitive
questionnaire and a mathematics achievement questionnaire for Grade 7. The
average of the high achievement learners as well the low achievement learners were
determine, intercorrelations between the variables and a regression analysis has been
done to find out which fields is a good predictor for mathematics achievement. The
qualitative research was conducted, using interviews. The Mathematics teachers
(involved in the learner's teaching and learning), high achievement learners and low
achievement learners where interviewed. The interviews were interpreted and
combined with the qualitative research findings.
The study found that both a positive study orientation and use of metacognition in
Mathematics can enhance learners’ mathematics achievement. High achieving
learners are better orientated towards Mathematics and make use of metacognition in
a greater extent than learners that achieve poorly in mathematics. In general
learners have a positive attitude towards Mathematics and their study milieu is
positive. It has been found that learner's orientation toward study habits is weak and
their problem solving behaviour is weak also, especially with solving non routine
problems. Out of the correlations it was found that learners which experience a high
level of mathematics anxiety and a negative study milieu make less use of
metacognition than learners that experience less mathematics anxiety and have a
positive study milieu. There is a relationship between metacognition and study-orientation
and this relationship has an influence on learners’ mathematics
achievement. Recommendations were made concerning metacognition and study
orientation. In order to enhance learners’ mathematics achievement, it is necessary
to improve their use of metacognition and study orientation towards mathematics / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006
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Die verband tussen studie-oriëntasie, metakognisie en wiskundeprestasie by graad 7-leerders / Mignon ReynoldsReynolds, Mignon January 2006 (has links)
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Die verband tussen studie-oriëntasie, metakognisie en wiskundeprestasie by graad 7-leerders / Mignon ReynoldsReynolds, Mignon January 2006 (has links)
The poor mathematics achievement of South African learners is a great shock and
reason for concern in our country. The question is asked why the learners achieve so
poorly and whether something can be done to improve learners’ mathematics
achievement. Research has shown that the field of study orientation is a primary
factor for learners’ mathematics achievement. A positive study orientation towards
Mathematics has a great influence on the positive achievement of learners in
Mathematics. The use of metacognition has also been found to improve learners’
mathematics achievement and their ability to solve problems. It has been decided to
find the relationship between learners’ study orientation and metacognition and to
determine what the influence of the relationship is on learner's mathematics
achievement.
Learners’ study orientation is identified as six fields that have an influence on
learner's mathematics achievement. The fields are learners’ study attitude in
Mathematics, Mathematics anxiety, study habits in Mathematics, problem solving
behaviour in Mathematics, study milieu (social, physical well-being and classroom
atmosphere) in Mathematics and information processing in Mathematics.
Metacognition is described as the learners’ thoughts concerning their own thinking
and is divided in two separate components:
• Metacognitive knowledge: it addresses the questions of what you know, how you think, when and where to use certain strategies. Metacognitive knowledge consists of strategic knowledge, knowledge of cognitive tasks and self-knowledge.
• Self-management: self-management is 'metacognition in action' and learners use it to effectively apply the metacognitive knowledge. Self-management consists of prediction, planning, monitoring and evaluation.
The study population comprise of Grade 7-learners in the Potchefstroom district.
The schools that participated in the study serve learners from different socioeconomic
backgrounds (ex-Model C, multicultural, township, farm and learners
living in the township but their school is in an affluent environment. The sample
was chosen from an expedient sample. The study consists of a quantitative research
as well as a qualitative research. The quantitative research was conducted by
making use of the study orientation questionnaire in Mathematics, a metacognitive
questionnaire and a mathematics achievement questionnaire for Grade 7. The
average of the high achievement learners as well the low achievement learners were
determine, intercorrelations between the variables and a regression analysis has been
done to find out which fields is a good predictor for mathematics achievement. The
qualitative research was conducted, using interviews. The Mathematics teachers
(involved in the learner's teaching and learning), high achievement learners and low
achievement learners where interviewed. The interviews were interpreted and
combined with the qualitative research findings.
The study found that both a positive study orientation and use of metacognition in
Mathematics can enhance learners’ mathematics achievement. High achieving
learners are better orientated towards Mathematics and make use of metacognition in
a greater extent than learners that achieve poorly in mathematics. In general
learners have a positive attitude towards Mathematics and their study milieu is
positive. It has been found that learner's orientation toward study habits is weak and
their problem solving behaviour is weak also, especially with solving non routine
problems. Out of the correlations it was found that learners which experience a high
level of mathematics anxiety and a negative study milieu make less use of
metacognition than learners that experience less mathematics anxiety and have a
positive study milieu. There is a relationship between metacognition and study-orientation
and this relationship has an influence on learners’ mathematics
achievement. Recommendations were made concerning metacognition and study
orientation. In order to enhance learners’ mathematics achievement, it is necessary
to improve their use of metacognition and study orientation towards mathematics / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006
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Die invloed van geskikte agtergrondmusiek op die studie -oriëntasie en prestasie van graad 8-leerders in wiskunde / Grethe Rachelle UrenUren, Grethe Rachelle January 2009 (has links)
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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Die invloed van geskikte agtergrondmusiek op die studie -oriëntasie en prestasie van graad 8-leerders in wiskunde / Grethe Rachelle UrenUren, Grethe Rachelle January 2009 (has links)
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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