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Enkele kognitiewe faktore en akademiese prestasie van studente in Afrikaans-Nederlands / Paul Machiel BesterBester, Paul Machiel January 1988 (has links)
This study is founded on the hypothesis that there is a correlation
between certain cognitive factors namely the final std. 10 examination
mark and aptitude as measured by the Senior Aptitude Test ( RSA) on
the one hand, and academic achievement in Afrikaans- Nederlands 3
(AFN 3) on the other.
The test group for the study were the 64 students who wrote the
final examination in AFN 3 at the PU for CHE in 1983. These students
were mainly from the 1981 enrolment; a few had enrolled in 1980.
The study progressed as follows:
At first a literature study was undertaken (chapter 2) in which was
mainly concentrated on those cognitive factors which could influence
study in general and academic achievement in tertiary study in
particular. In general it appeared that authoritative researchers are
of the opinion that aptitude (as measured by the different aptitude
tests) is significant in the prediction of academic achievement and that
the final matriculation examination is, of all cognitive factors, the best
indicator of academic achievement.
Secondly an empirical study was undertaken (chapter 4). Data for
this study was obtained from the Statistical Consultation Service of
the PU for CHE. Upon enrolment at the university a certain number
of first year students are required to write psychometrical tests.
Results of these tests (part of which is the Senior Aptitude Tests,
tests 1-10) and the students' final examination results, as well as the
ensuing academic achievements are stored on computer.
Thirdly, in an ex post facto approach eleven variables, namely SAT
(1-10) and the final matriculation examination were brought in connection
with the achievement in AFN 3 of the said test group.
By using BMDP 9 R - and SAS computer programmes intercorrelations
were calculated and multiple regression analysis were done in order to
calculate the contribution of individual variables and combinations of
variables to the variance in AFN 3 (chapter 5) .
The results are as follows: (chapters 5 and 6)
A combination of the abovementioned eleven variables represent only
17,7% of the variance in AFN 3 and the best application is to be found
in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5%
to the variance in AFN 3. It is clear that the influence of individual
and combined independent variables on the dependent variables is so
low that it holds no practical value for the indication of academic
achievements.
The role of high and low std. 10 achievement as individual independent
variables combined with SAT 1-10 in the variance of AFN 3 was inquired
into. In a step-by-step regression analysis was found that low std. 10
achievement and SAT 1-10 represent 53,4% of the achievement variance
in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and
10 represent 45,6% of the variance in AFN 3. (Appendix J and K).
It can be assumed that a differential application of std. 10 achievement
can represent significant results in the search for predictors of academic
achievement. / Skripsie (MEd)--PU vir CHO, 1988
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Enkele kognitiewe faktore en akademiese prestasie van studente in Afrikaans-Nederlands / Paul Machiel BesterBester, Paul Machiel January 1988 (has links)
This study is founded on the hypothesis that there is a correlation
between certain cognitive factors namely the final std. 10 examination
mark and aptitude as measured by the Senior Aptitude Test ( RSA) on
the one hand, and academic achievement in Afrikaans- Nederlands 3
(AFN 3) on the other.
The test group for the study were the 64 students who wrote the
final examination in AFN 3 at the PU for CHE in 1983. These students
were mainly from the 1981 enrolment; a few had enrolled in 1980.
The study progressed as follows:
At first a literature study was undertaken (chapter 2) in which was
mainly concentrated on those cognitive factors which could influence
study in general and academic achievement in tertiary study in
particular. In general it appeared that authoritative researchers are
of the opinion that aptitude (as measured by the different aptitude
tests) is significant in the prediction of academic achievement and that
the final matriculation examination is, of all cognitive factors, the best
indicator of academic achievement.
Secondly an empirical study was undertaken (chapter 4). Data for
this study was obtained from the Statistical Consultation Service of
the PU for CHE. Upon enrolment at the university a certain number
of first year students are required to write psychometrical tests.
Results of these tests (part of which is the Senior Aptitude Tests,
tests 1-10) and the students' final examination results, as well as the
ensuing academic achievements are stored on computer.
Thirdly, in an ex post facto approach eleven variables, namely SAT
(1-10) and the final matriculation examination were brought in connection
with the achievement in AFN 3 of the said test group.
By using BMDP 9 R - and SAS computer programmes intercorrelations
were calculated and multiple regression analysis were done in order to
calculate the contribution of individual variables and combinations of
variables to the variance in AFN 3 (chapter 5) .
The results are as follows: (chapters 5 and 6)
A combination of the abovementioned eleven variables represent only
17,7% of the variance in AFN 3 and the best application is to be found
in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5%
to the variance in AFN 3. It is clear that the influence of individual
and combined independent variables on the dependent variables is so
low that it holds no practical value for the indication of academic
achievements.
The role of high and low std. 10 achievement as individual independent
variables combined with SAT 1-10 in the variance of AFN 3 was inquired
into. In a step-by-step regression analysis was found that low std. 10
achievement and SAT 1-10 represent 53,4% of the achievement variance
in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and
10 represent 45,6% of the variance in AFN 3. (Appendix J and K).
It can be assumed that a differential application of std. 10 achievement
can represent significant results in the search for predictors of academic
achievement. / Skripsie (MEd)--PU vir CHO, 1988
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Die voorspelbaarheid van akademiese prestasie deur die verskille tussen nie-verbale toetsintelligensieprestasies / Hendrik Barnardus KrugerKruger, Hendrik Barnardus January 1972 (has links)
In this study the possibility of predicting academic success at first year
university level by means of the discrepancy between nonverbal and verbal
intelligence test scores, is investigated. Firstly the problem is stated and
the purpose and programme of the research are outlined. A closer look at
various points of view on intelligence is given in the next chapter.
Nonverbal and verbal intelligence is discussed. The hypotheses is that nonverbal
intelligence relates more closely to the concrete in the field of intellectual
activity, while the verbal intelligence deals with the symbolic and abstract.
It is further stated that nonverbal intelligence resembles more closely
the hereditary intelligence than the verbal, which is to a greater extent the
result of non- genetic factors.
Academic achievement and the various influences on it are described. The
relationship between factors influencing the verbal intelligence and factors influencing
academic achievement is pointed out. It is reasoned that negative
influences will prevent the verbal intelligence from developing to the same or
a higher level than the nonverbal intelligence. The same influences will
prevent the student from achieving academically as could have been expected
from his I. Q. Positive environmental influences will stimulate the actualisation
of genetic intelligence and will also lead to relative better academic
achievement.
In the empirical research first year students with a discrepancy of 10+
between nonverbal and verbal I. Q. scores are grouped. Groups with a higher
nonverbal score are designated as negative groups and those with higher verbal
scores as positive groups. By means of the Wilcoxon Matched- Pairs Signed Ranks
Test these groups are compared with groups consisting of students with
a discrepancy of less than 10 between nonverbal and verbal I.Q. scores.
The results show that only the largest negative group, which is a combination
of men and women groups from various degree courses, achieves academically
lower than the control group. The result is reliable within the 0, 05 level of
confidence. / Proefskrif (DEd)--PU vir CHO, 1973
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Die voorspelbaarheid van akademiese prestasie deur die verskille tussen nie-verbale toetsintelligensieprestasies / Hendrik Barnardus KrugerKruger, Hendrik Barnardus January 1972 (has links)
In this study the possibility of predicting academic success at first year
university level by means of the discrepancy between nonverbal and verbal
intelligence test scores, is investigated. Firstly the problem is stated and
the purpose and programme of the research are outlined. A closer look at
various points of view on intelligence is given in the next chapter.
Nonverbal and verbal intelligence is discussed. The hypotheses is that nonverbal
intelligence relates more closely to the concrete in the field of intellectual
activity, while the verbal intelligence deals with the symbolic and abstract.
It is further stated that nonverbal intelligence resembles more closely
the hereditary intelligence than the verbal, which is to a greater extent the
result of non- genetic factors.
Academic achievement and the various influences on it are described. The
relationship between factors influencing the verbal intelligence and factors influencing
academic achievement is pointed out. It is reasoned that negative
influences will prevent the verbal intelligence from developing to the same or
a higher level than the nonverbal intelligence. The same influences will
prevent the student from achieving academically as could have been expected
from his I. Q. Positive environmental influences will stimulate the actualisation
of genetic intelligence and will also lead to relative better academic
achievement.
In the empirical research first year students with a discrepancy of 10+
between nonverbal and verbal I. Q. scores are grouped. Groups with a higher
nonverbal score are designated as negative groups and those with higher verbal
scores as positive groups. By means of the Wilcoxon Matched- Pairs Signed Ranks
Test these groups are compared with groups consisting of students with
a discrepancy of less than 10 between nonverbal and verbal I.Q. scores.
The results show that only the largest negative group, which is a combination
of men and women groups from various degree courses, achieves academically
lower than the control group. The result is reliable within the 0, 05 level of
confidence. / Proefskrif (DEd)--PU vir CHO, 1973
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Enkele nie-kognitiewe faktore en akademiese prestasie van HOD(N)-studente met 'n geesteswetenskaplike agtergrond / Cornelius Petrus SchutteSchutte, Cornelius Petrus January 1986 (has links)
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
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Die voorspelling van standerd tien rekeningkundeprestasie / Sebastiaan ReinhardtReinhardt, Sebastiaan January 1985 (has links)
The aim of this research project was to determine the relative contribution
of cognitive and non-cognitive variables to accounting achievement
and to determine which variables have the greatest influence on accounting
achievement so that these variables can be used to predict accounting
achievement.
To reach the aim of the study, a literature study was undertaken which
was followed by an empirical investigation. The literature study was
divided into a study of cognitive {see chapter 2) and non-cognitive
(see chapter 3) variables. It was found that cognitive variables had
the greater influence on academic achievement with previous achievement
and intelligence as the main contributors.
Research findings indicated that cognitive variables were responsible
for 25 to 50 percent of the variance in academic achievement. In search
for the remaining 75 to 50 percent, researchers included non-cognitive
variables in their research attempts. Most researchers came to the
conclusion that academic achievement could be better predicted when
both cognitive and non-cognitive variables were included in research
attempts, although no one was willing to report a definite increase in
percentage.
The empirical investigation made use of the information gathered in 1980
in the Orange Free State {see chapter 4). All the Afrikaans speaking
pupils in die Orange Free State during 1980 were included in the research
program. Different measuring instruments {see par.4.4) were used to
identify a large variety of independent variables (see par. 4.5.1).
The dependent variable for this research was standard ten Accounting
(see par. 4.52). The different statistical techniques are described
in par. 4.6.2. A factor analysis was carried out to group the different
variables according to their correlation coefficients with standard
ten Accounting (see table 5.1). The 61 independent variables were
grouped into 17 different factors. On these factors, together with average
standard seven marks and six individual standard seven subjects, several
multiple regression analysis were executed to find the best collection
of predictors and their contribution to R2 {see tables 5.4 to 5.11).
The Mallows Cp-value was used as criterium in finding the best collection
of predictors.
In chapter five the results of the research were reported. The main
findings of this research are:
1) Cognitive variables contribute more than non-cognitive variables
to the prediction of standard ten accounting achievement although
non-cognitive variables contribute considerable.
2) Previous academic achievement is the single variable with the largest
contribution to the prediction of standard ten accounting
achievement.
3) Study habits, attitudes and affect are the non-cognitive variables
with the largest contribution to the prediction of standard ten
accounting achievement.
4) The standard ten accounting achievement of boys and girls are influenced
by different independent variables.
5) Personality, family and school variables do not have a considerable
influence on standard ten accounting achievement, although personality
variables B contributes considerable to the standard ten
accounting of boys and schoolfactors and family circumstances to
that of girls.
In chapter six certain conclusions were made, implications of the research
findings were given, shortcomings of the research findings were
given and certain recommendations were made.
While it is true that little can be done to the intelligence of a person,
the results of this research that previous academic achievement,
study methods and intellectual factors were the three most important
factors for standard ten accounting achievement are of great value for
teachers. Teachers must make sure that every child knows each part of
the work before they carry on with new work and must help or provide
children with the best study methods. By doing so, the teacher can do
a great deal in attaining high accounting achievement. / Thesis (MEd)--PU vir CHO, 1985
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Persoonlikheid as voorspeller van akademiese prestasie / Mechaela ScottScott, Mechaela January 1984 (has links)
The aim of this study was to determine the influence of personality variables on academic achievement.
Apart from the personality variables, many other variables
influence the academic achievement of secondary school pupils.
A literature study was undertaken to examine the nature and
extent of the influence of personality variables and these
other variables which include the family environment, school
variables and pupil characteristics, on academic achievement.
The family environment includes such variables as the socio-economic
status of the family, family size, birth order and
family relationships. It was found that these variables
have a significant influence on academic achievement. School
variables were divided into macro-level variables which include
school size and -location, and micro-level variables which
encompass those variables concerned with the actual classroom
situation. From the literature study could be deduced that
the micro-level variables, such as class size, furniture
arrangement, seating position, body image boundaries and
teacher characteristics have a greater influence on academic
achievement than the macro-level variables.
Pupil characteristics were found to have a significant influence on academic achievement. Cognitive variables such
as intelligence and prior knowledge affect academic achievement
the most. Although the effect of the non-cognitive variables
which include cognitive style, pupil affect, locus of control,
motivation, role expectations and study orientation, is not
as great as that of the cognitive variables, non-cognitive
variables nevertheless add significantly to the explanation
of the variance in academic achievement.
As the influence of the family environment, school variables
and pupil characteristics seemed to be significant, these
variables were included in the empirical investigation as
control variables.
The personality variables which were discussed in the literature study are introversion-extraversion, neuroticism and
some personality factors of the High School Personality Questionnaire. Finally, the relationship between various personality variables and academic achievement in general and in
specific school subjects, was discussed. From the literature
study could be deduced that, although personality variables
per se do not explain such a large percentage of the variance
in academic achievement, they nevertheless increase the percentage of variance in academic achievement explained by
the other variables significantly. Personality variables
were included in the empirical study as experimental variables.
All the standard ten pupils who followed the regular standard
ten courses (excluding the practical course) and were taught
by medium of Afrikaans in the OFS in 1980, were included as the
population for this investigation. The dependent variables
of the study were the average mark in standard ten and achievement
in Afrikaans and Mathematics. A large number of variables
with regard to each pupil was measured. By means of
a factor analysis these variables were reduced to 15 control
variables to which factor B (less intelligent-more intelligent) of the HSPQ was added. The remaining 13 personality
variables of the HSPQ served as the experimental variables.
The multiple regression analysis technique was used to determine the influence of:
1. the control variables;
2. the control plus the experimental variables;
3. the experimental (personality) variables and
4. the personality variables of boys and girls separately on each of the three dependent variables.
The most important results of the empirical investigation
can be stated as follows:
The control variables influence academic achievement.
The cognitive variable is the single control variable with
the greatest influence on all three the dependent variables.
Sex of the pupil and school variables influence achievement
in Afrikaans meaningfully, whilst faculty of comprehension
has a meaningful influence on achievement in Mathematics.
A multivariate model which includes personality variables
is more effective than a multivariate model excluding personality variables. Personality variables in a multivariate
model are, however, more effective as predictors of achievement in Afrikaans than in Mathematics or in average mark
in standard ten. Personality as a construct, thus in a multivariate model which includes only personality variables,
also influences achievement in Afrikaans more than it influences achievement in Mathematics or average mark in standard ten. Learning tasks in Afrikaans are more perceptual whilst
those in Mathematics are more conceptual. It was therefore
deduced that personality variables have a greater influence
on perceptual tasks than on conceptual tasks.
All personality variables influence achievement in Afrikaans
whereas only factor I (self-confidence) has a meaningful influence
on Mathematics achievement.
No difference was found in the influence of personality variables of boys and those of girls on achievement in Afrikaans.
Achievement in Mathematics of girls is however influenced
more by personality variables than that of boys. Whereas
factor 0 (calm) has an influence on Mathematics achievement of boys, factor I (emotionality) has an influence on the
mathematics achievement of girls.
The conclusion of the study, therefore, is that personality
variables influence academic achievement differently, depending on the school subjects investigated, the prediction
model used and the sex of the pupils. The inclusion of personality variables in a multivariate model makes the model
more effective for the prediction of academic achievement.
The results of tests undertaken with such a model ought to
enable teachers to gain more insight into the capabilities
and interests of pupils and thus to provide better vocational
guidance as concerns courses to be taken at secondary school
level. / Thesis (MEd)--PU vir CHO, 1985
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Die voorspelling van die akademiese prestasie van Swart leerlinge / Gert Johannes van der WesthuizenVan der Westhuizen, Gert Johannes January 1987 (has links)
1. AIM AND OVERVIEW
The aim of the research was to determine with which variables and
what measure of success the academic achievement of black pupils
can be predicted in different school subjects.
To achieve this aim a theoretical study was firstly made of the
phenomenon, academic achievement prediction as it is manifested
in the educational context. It was indicated that the action to
predict is of supporting value to education, and that it assumes
a central position in the teaching-learning situation. In
addition it was indicated that academic achievement prediction is
a difficult undertaking, that it demands exceptional knowledge of
the teacher, and that it is essential that the teacher should be
able to predict as accurately as possible.
Secondly a study was made of the methodology of academic
achievement prediction. It was indicated that there are
different procedures for the initial selection of predictor
variables, procedures which are mainly variations of factor
analysis. Possible usages of moderating variables for the
grouping of pupils in homogeneous groups were also discussed and
procedures for the identification of the best predictors of
academic achievement were described.
In the third instance the academic achievement of black pupils
was investigated together with the factors by which it is
influenced. The indications are that the percentages of standard
ten passes are relatively low, and that there are, inter alia,
sex differences, language group differences and also urban/rural
differences in the achievement of pupils. Then the causes of
poor academic achievement by black pupils in the school and
family environment were considered, and also the extent of
educational and cultural deprivation. It was concluded that the
family environment does not always promote academic achievement
at school.
With regard to the variables which are specifically related to
the achievement of black pupils, a limited number of
research results are available. In spite of this, there are
indications that the pupil and milieu variables are related in
the same measure to the academic achievement of black pupils as
indicated by the general tendencies in research results. This
conclusion was arrived at with some reservation, because there
are certain indications of differences in the relative weighting
of variables pertaining to achievement. In addition it was
discovered that there are non-test factors which also
co-determine the achievement of black pupils in psychometric
tests. It transpired too, that further research is necessary as
regards the sources of the unexplained variance in the academic
achievement of black pupils.
In the fourth instance a study was mad0 of the relationship
between a specific selection of variables and the academic
achievement of black pupils. An image was obtained of the
relationship between ability, previous achievement, interest and
personality, and the academic achievement of black pupils, and
then some problem questions based on the relevant literature,
were formulated. The empirical research which followed,
attempted to find some of the answers to these questions.
2. AIM, PROCEDURE AND RESULTS OF THE EMPIRICAL INVESTIGATION.
The aim of the empirical investigation was to determine the
extent to which the standard ten achievement of black pupils can
be predicted with the aid of cognitive, non-cognitive and
biographical variables.
Four groups of hypotheses were drafted. The group-A hypotheses
investigated the contribution of the subsets of the best
predictors from all the independent variables to R2. The groups
B, C, and D hypotheses studied respectively, the contributions of
the cognitive, non-cognitive, and biographical variables to R2 in
the dependent variables.
In the research, the data was used of 871 subjects of the 19179
students who comprised the 1980 pupil population which took part
in the Guidance Project of the Department of Education and
Development Aid. Data was compiled of three psychometric tests,
the Academic Aptitude Test, the Vocational Interest
Questionnaire, and the High School Personality Questionnaire.
This data was subjected to factor analysis and nine factors were
identified.
To test the different groups of hypotheses, 81e technique of
multiple regression analysis was applied in two ways. Firstly,
the all possible subsets multiple regression method was used so
as to identify the subset of best predictors per dependent
variable, on the basis of the Cp criterion. The group-A
hypotheses were tested on this basis.
Secondly, the remaining hypotheses were tested by calculating
differences in R2 and testing their significance. In the case of
each dependent variable R2 1 was calculated for a basic set of
control variables which varied per group hypotheses. To this set
of control variables the cognitive predictors were added and R2 2
calculated. The difference between R2 2 and R2 1 then gives an
indication of the contribution which was made by the cognitive
variables to the prediction. The same procedure was followed to
calculate the contribution of the non-cognitive and of the
biographical variables to the prediction. The sets of control
variables varied in the different analyses. In each case the
educational significance of the contributions to R2 was
calculated with the aid of the formula for the calculation of
effect sizes as drafted by Cohen (1977). With the formula of
Cohen, a more precise indication was obtained of the educational
significance of the contributions to R2. The effect sizes
indicated whether contributions to R2 were of small, medium or
large educational significance.
On the basis of the results for multiple regression analyses,
selections were made of the biographical variables, and the
potential role of each as moderators of the prediction of
dependent variables were then investigated.
In the last instance a cross validation of results was made.
The results of the statistical analyses indicate in the first
instance that the subsets of best predictors of standard ten
achievement, consist of cognitive, non-cognitive and biographical
variables. The combinations of predictors vary from one school
subject to another, although certain trends were observed, like
for instance that the cognitive variables generally made the
largest contribution to R2 of all the predictors. It was also
found that the best subsets of predictors provide better
predictions for standard ten total, English, Afrikaans and
Biology, and weaker predictions for History and the Vernacular.
In the second instance the results indicate that the cognitive
variables, like aptitude and previous achievement separately and
together, made a statistical- and educational-significant
contribution to the prediction of achievement in the separate
standard ten subjects. These contributions were made in addition
to the non-cognitive and biographical variables which served as
control measures. The contributions of the cognitive variables
are larger in the case of standard ten total, Afrikaans and
English, and smaller in the case of the Vernacular, History and
Biology. It was also found that previous achievement always
rendered a larger contribution to the prediction, except in the
case of English and History.
In the third instance it was found that the non-cognitive
variables, interest and personality separately and together.
produce in isolated instances, significant contributions to the
prediction of the dependent variables. These contributions to
the prediction of dependent variables are produced in addition to
the control variables (cognitive and biographical variables), and
they are small and also (in terms of effect sizes), of small
educational significance.
In the fourth instance it was found that, sex in four cases,
living area (urban/rural) in four, language group 2
(Zulu/non-Zulu) in four, and language group 1 (Sotho/non-Sotho)
in six cases, made significant contributions in addition to the
cognitive and non-cognitive control variables) to the prediction
of standard ten achievement. These contributions vary from a
small to a large measure of educational significance. Together,
the variables contribute significantly to all the dependent
variables, and it was found that the contributions or the
biographical variables are largest with regard to History and
Biology. Finally, the results of the research on the effects of
moderator variables indicate chat sex has a modifying effect only
in the case of the Vernacular as regards the prediction. Living
area has no modifying effect and the effect of language group 1
is limited to History. Language group 2 is the variable which,
with regard to most dependent variables, has a moderating effect
on the prediction, as regards all the dependent variables except
the Vernacular.
In the validity study it was found that the degree of validity
was satisfactory, with the exception of the results relating to
History.
The most important conclusion made on the basis of the empirical
research is that the academic achievement of black pupils and the
inclusive variables can only be predicted with limited success.
school subjects vary a great deal in their predictability, and in
each case there is a large amount of unexplained variance of
which the source probably lies outside the scope of the variables
provided for in the research. A further conclusion is that the
variables, which together with others (and also individually)
make the greatest contribution to the prediction, are the
cognitive variables. The contribution of the non-cognitive
variables, interest and personality, is quite small, even smaller
than the indications in present literature. As a whole this is
in accordance with the results of other investigations in
developing countries. In conclusion, the inference was made as a
result of the moderator study that biographical variables are
indeed potentially serviceable as moderating variables and that
language group 2 (Zulu/non-Zulu) probably has the greatest
potential.
The results of this research have implications for teaching
practice as well as for further research. Practical
recommendations have been made with regard to the use of the
results for guidance purposes, and with a view to the
manipulation of variables for the improvement of academic
achievement. Recommendations have also been made for further
research on alternative variables as well as the non-test factors
which influence the academic achievement of black pupils. / Proefskrif (DEd)--PU vir CHO, 1987
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Enkele kognitiewe faktore en akademiese prestasie van HOD(N)-studente met 'n geesteswetenskaplike agtergrond / Louw BoshoffBoshoff, Louw January 1986 (has links)
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
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Enkele nie-kognitiewe faktore en akademiese prestasie van HOD(N)-studente met 'n geesteswetenskaplike agtergrond / Cornelius Petrus SchutteSchutte, Cornelius Petrus January 1986 (has links)
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
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