This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Rugby is a popular sport in South Africa, and has been played by young boys from as early as seven years old (South African Rugby Union [SARU], 2011). Despite various physical health benefits, it carries a high risk for injury, especially head injury, and consequently has a high incidence of concussion (Alexander, 2009; Laubscher, 2006; Shuttleworth-Edwards, Smith & Radloff, 2008). It is common for 12 to 13 per cent of adolescent rugby players to report mild traumatic brain injury or concussion per season (Laubscher, 2006; Shuttleworth-Edwards et al., 2008). The true incidence is however considered to be higher, even as high as 70.4% (Shuttleworth-Edwards et al., 2008). Concussion, otherwise known as mild traumatic brain injury (mTBI) is described as a traumatically induced alteration in mental status, or traumatically induced cerebral dysfunction (Kraus, McArthur, Silvermand & Jayaraman, 1996) which may, or may not involve loss of consciousness (Quality Standards Subcommittee, American Academy of Neurology [AAN], 1997). The nature of concussion has traditionally been considered to be transient, and symptoms are usually resolved within a few days or weeks (Kirkwood et al., 2008; Taylor et al., 2010). However, when concussions are not fully resolved prior to players returning to the game, they may be vulnerable to second impact syndrome. This syndrome causes herniation and brain oedema, which may result in death (Patel, 2005), as has been reported in South African press (Alexander, 2009; South African Press Association [SAPA], 2012). Even without second impact syndrome, repeated concussions may render the brain neurocognitively vulnerable, leading to an array of short- and long-term cognitive symptoms (Alexander, 2009; Shuttleworth-Edwards et al., 2008). Short-term problems include difficulties with attention, focus and concentration; following multi-step instruction, engaging in mental problem-solving; verbal expression, receiving and processing verbal and visual information; maintaining effective levels of mental and physical energy; controlling mood; suppressing impulsive behaviours; initiating and maintaining productive interpersonal relationships with peers; engaging in meaningful conversation and participating in group activities (Jantz & Coulter, 2007). Short-term cognitive impairments due to repeated concussion have also been found, and include amongst the former symptoms, also problems with delayed memory, learning, social functioning, and abstract thinking (Anderson, Brown, Newitt & Hoile, 2011; Laubscher, 2006). Long-term sequelae follow when children did not return to their baseline level of functioning after three months (Kirkwood et al., 2008; Taylor et al., 2010). Long-term sequelae include problems with memory, visuo-motor processing, executive functioning, learning and abstract thinking (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010; Lezak et.al., 2004; Shuttleworth-Edwards & Radloff, 2008). As mTBI is traditionally thought to be of transient nature, researchers tend to investigate moderate to severe TBI, rather than mTBI (Alexander, 2009; Anderson et al., 2010; Patel, 2005). This could easily lead to important facts about mTBI being missed or not acknowledged. Nevertheless, recent investigations are uncovering facts about mTBI that could transform the way in which we understand mTBI, providing increasing evidence that mTBI is more serious than widely believed (Blakemore, 2012; Maxwell, 2011; Toleda et al., 2012). However, there remains a lack of research investigating mTBI from a single cause. Considering the above information, the current study provides unique information about mTBI. It specifically investigated the long-term effects of mTBI on adolescents from a homogenous cause, which makes results more comparable. The importance of this study is highlighted in the face of evidence for the long-term effects of multiple concussions, that were sustained during school rugby, on academic achievement (Alexander, 2009; Laubscher, 2006).In the light of grey areas in existing research, the aim of this current study was to investigate whether there is a significant difference in academic achievement within and between two groups of adolescents that had either played rugby and sustained multiple concussions, or had not played rugby nor sustained any concussions, when measured at four points in time over six years. A retrospective data-analysis was performed on matched, controlled, prospective longitudinal data, which was obtained from a study that evaluated the impact of repeated mTBI on the cognitive and academic functioning of early adolescent rugby players over time (Alexander, 2009). This study elaborates on a subset of the previous data, adding the gr. 12 results for academic aggregate scores, to the previously reported academic dataset. Participants were selected from Alexander‟s study (2009), and had either played rugby and obtained two or more concussions (Rugby/Concussed (RC- group); n=17), or did not play rugby nor sustained any concussions (Non-rugby/Non-concussed (NRC-group); n=13). Academic aggregate scores from baseline (gr. 7) through gr. 12 were analysed using quantitative statistical measures. A normal probability plot determined that the data was distributed normally. Descriptive statistics were reported, where after repeated measures ANOVA‟s were conducted to determine the statistical significance of differences in academic scores between and within the groups over time. These results indicated that the NRC-group displayed statistically significant increase in academic achievement over time (p = .000), whereas the RC-group did not display any significant differences, despite displaying a downwards trend in achievement. The difference between the two groups was measured at its highest in gr. 12 (p = .003), indicating that the NRC-group performed statistically significantly better than the RC-group over time. However, a Pearson‟s correlation test revealed that the estimated IQ (Vocabulary subscale of the WISC-III) (Wechsler, 1991) had a positive correlation on academic achievement [r(34) = .54, p < .05)]. To control for the effect that this correlation had on the academic results, an ANCOVA was conducted. This analysis indicated a statistically significant difference in academic achievement between the two groups in gr.12 (p = .004), with a large effect size (d = 1.41), implicating practical significance. Findings consequently confirmed our hypothesis. The significant increase in academic achievement observed within the NRC-group over time, is consistent with what could be expected if the brain is allowed to develop normally without disruption such as mTBI (Blakemore, 2012; Horton et al., 2010). The finding that the RC group did not display statistically significant intra-group differences in academic achievement when measured over time, but that academic achievement followed a downward trend, is difficult to substantiate in the literature. The few research studies on the effect of cumulative concussion on young athletes do not isolate academic achievement as a variable (Iverson et al., 2004; Shuttleworth-Edwards et al., 2008). Further research into intra-group differences in this specific area of enquiry and population group is therefore necessary. Normal cognitive and brain development, maintains that the brain develops in a posterior to anterior direction, and the prefrontal regions which are vulnerable to concussion, develop last (Anderson, 2010; Blakemore, 2012; Lezak, 2004). Whereas the primary motor and sensory areas and areas for receptive and expressive language are fully developed by the age of ten years, the prefrontal brain areas that are responsible for more complex and abstract thought repertoires only start maturing in early adolescence and this development continues up to the age of 24 and even into the early 30s (Toleda et al., 2012). Injury to the developing brain at this critical stage of maturation may adversely affect the development of cognitive skills, preventing the child from acquiring the effective cognitive strategies needed for normal academic functioning and adequate academic achievement after TBI (Horton et al., 2010). However, if there is no insult to the brain, cognitive functions are expected to develop normally as a result of synaptic pruning and increased white-matter volume in the prefrontal cortex (Blakemore, 2012), making it likely that the maturation of these abilities will lead to greater cognitive and academic ability (Blakemore & Choudhury, 2006), such as seen for the NRC-group in this study. Limitations for this study include a small sample size and the testing of only one variable. It is therefore recommended that future studies include more variables, and aim at creating a larger, randomized sample size, possibly providing a more representative pool of participants to study this phenomenon in South African context. It is also advised that future studies consider using neuropsychological measures to test cognitive functioning. As previous studies have indicated specific impairment in executive functioning after TBI, it may be worth researching the effect of concussion on executive functioning more thoroughly (Anderson, 2002; Anderson et al., 2010; Horton et al., 2010). Further it may be valuable to consider using functional MRI studies to broaden existing knowledge about the interaction between pathophysiology and cognitive functioning This study also highly recommends that schools and rugby clubs catering for child and adolescent players reconsider the importance of implementing proper return to play protocols after players obtain concussions. / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)

The adolescent with specific barriers to learning often exhibit socio-emotional problems. Conversely, adolescents experiencing socio-emotional upsets do not achieve academically. The exact nature of the relationship is difficult or nearly impossible to elucidate. The aim of this study was to establish the specific challenges that the adolescent learner with barriers to learning with an average or above average intelligence, experiences on socio-emotional level and to take these feelings, experiences and needs as a lancer basis to develop and implement a social work intervention programme. Also to evaluate the effect of this programme on the socio-emotional functioning and academic progress of the adolescents involved. The process of intervention research was followed during the empirical study. The combined, two-phase approach of Cresswell was used for data gathering. The one group pre-test post-test was utilized for the evaluation of the effectiveness of the social work intervention programme. The Child functioning inventory High School (CFI – High) was used to gather information during the quantitative phase. This study focused on the socio-emotional functioning and challenges of the adolescent learner with specific barriers to learning and used Gestalt play therapy within a group context to address these challenges. During the qualitative phase two focus group discussions were held where the experiences, emotions and challenges of adolescents with specific barriers to learning were discussed with a group of five girls and five boys. Based on data gathered from these discussions, and a literature study a social work intervention programme was developed and implemented. This programme consisted of play therapy techniques within the Gestalt therapy framework. The social work intervention programme consisted of ten group sessions of about 90 minutes each, with a group of five girls and a group of five boys. The respondents were between 14 to 16 years, of an average to above average intelligence, and were referred to the social worker of a branch of Child Welfare: South Africa, Mpumalanga because of socio-emotional problems. This study attempted to incorporate the essential elements of Gestalt therapy, various play therapy techniques and the dynamics of group work into a programme to address socio-emotional issues experienced by the adolescent learner with barriers to learning. Socio-emotional aspects that were conceptualised and specifically evaluated are: positive functioning elements, self perception, trauma dynamics, interpersonal relationships and decision making abilities. Based on the findings, the conclusion could be made that the social work intervention programme brought about an improvement in the socio-emotional functioning and the academic progress of the respondents. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

This thesis discusses how a variety of factors like socio-economic status and educational levels of family/parents affect Std 8 pupils' school performance in twelve selected secondary schools in Thohoyandou, Venda in the Northern Province. It further examines how parents motivate pupils to do well at school, and how the expectations of parents and other relatives as well as teachers as significant others contribute to the academic attainment of pupils.. It also focuses on the favourable conditions in the pupils' learning home environment such as availability of a private study-room, language used at home, adequacy of time for both relaxation and schoolwork, learning facilities, parental involvement and nutritional values that help in promoting and enhancing pupil school performance. Finally, the author provides some recommendations about how parents can actively involve themselves in their children's education. AFRIKAANS : Hierdie tesis bespreek die wyse waarop 'n aantal faktore, soos die sosioekonomiese status en die opvoedkundige peil van die familie/ouers, st. 8 leerlinge se skoolprestasies beinvloed in twaalf geselekteerde skole in Thohoyandou, Venda, in die Noordelike Provinsie. Dit ondersoek ook die wyse waarop ouers leerlinge motiveer om goed te doen op skoal, asook hoe dit wat betekenisvolle mense soos ouers, ooms, tantes en onderwysers van hulle verwag, bydra tot die bereik van die verlangde akademiese sukses van die leerlinge. Dit fokus ook op gunstige toestande in die leerling se tuisomgewing, byvoorbeeld die beskikbaarheid van 'n private studeerkamer, taalgebruik by die huis, genoeg tyd om te slaap en te eet, ontspanning en skoolwerk, leerfassiliteite, ouerlike betrokkenheid en die voedingsvlakke wat help om leerlinge se skoolprestasies aan te moedig en te verbeter. Ten laaste voorsien die outeur ook 'n paar voorstelle oor hoe ouers aktief betrokke kan raak by 'n leerling se opvoeding. / Dissertation (MA)--University of Pretoria, 1997. / Sociology / unrestricted