The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning.

The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In this study, senior certificate (standard 10) pupils' attainment of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum was investigated. With regard to the attainment of the cognitive objectives and aims, senior certificate pupils' performance in their mathematics examination, in terms of three broad categories of cognitive abilities (lower level, middle level and higher level mathematical abilities) was analysed and examined. As no norms (criteria) for mathematical attainment in respect of these three categories of cognitive abilities could be identified, these norms had to be firstly developed by the researcher. However, suitable standardised scales were identified and administered to determine senior certificate pupils' attainment of the affective aims and objectives (attitude towards and interest in mathematics). Besides the quantitative analysis, qualitative assessments of senior certificate pupils' attainment of the cognitive and affective aims and objectives were also made using information obtained, by way of a questionnaire, from teachers of senior certificate mathematics classes. The main findings that emerged from this investigation were: * The senior certificate pupils are attaining the desired proficiency levels in the cognitive objectives and aims of the senior certificate mathematics curriculum. However, these pupils are not adequately attaining the affective aims and objectives of the mathematics curriculum. * Qualitative information elicited from senior certificate teachers of mathematics tends to support the above findings which were obtained from the quantitative analysis. * There is a need for curriculum development in certain areas of the senior certificate mathematics curriculum, particularly in Euclidean geometry, for standard grade pupils. In terms of the general findings, certain recommendations were also formulated. In several ways, the present research is a pioneering effort in evaluating the efficacy of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum. It is hoped that this study will serve as a catalyst for future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)

In this study, senior certificate (standard 10) pupils' attainment of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum was investigated. With regard to the attainment of the cognitive objectives and aims, senior certificate pupils' performance in their mathematics examination, in terms of three broad categories of cognitive abilities (lower level, middle level and higher level mathematical abilities) was analysed and examined. As no norms (criteria) for mathematical attainment in respect of these three categories of cognitive abilities could be identified, these norms had to be firstly developed by the researcher. However, suitable standardised scales were identified and administered to determine senior certificate pupils' attainment of the affective aims and objectives (attitude towards and interest in mathematics). Besides the quantitative analysis, qualitative assessments of senior certificate pupils' attainment of the cognitive and affective aims and objectives were also made using information obtained, by way of a questionnaire, from teachers of senior certificate mathematics classes. The main findings that emerged from this investigation were: * The senior certificate pupils are attaining the desired proficiency levels in the cognitive objectives and aims of the senior certificate mathematics curriculum. However, these pupils are not adequately attaining the affective aims and objectives of the mathematics curriculum. * Qualitative information elicited from senior certificate teachers of mathematics tends to support the above findings which were obtained from the quantitative analysis. * There is a need for curriculum development in certain areas of the senior certificate mathematics curriculum, particularly in Euclidean geometry, for standard grade pupils. In terms of the general findings, certain recommendations were also formulated. In several ways, the present research is a pioneering effort in evaluating the efficacy of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum. It is hoped that this study will serve as a catalyst for future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)