1 |
An evaluation of some cognitive, affective, and school variables as predictors of the academic achievement of standard 10 pupils in Kwazulu schools / Daniel Mfana GumedeGumede, Daniel Mfana January 1989 (has links)
1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole
bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik.
2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer.
literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word.
2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid
en beroepsbelangstelling.
Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige
bevindinge in die literatuur verkry. Enersyds het
ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging
van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes
in die voorspelling van akademiese prestasie 'n toename
in die verklaring van variansie meebring. Andersyds het die
navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld
gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke
daarop gewys dat die persoonlikheidsveranderlikes van min waarde
is in die voorspelling van akademiese prestasie.
Uit die studie van die literatuur, betreffende die voorspellingswaarde
van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling
van minder waarde is in die voorspelling van
akademiese prestasie is as beroepsbelangstelling.
2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte,
skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels.
Die oorsig van die literatuur het daarop gewys dat die
fisiese fasiliteite belangrik is vir opvoeding, maar hulle
uitwerking op die kwaliteit van onderrig afhanklik is van hulle
benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het
nie beduidend bygedra tot beter prestasie as die grater klasse
nie. Die gevolgtrekking wat deur Bloom (1976) onder andere,
bereik is, is dat die hele skoolomgewing belangrik is vir
onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5
persent van die variansie in akademiese prestasie is volgens
Bloom (1979) deur die skool verklaar. Dit was om hierdie rede
dat die hele skool in hierdie ondersoek bestudeer is.
Literatuur het ook deurgaans daarop gewys dat die verskille
tussen die skole in akademiese prestasie verdwyn as
intelligensie en die sosio-ekonomiese status gekontroleer is.
2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se
akademiese prestasie verskil. Die dogters, byvoorbeeld,
presteer beter as seuns in toetse wat verbale aanleg verg,
terwyl die seuns beter as dogters in wiskunde presteer: Die
twee geslagte het geen verskille in intelligensie getoon nie.
3. DIE EMPIRIESE ONDERSOEK
3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese
HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd
10 akademiese prestasie in vergelyking met die affektiewe en die
skoolveranderlikes.
HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die
variansie wat verklaarbaar is in akademiese prestasie as dit by
die kognitiewe veranderlikes bygevoeg word.
HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat
verklaarbaar is in akademiese prestasie as dit by die kognitiewe
veranderlikes bygevoeg word.
3.1.2 Onderhipotese
ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in
akademiese prestasie selfs as aanleg gekontroleer is.
ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse
skole in akademiese prestasie selfs as aanleg gekontroleer is.
3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde
hipoteses te toets.
3.2.1 Die teikengroep en die steekproef
Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om
die invloed van die ~kool op voorspelling vas te stel is 'n 10
persent ewekansige steekproef uit 170 sekondêre skole geneem
(dit is 17 skole). As gevolg van die ewekansige steekproef is
'n monster van 1912 leerlinge gevorm. Die vermindering van die
steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg
van onvolledige data van sekere leerlinge.
3.2.2 Die veranderlikes wat gebruik is
3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek
gebruik is, is die volgende:
a. Aanlegtoetsresultate (AAT)
b. Persoonlikheidsresultate (HSPQ)
c. Belangstellingsresultate (VIQ)
d. Skoolveranderlikheidstotaal (SVTOT)
3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is
die volgende:
e. Standerd 10 geslaag persentasie.
3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is
die volgende:
f. Die skoolgehalte;
g. Die vakgroepe wat die leerlinge leer;
h. Die ligging van die skool (stedelik of plattelands);
i. Skooltipe (koshuis of dag); en
j. Geslag.
In hierdie ondersoek is gebruik gemaak van gestandardiseerde
meetinstrumente om kognitiewe, en affektiewe veranderlikes te
meet. Om die "skool" te meet is verskeie skoolveranderlikes
eers geoperasionaliseer en daarna punte volgens rangorde deur
die inspekteurs toegeken.
Geslag is in hierdie ondersoek as modererende veranderlike
gebruik om die invloed daarvan op voorspelling te bestudeer. Om
die invloed van die skool as 'n modererende veranderlike te
bestudeer is die steekproef verder verdeel volgens skoolgehalte,
skoolligging en skooltipe. Die leerlinge was ook gegroepeer
volgens die vakgroepe wat hulle geneem het (dit is algemeen,
natuurwetenskap en handel).
4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN
DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans
toegepas is die meervoudige regressie-analise (BMDPIR program)
om die beste voorspellers van akademiese prestasie te
identifiseer. Die resultate van die analise het daarop gedui
dat:
i. die kognitiewe veranderlikes die beste voorspellers van
akademiese prestasie is, in vergelyking met die affektiewe
en die skoolveranderlikes;
ii. die affektiewe veranderlikes van min voorspellingswaarde
is; en
iii. die skoolveranderlike 'n beduidende effek op voorspellings
het.
As gevolg van meervoudige regressie-analise is die kognitiewe en
skoolveranderlikes gebruik as kontrole veranderlikes in die
moderatorveranderlike studie. Die affektiewe veranderlikes is
weggelaat weens hulle geringe bydrae tot R2 .
4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die
moderatorondersoek. Die resultate van die ondersoek het daarop
gedui dat:
i. die skoolgehalte 'n beduidende invloed op die voorspelling
van akademiese prestasie het;
ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op
akademiese voorspelling het;
iii. die skoolligging 'n beduidende invloed op akademiese voor
spelling het;
iv. die skooltipe 'n beduidende invloed op akademiese voorspelling
het;
v. geslag geen beduidende invloed op die voorspelling van algehele
akademiese prestasie het nie;
vi. die verskil in akademiese prestasie tussen die koshuisskole
en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en
vii. die verskil in die akademiese prestasie van stedelike en
plattelandse leerlinge steeds dieselfde bly selfs as aanleg
gekontroleer is.
5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van
akademiese prestasie in goeie skole is, maar nie in swak skole
nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in
swak skole vas te stel. Sulke geldigheidstudies moet die
sistematiese veranderlikes ook bestudeer sodat hulle invloed op
R2 verklaar kan word.
In hierdie studie is ook gevind dat die plattelandse skole
akademies beter as stedelike skole presteer.
Die bevinding is teenstrydig met die bevindinge van die vorige
navorsers. 'n Verdere studie is dus ook nodig om die bevindinge
van hierdie studie te bevestig of te verwerp. Die moontlikheid
bestaan dat hierdie bevinding die invloed van die onrus wat
gedurende daardie jare plaasgevind het, weerspieël.
Verdere navorsing is ook nodig om die invloed van die groepvakke
op akademiese prestasie te bevestig en o.a. die geldigheid van die
resultate van hierdie navorsing te toets.
Verdere navorsing is nodig om die waarde van die insluiting van
'n toets in moedertaal in die AAT battery vir voorspellings van
akademiese prestasie vas te stel. Die resultate van hierdie
studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met
Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te
wees.
6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop
gewys dat dit goed by goeie skole kan voorspel en nie by swak
skole nie. Om al die skole se akademiese prestasie te verbeter,
word dit aanbeveel dat die toetse aan die begin van die jaar
toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7)
by die verwagtingstabel gebruik moet word. Die vroegtydige
beskikbaarheid van die toetsresultate kan help om leerlinge en
die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989
|
2 |
An evaluation of some cognitive, affective, and school variables as predictors of the academic achievement of standard 10 pupils in Kwazulu schools / Daniel Mfana GumedeGumede, Daniel Mfana January 1989 (has links)
1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole
bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik.
2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer.
literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word.
2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid
en beroepsbelangstelling.
Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige
bevindinge in die literatuur verkry. Enersyds het
ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging
van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes
in die voorspelling van akademiese prestasie 'n toename
in die verklaring van variansie meebring. Andersyds het die
navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld
gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke
daarop gewys dat die persoonlikheidsveranderlikes van min waarde
is in die voorspelling van akademiese prestasie.
Uit die studie van die literatuur, betreffende die voorspellingswaarde
van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling
van minder waarde is in die voorspelling van
akademiese prestasie is as beroepsbelangstelling.
2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte,
skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels.
Die oorsig van die literatuur het daarop gewys dat die
fisiese fasiliteite belangrik is vir opvoeding, maar hulle
uitwerking op die kwaliteit van onderrig afhanklik is van hulle
benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het
nie beduidend bygedra tot beter prestasie as die grater klasse
nie. Die gevolgtrekking wat deur Bloom (1976) onder andere,
bereik is, is dat die hele skoolomgewing belangrik is vir
onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5
persent van die variansie in akademiese prestasie is volgens
Bloom (1979) deur die skool verklaar. Dit was om hierdie rede
dat die hele skool in hierdie ondersoek bestudeer is.
Literatuur het ook deurgaans daarop gewys dat die verskille
tussen die skole in akademiese prestasie verdwyn as
intelligensie en die sosio-ekonomiese status gekontroleer is.
2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se
akademiese prestasie verskil. Die dogters, byvoorbeeld,
presteer beter as seuns in toetse wat verbale aanleg verg,
terwyl die seuns beter as dogters in wiskunde presteer: Die
twee geslagte het geen verskille in intelligensie getoon nie.
3. DIE EMPIRIESE ONDERSOEK
3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese
HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd
10 akademiese prestasie in vergelyking met die affektiewe en die
skoolveranderlikes.
HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die
variansie wat verklaarbaar is in akademiese prestasie as dit by
die kognitiewe veranderlikes bygevoeg word.
HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat
verklaarbaar is in akademiese prestasie as dit by die kognitiewe
veranderlikes bygevoeg word.
3.1.2 Onderhipotese
ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in
akademiese prestasie selfs as aanleg gekontroleer is.
ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse
skole in akademiese prestasie selfs as aanleg gekontroleer is.
3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde
hipoteses te toets.
3.2.1 Die teikengroep en die steekproef
Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om
die invloed van die ~kool op voorspelling vas te stel is 'n 10
persent ewekansige steekproef uit 170 sekondêre skole geneem
(dit is 17 skole). As gevolg van die ewekansige steekproef is
'n monster van 1912 leerlinge gevorm. Die vermindering van die
steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg
van onvolledige data van sekere leerlinge.
3.2.2 Die veranderlikes wat gebruik is
3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek
gebruik is, is die volgende:
a. Aanlegtoetsresultate (AAT)
b. Persoonlikheidsresultate (HSPQ)
c. Belangstellingsresultate (VIQ)
d. Skoolveranderlikheidstotaal (SVTOT)
3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is
die volgende:
e. Standerd 10 geslaag persentasie.
3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is
die volgende:
f. Die skoolgehalte;
g. Die vakgroepe wat die leerlinge leer;
h. Die ligging van die skool (stedelik of plattelands);
i. Skooltipe (koshuis of dag); en
j. Geslag.
In hierdie ondersoek is gebruik gemaak van gestandardiseerde
meetinstrumente om kognitiewe, en affektiewe veranderlikes te
meet. Om die "skool" te meet is verskeie skoolveranderlikes
eers geoperasionaliseer en daarna punte volgens rangorde deur
die inspekteurs toegeken.
Geslag is in hierdie ondersoek as modererende veranderlike
gebruik om die invloed daarvan op voorspelling te bestudeer. Om
die invloed van die skool as 'n modererende veranderlike te
bestudeer is die steekproef verder verdeel volgens skoolgehalte,
skoolligging en skooltipe. Die leerlinge was ook gegroepeer
volgens die vakgroepe wat hulle geneem het (dit is algemeen,
natuurwetenskap en handel).
4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN
DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans
toegepas is die meervoudige regressie-analise (BMDPIR program)
om die beste voorspellers van akademiese prestasie te
identifiseer. Die resultate van die analise het daarop gedui
dat:
i. die kognitiewe veranderlikes die beste voorspellers van
akademiese prestasie is, in vergelyking met die affektiewe
en die skoolveranderlikes;
ii. die affektiewe veranderlikes van min voorspellingswaarde
is; en
iii. die skoolveranderlike 'n beduidende effek op voorspellings
het.
As gevolg van meervoudige regressie-analise is die kognitiewe en
skoolveranderlikes gebruik as kontrole veranderlikes in die
moderatorveranderlike studie. Die affektiewe veranderlikes is
weggelaat weens hulle geringe bydrae tot R2 .
4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die
moderatorondersoek. Die resultate van die ondersoek het daarop
gedui dat:
i. die skoolgehalte 'n beduidende invloed op die voorspelling
van akademiese prestasie het;
ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op
akademiese voorspelling het;
iii. die skoolligging 'n beduidende invloed op akademiese voor
spelling het;
iv. die skooltipe 'n beduidende invloed op akademiese voorspelling
het;
v. geslag geen beduidende invloed op die voorspelling van algehele
akademiese prestasie het nie;
vi. die verskil in akademiese prestasie tussen die koshuisskole
en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en
vii. die verskil in die akademiese prestasie van stedelike en
plattelandse leerlinge steeds dieselfde bly selfs as aanleg
gekontroleer is.
5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van
akademiese prestasie in goeie skole is, maar nie in swak skole
nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in
swak skole vas te stel. Sulke geldigheidstudies moet die
sistematiese veranderlikes ook bestudeer sodat hulle invloed op
R2 verklaar kan word.
In hierdie studie is ook gevind dat die plattelandse skole
akademies beter as stedelike skole presteer.
Die bevinding is teenstrydig met die bevindinge van die vorige
navorsers. 'n Verdere studie is dus ook nodig om die bevindinge
van hierdie studie te bevestig of te verwerp. Die moontlikheid
bestaan dat hierdie bevinding die invloed van die onrus wat
gedurende daardie jare plaasgevind het, weerspieël.
Verdere navorsing is ook nodig om die invloed van die groepvakke
op akademiese prestasie te bevestig en o.a. die geldigheid van die
resultate van hierdie navorsing te toets.
Verdere navorsing is nodig om die waarde van die insluiting van
'n toets in moedertaal in die AAT battery vir voorspellings van
akademiese prestasie vas te stel. Die resultate van hierdie
studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met
Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te
wees.
6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop
gewys dat dit goed by goeie skole kan voorspel en nie by swak
skole nie. Om al die skole se akademiese prestasie te verbeter,
word dit aanbeveel dat die toetse aan die begin van die jaar
toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7)
by die verwagtingstabel gebruik moet word. Die vroegtydige
beskikbaarheid van die toetsresultate kan help om leerlinge en
die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989
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A social work analysis of the substance abuse problem in secondary schools in Mpumalanga / Gezina Wilhelmina FeldtmannFeldtmann, Gezina Wilhelmina January 2010 (has links)
Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.
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A social work analysis of the substance abuse problem in secondary schools in Mpumalanga / Gezina Wilhelmina FeldtmannFeldtmann, Gezina Wilhelmina January 2010 (has links)
Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.
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Die Standaardisasie van 'n klerklike toets vir die reuring van St.VI - leerlinge vir 'n klerklike kursus aan die hoërskool?Lamprecht, W.F. January 1952 (has links)
No abstract available. / Dissertation (MEd)--University of Pretoria, 1952. / gm2014 / Education Management and Policy Studies / Unrestricted
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Assessing the level of job satisfaction of some educators in the Vaal Triangle / Tessa Louise LloydLloyd, Tessa Louise January 2013 (has links)
A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study.
The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study.
The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment.
The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014
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Assessing the level of job satisfaction of some educators in the Vaal Triangle / Tessa Louise LloydLloyd, Tessa Louise January 2013 (has links)
A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study.
The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study.
The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment.
The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014
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An analysis of skills expectations of learners versus employers : the case of culture, arts, tourism, hospitality and sport SETA / Faith Nomakhosazana Zwane.Zwane, Faith Nomakhosazana January 2012 (has links)
The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry.
The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners.
These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers.
The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.
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An analysis of skills expectations of learners versus employers : the case of culture, arts, tourism, hospitality and sport SETA / Faith Nomakhosazana Zwane.Zwane, Faith Nomakhosazana January 2012 (has links)
The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry.
The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners.
These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers.
The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.
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Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerdersEngelbrecht, Adel 03 1900 (has links)
Thesis (MEd) -- University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Learning and the development of numeracy in the foundation phase are regarded as highly important. In this critical period learners attain the fundamental knowledge that is needed for future learning and development. A serious problem within South African schools is that a great number of foundation phase learners show difficulties in numeracy. Various reasons
can be provided for these difficulties, for example, learners do not receive
good teaching, they hold negative attitudes towards numeracy, they
encounter language barriers, and so forth.
It is important that the learners’ difficulties in numeracy are attended to
immediately and effectively, to be able to minimise the gaps between the
learners’ functioning level and the level the learner is suppose to be on. The
Western Cape Education Department (WCED) laid bare their concern with the
current problem in numeracy when they launched the WCED Literacy and
Numeracy Strategy 2006-2016. As part of this the Metropole North Education
and Management Development Centre (EMDC) requested and implemented
an intervention programme for grade 2 and grade 3 learners.
Part of this problem is that many foundation phase educators lack the
necessary knowledge to identify the learners with difficulties and especially to
attend to these difficulties.
The goal of this research study was to investigate the realization of an early
intervention programme implemented over a limited period of time of ten
weeks in grade 2 and grade 3 classrooms. The current study aimed at
providing educators with resources to offer learning support to their
disadvantaged learners within the Numeracy classroom. This study has
implications for the way in which educators approach and teach numeracy, as
well as for the type of learning support the educators provide their
disadvantaged learners with.
The intervention programme is based on a problem centered approach with
constructivism as underlying epistemology. This approach views the educator
as a facilitator who provides the learners with opportunities to be actively
involved in the learning environment to construct knowledge. The importance
of word problems and discussion within the Numeracy classroom are
emphasized and it is necessary that the educator create the appropriate
classroom atmosphere so that this approach can be implemented effectively.
Learning is an active process and it is the responsibility of the educator to
provide the learners with appropriate learning activities for learning and
development to take place.
The study made use of programme evaluation as research methodology.
Programme evaluation refers to a research goal instead of specific research
methods, because various methods can be used which may be quantitative or
qualitative in nature. The gathering of data was done through classroom
observations by the researcher, informal interviews with participating
educators, questionnaires, and semi-structured interviews with the educators
at the four schools the researcher monitored intensively during the
implementation process of the intervention programme. The gathering of data
was an ongoing process and the researcher analysed and interpreted the
learners’ work at the end of the implementation process. The researcher
checked this analysis by means of the literature review, transcripts and field
notes. This formed the basis on which conclusions and recommendations
could be made.
The conclusions confirmed the importance of early intervention and the
efficacy of the problem centered approach within the numeracy classroom. It
also confirmed the disadvantages of the training model that was used, that is
the Cascade model. With this study it was possible to determine that a ten
week intervention programme was too short a period to observe meaningful
improvements in learners. Therefore further research should be done on
addressing learners’ difficulties and to train and support educators to provide
learning support to their learners.
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