11 |
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
|
12 |
Liggaamlike opvoeding in junior primêre opleiding aan Blanke onderwyskolleges / Mercia CoetzeeCoetzee, Mercia January 1988 (has links)
It was the purpose of this study to evaluate teacher training in physical
education in the Junior Primary course in the various teachers training
colleges in the Republic of South Africa and South West Africa.
Such a study required descriptive research. A literature study of the
development of the child in the junior primary school classes (between
the the ages of six and nine years) was conducted. This developmental
scheme is discussed under the headings of the physical,
perceptual-motor, emotional, social and cognitive development of the
child.
Many researchers have pointed out that the importance of movement in
the child's early learning experiences cannot be over emphasized. Lack
of a movement repertoire during childhood can have serious ramifications,
for it is through participation in locomotor skills that much of the social
and emotional development of childhood is shaped. The preliminary stages
of all fundamental motor skills are commonly established before the sixth
year. It has been determined that the progression from level to level
in these patterns depends on ample opportunity for practice under
guidance.
A survey was conducted in which the questionnaire method was mainly
used. This produced the following results. Physical education is
presented as a subject in the junior primary curriculum by all the
teachers training colleges. The syllabuses of physical education as a
subject in the junior primary course vary widely. Also, in some cases
it is a compulsory and in others a specialisation subject. This lack of
uniformity among the various teachers training colleges also applies to
the duration of training, amount of periods allocated, as well as the
content of the course.
It is recommended that physical education be implied as a compulsory
subject of the junior primary course of all teacher training colleges in
the Republic of South Africa and South West Africa. The duration of
training should be three years, with a minimum of forty training hours
per year. A model is proposed of the theoretical and practical contents
of physical education as a compulsory subject of the junior primary
course. It is recommended that institutions which train teachers should
provide opportunities for the understanding of motor development, if
perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988
|
13 |
'n Evaluering van die algemene metodieksillabus soos voorgeskryf deur die Departement van Bantoe-onderwys vir studente vir die primêre onderwysersertifikaat / Petrus Johannes van ZylVan Zyl, Petrus Johannes January 1970 (has links)
Thesis (MEd)--PU vir CHO
|
14 |
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
|
15 |
Graad 1-onderwysers se persepsies oor die rol van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde / Gerda RegenassRegenass, Gerda January 2014 (has links)
Metakognitiewe strategieë en wiskundetaal speel ’n kritiese rol in onderwysers se onderrigstrategieë en die verbetering van hulle wiskunde-onderrigstyl. Die waarskynlikheid bestaan dat wanneer ʼn onderwyser se metakognisie ontwikkel word, sy of haar onderrig ook sal verbeter (Jing & Yang, 2008, p. 1). Metakognisie fasiliteer die onderrig en leer van wiskundekennis (Gourgey, 2001, p. 18), en taal is die instrument wat in ʼn onderwyskonteks die kommunikasie vir die aanleer, verstaan en ontwikkeling van wiskundekonsepte en -prosesse fasiliteer (Jamison, 2000).
ʼn Empiriese kwalitatiewe ondersoek – om te bepaal wat Graad 1-onderwysers se persepsies van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde is – is in hierdie studie uitgevoer.
Die ondersoek het op vyf Graad 1-onderwysers gefokus. ʼn Gerieflikheidsteekproef is gebruik om die groepie onderwysers (wat vir die navorser toeganklik was) uit te nooi om aan die studie deel te neem. Video-opnames is gemaak van ʼn fokusgroeponderhoud, sowel as van ʼn wiskundeles en twee individuele onderhoude. Al die onderwysers het aan die fokusgroeponderhoud deelgeneem. Een van die onderwysers (Deelnemer B) het ingestem dat ʼn video-opname van haar wiskundeles gemaak kon word. ʼn Individuele onderhoud is voor en na die video-opname met deelnemer B gevoer om ʼn beter en meer diepgaande begrip van haar persepsies oor wiskundeonderrig te verkry.
Die video-opnames van die fokusgroeponderhoud, wiskundeles en individuele onderhoude is verbatim getranskribeer, waarna a priori kodes uit die literatuurstudie gekies is. Die kodes is in temas en kategorieë gegroepeer. Data is ontleed, en gevolgtrekkings geformuleer. Resultate is daarna geïnterpreteer en aanbevelings gemaak.
Ten spyte van die beperkte veralgemenings wat op grond van die resultate moontlik is, kom die navorser nogtans tot die slotsom dat graad 1-onderwysers se persepsies oor metakognisie en wiskundetaal in die onderrig en leer in wiskunde in graad 1-klasse belangrik is en groot gewig dra. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015
|
16 |
Graad 1-onderwysers se persepsies oor die rol van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde / Gerda RegenassRegenass, Gerda January 2014 (has links)
Metakognitiewe strategieë en wiskundetaal speel ’n kritiese rol in onderwysers se onderrigstrategieë en die verbetering van hulle wiskunde-onderrigstyl. Die waarskynlikheid bestaan dat wanneer ʼn onderwyser se metakognisie ontwikkel word, sy of haar onderrig ook sal verbeter (Jing & Yang, 2008, p. 1). Metakognisie fasiliteer die onderrig en leer van wiskundekennis (Gourgey, 2001, p. 18), en taal is die instrument wat in ʼn onderwyskonteks die kommunikasie vir die aanleer, verstaan en ontwikkeling van wiskundekonsepte en -prosesse fasiliteer (Jamison, 2000).
ʼn Empiriese kwalitatiewe ondersoek – om te bepaal wat Graad 1-onderwysers se persepsies van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde is – is in hierdie studie uitgevoer.
Die ondersoek het op vyf Graad 1-onderwysers gefokus. ʼn Gerieflikheidsteekproef is gebruik om die groepie onderwysers (wat vir die navorser toeganklik was) uit te nooi om aan die studie deel te neem. Video-opnames is gemaak van ʼn fokusgroeponderhoud, sowel as van ʼn wiskundeles en twee individuele onderhoude. Al die onderwysers het aan die fokusgroeponderhoud deelgeneem. Een van die onderwysers (Deelnemer B) het ingestem dat ʼn video-opname van haar wiskundeles gemaak kon word. ʼn Individuele onderhoud is voor en na die video-opname met deelnemer B gevoer om ʼn beter en meer diepgaande begrip van haar persepsies oor wiskundeonderrig te verkry.
Die video-opnames van die fokusgroeponderhoud, wiskundeles en individuele onderhoude is verbatim getranskribeer, waarna a priori kodes uit die literatuurstudie gekies is. Die kodes is in temas en kategorieë gegroepeer. Data is ontleed, en gevolgtrekkings geformuleer. Resultate is daarna geïnterpreteer en aanbevelings gemaak.
Ten spyte van die beperkte veralgemenings wat op grond van die resultate moontlik is, kom die navorser nogtans tot die slotsom dat graad 1-onderwysers se persepsies oor metakognisie en wiskundetaal in die onderrig en leer in wiskunde in graad 1-klasse belangrik is en groot gewig dra. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015
|
17 |
A study of the facilitative role of the teacher in the implementation of gifted education in schools / Magtel Mare BallBall, Magtel Mare January 1989 (has links)
When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
|
18 |
A study of the facilitative role of the teacher in the implementation of gifted education in schools / Magtel Mare BallBall, Magtel Mare January 1989 (has links)
When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
|
19 |
A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu.Tlapu, Moipone Martha January 2013 (has links)
There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness.
The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management.
Aim
The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness.
The research was conducted into two phases.
Phase one
The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described.
Research Design Method
The design of the study was qualitative, with explorative, descriptive and contextual elements.
The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design.
The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used.
The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges.
Phase two
The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness.
Ethical considerations were observed throughout the study.
Results and findings
The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.
|
20 |
A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu.Tlapu, Moipone Martha January 2013 (has links)
There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness.
The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management.
Aim
The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness.
The research was conducted into two phases.
Phase one
The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described.
Research Design Method
The design of the study was qualitative, with explorative, descriptive and contextual elements.
The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design.
The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used.
The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges.
Phase two
The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness.
Ethical considerations were observed throughout the study.
Results and findings
The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.
|
Page generated in 0.0577 seconds