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Die persepsies en belewenis van uitbranding by nagraadse teologiese studente van die Gereformeerde Kerke in Suid–Afrika : 'n pastorale studie / Gerhardus Johannes NiemannNiemann, Gerhardus Johannes January 2010 (has links)
The aim of this study was to establish to what extent the post graduate theological
students of the RCSA experience emotional burnout and what their perceptions of
burnout are. A combination of quantitative and qualitative empirical research was
conducted to establish the levels of burnout and co–responding perceptions of the
phenomenon. The study found that 75% of the post graduate students had
experienced burnout to some extent. Out of these 75% participants, 35%
experienced acute burnout, and a further 15% could be classified as being in the
breakdown phase of burnout.
The study indicated that the post graduate students of the RCSA generally had a
positive perception towards burnout in the sense that they had a fair understanding of
the causes of the phenomenon. The research has also shown that the post graduate
theological students identified a balanced lifestyle as the most important preventative
measure to combat burnout. To attain such a lifestyle, post graduate theological
students need to attend to their spiritual, emotional, social and physical needs in a
balanced way.
Despite the fact that the majority of the participating students have a positive
perception regarding the treatment and prevention of burnout, it is however clear that
they do not address the problem effectively. It became clear from the research that
additional guidance in the prevention, management and treatment of burnout is
required.
Various factors were identified that may contribute to the post graduate theological
students' experiencing of burnout. These factors include the following: the effective
management of the academic work load, their experiencing of overload and a lack of
control over the amount of academic work, perceptions that they are not rewarded
sufficiently for their contributions, that they feel excluded from experiencing a sense
of belonging to a common group and having communion as a group, a lack of work
satisfaction, a lack of effective interpersonal relationships, personal problems in their
private lives, the degree of Type A–behaviour amongst some participants, a lack of
emotional development and growth and a need for interpersonal skills training in their
curriculum for them as future ministers, a lack of maintaining healthy emotional boundaries, structuring and ordering of the post graduate theological students-' own
spiritual life, a lack of fulfilment of goals and their inability to keep up with the
accelerating tempo of socio–domextic change in society.
Other contributing factors to burnout amongst post graduate theological students are
that they have certain misperceptions about burnout with regard to their calling as a
minister. These misperceptions include the following: false feelings of guilt,
complying with unrealistic high moral standards as person, that burnout is seen as a
sign of 'weakness' and 'sin' and that treatment is only intended for 'sick people'.
It has been established that burnout has definite negative consequences in the lives
of the post graduate theological students. These consequences affect students'
entire lives on physical, spiritual and emotional levels. The following consequences of
burnout were identified: depressive disorders, loss of vision, bitterness, psychosomatic
symptoms such as headaches, stomach ulcers, muscle spasms, etc. and
their experience of burnout as generally being traumatic.
Exegesis on 1 Kings 19:1–18 was normatively applied as a guide to address burnout
to the post graduate theological students' experience of the phenomenon. Elijah's
experience of burnout and how God led him to healing and also looked after his
physical, spiritual and emotional needs was evaluated and guidelines were identified
and formulated that could serve as an effective means of addressing burnout.
Because burnout influences the post graduate theological students on a physical,
spiritual and emotional level, the management and treatment thereof should also
consist of the addressing of all three these elements in a balanced way. Pastoral
guidelines were thus formulated to address these three elements of burnout -
physical, spiritual and emotional in an effective manner. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2011.
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Die persepsies en belewenis van uitbranding by nagraadse teologiese studente van die Gereformeerde Kerke in Suid–Afrika : 'n pastorale studie / Gerhardus Johannes NiemannNiemann, Gerhardus Johannes January 2010 (has links)
The aim of this study was to establish to what extent the post graduate theological
students of the RCSA experience emotional burnout and what their perceptions of
burnout are. A combination of quantitative and qualitative empirical research was
conducted to establish the levels of burnout and co–responding perceptions of the
phenomenon. The study found that 75% of the post graduate students had
experienced burnout to some extent. Out of these 75% participants, 35%
experienced acute burnout, and a further 15% could be classified as being in the
breakdown phase of burnout.
The study indicated that the post graduate students of the RCSA generally had a
positive perception towards burnout in the sense that they had a fair understanding of
the causes of the phenomenon. The research has also shown that the post graduate
theological students identified a balanced lifestyle as the most important preventative
measure to combat burnout. To attain such a lifestyle, post graduate theological
students need to attend to their spiritual, emotional, social and physical needs in a
balanced way.
Despite the fact that the majority of the participating students have a positive
perception regarding the treatment and prevention of burnout, it is however clear that
they do not address the problem effectively. It became clear from the research that
additional guidance in the prevention, management and treatment of burnout is
required.
Various factors were identified that may contribute to the post graduate theological
students' experiencing of burnout. These factors include the following: the effective
management of the academic work load, their experiencing of overload and a lack of
control over the amount of academic work, perceptions that they are not rewarded
sufficiently for their contributions, that they feel excluded from experiencing a sense
of belonging to a common group and having communion as a group, a lack of work
satisfaction, a lack of effective interpersonal relationships, personal problems in their
private lives, the degree of Type A–behaviour amongst some participants, a lack of
emotional development and growth and a need for interpersonal skills training in their
curriculum for them as future ministers, a lack of maintaining healthy emotional boundaries, structuring and ordering of the post graduate theological students-' own
spiritual life, a lack of fulfilment of goals and their inability to keep up with the
accelerating tempo of socio–domextic change in society.
Other contributing factors to burnout amongst post graduate theological students are
that they have certain misperceptions about burnout with regard to their calling as a
minister. These misperceptions include the following: false feelings of guilt,
complying with unrealistic high moral standards as person, that burnout is seen as a
sign of 'weakness' and 'sin' and that treatment is only intended for 'sick people'.
It has been established that burnout has definite negative consequences in the lives
of the post graduate theological students. These consequences affect students'
entire lives on physical, spiritual and emotional levels. The following consequences of
burnout were identified: depressive disorders, loss of vision, bitterness, psychosomatic
symptoms such as headaches, stomach ulcers, muscle spasms, etc. and
their experience of burnout as generally being traumatic.
Exegesis on 1 Kings 19:1–18 was normatively applied as a guide to address burnout
to the post graduate theological students' experience of the phenomenon. Elijah's
experience of burnout and how God led him to healing and also looked after his
physical, spiritual and emotional needs was evaluated and guidelines were identified
and formulated that could serve as an effective means of addressing burnout.
Because burnout influences the post graduate theological students on a physical,
spiritual and emotional level, the management and treatment thereof should also
consist of the addressing of all three these elements in a balanced way. Pastoral
guidelines were thus formulated to address these three elements of burnout -
physical, spiritual and emotional in an effective manner. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2011.
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Die ongetroude kliënt se persepsie van verpleegkundiges se houding ten opsigte van kontraseptiewe metodesTruter, Anso 01 1900 (has links)
Text in Afrikaans / Die effek van die klient-verpleegkundige-verhoudings op kliente se keuse en volgehoue
gebruik van kontraseptiewe metodes het tot op hede baie min aandag geniet. Die doel van
hierdie studie was 'n ondersoek na die ongetroude klient se persepsie van die
verpleegkundige se houding. Die steekproef het bestaan uit 99 kliente (tussen die
ouderdomme van 15 en 50 jaar) wat die betrokke reproduktiewegesondheidsklinieke in die
Kaapse Metropool besoek het. Die eerste 20 kliente wat die kliniek besoek het, is genader
om 'n vraelys in te vul. Hierdie studie toon 'n algehele positiwiteit, naamlik 58,3% teenoor
die houding van geregistreerde verpleegkundiges. Die meerderheid van die kliente (88,0%)
het aangedui dat hulle weer die kliniek sal besoek wat dus die kliente se tevredenheid toon. / The effect of the client-registered nurse relationship on clients' choice and continuous use
of contraceptive methods has until now received very little attention. The purpose of this
study was to explore unmarried clients' perception of the attitude of the registered nurse.
The sample existed of 99 clients (between the ages of 15 and 50 years) who visited the
relevant reproductive health clinics in the Cape Metropole. The first 20 clients who visited
the clinic were approached to complete a questionnaire. This study shows an overall
positivity of 58,3% with regard to the attitude of registered nurses. Most of the clients
(88,0%) indicated that they would visit the clinic again, which indicate their satisfaction. / Health Studies / M.A. (Nursing Science)
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Die evaluering van Afrikaanse Grondslagfase leesreekse vir toereikende aanvangsleesonderrig (Afrikaans)Koekemoer, Tiane 08 May 2013 (has links)
Daar bestaan nie duidelike riglyne waarvolgens Afrikaanse leesreekse wat in die grondslagfase gebruik word, geëvalueer kan word nie. Hierdie studie was verkennend van aard met die doel om kriteria te identifiseer wat aangewend kan word om Afrikaanse leesreekse in die grondslagfase te evalueer. Ek het ʼn interpretivistiese metateoretiese paradigma gevolg aangesien ek diepgaande kennis wou verkry oor die onderwerp. Daarvoor het ek gebruik gemaak van ʼn gevallestudie gerig deur Chall (1990) se model van leesontwikkeling. Daarby het ek uit die literatuur ʼn rubriek ontwikkel wat ek aangewend het om die drie leesreekse wat in die studie ondersoek is, se teoretiese onderbou te bepaal. Die literatuur het my ondersteun om vrae te onwikkel wat ek tydens drie fokusgroeponderhoude gevra het. Die fokusgroeponderhoude het by drie Afrikaanse laerskole binne die Tshwane-metropool in verskillende sosio-ekonomiese gebiede plaasgevind. Twaalf onderwysers het deelgeneem (n=12; vroue=12). Die deelnemende onderwysers is doelgerig geselekteer. Om my data te versterk, het ek ook gebruik gemaak van observasienotas verkry van 57 studente in die Vroeë Kinderontwikkeling en Grondslagfaseprogram, aan die Universiteit van Pretoria. Ek het die data gedokumenteer as oudio-opnames, verbatimtranskripsies en veldnotas. Verder het ek tematiese analise gebruik om die verbatimtranskripsies te analiseer, waarvolgens temas en subtemas geïdentifiseer is. Die volgende vier temas is geïdentifiseer: (i) relevansie van leesreekse, (ii) belangrike aspekte by die gebruik van leesreekse, (iii) onderwysers se gebruik van leesreekse tydens leesonderrig, (iv) wetenskaplike ontwikkeling van leesreekse vir grondslagfaseleesonderrig. Ek het inhoudsanalise gebruik om die leesreekse en observasienotas te analiseer. Bevindinge uit die studie dui daarop dat van die deelnemende skole verouderde leesreekse gebruik waarvan die inhoud nie relevant is vir die hedendaagse leerder se leefwêreld nie. Dit blyk ook dat onderwysers moontlik ʼn gebrekkige kennis van leesteorieë het. Verder het ek bevind dat onderwysers hul eie stories skryf om persepsie en fonologiese bewustheid te integreer, aangesien leesreekse nie dié leesvaardighede aanspreek nie. Ek het ook bevind dat onderwysers sekere aspekte belangrik ag by leesreekse, naamlik (i) leesreekse moet binne die leerder se leefwêreld wees, (ii) illustrasies moet die leerder uitnooi om te lees, (iii) progressie moet voorkom, (iv) herhaling van sigwoorde is belangrik, (v) uitgewers moet die volgorde van die aanleer van klanke in gedagte hou tydens die skryf van leesreekse, (vi) uitgewers moet die skriftipe, woordkeuses en korrekte spelling in ag neem, (vii) die behavioristiese benadering word algemeen aangewend tydens leesonderrig en (viii) slegs een leesreeks (leesreeks C) het voldoen aan meeste van die kriteria. <ul> “To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> ENGLISH : No definite guidelines exist which can be used to evaluate Afrikaans graded readers in the foundation phase. The main goal of this study was to identify criteria which can be implemented within the foundation phase to evaluate graded readers. I made use of an interpretative metatheoretical paradigm, since I anticipated gaining in-depth knowledge regarding the subject by means of this method. Chall’s Model of Reading Development (1990) was used as a basis for this case study. I developed a rubric, which was used to identify the theoretical aspects related to the three graded readers used in the study. The literature furthermore supported me in the formation of questions which were posed to the focus groups. The focus group meetings took place at three Afrikaans primary schools within the Tshwane Metropole in different socio-economic areas. Twelve teachers participated (n=12; women=12). The participating teachers were selected using stratified sampling. In order to enhance the validity of the data, I made use of observation notes, obtained from 57 students in the Early Childhood Development and Foundation Phase programme at the University of Pretoria. The data was documented as audio-recordings, transcriptions and field notes. Thematic analysis was employed to analyse the transcriptions, whereafter themes and sub-themes were identified. The following four themes were identified: (i) The relevance of graded readers; (ii) important aspects related to the use of graded readers; (iii) the use of graded readers by teachers during reading instruction; and (iv) scientific development of graded readers for use during foundation phase reading instruction. The graded readers and observation notes were analysed by means of content analysis. The findings indicated that participating schools used graded readers of which the content is not relevant for the learner of today. It would also seem that teachers possibly lack knowledge of reading theories. In addition, teachers are writing their own stories in order to integrate perception and phonological awareness, since graded readers do not incorporate it. The findings further illuminated the fact that teachers value certain aspects in graded readers as important, namely: (i) Graded readers must fall within the context of the child’s world; (ii) illustrations must invite the learner to read, (iii) there must be progression, (iv) repetition of sight words are vital, (v) when publishers write graded readers, the range pertaining to how sounds are learned must be borne in mind, (vi) publishers must pay attention to the font type, word selection and spelling in readers, (viii) the behaviouristic approach is frequently used during reading instruction, and (viii) only one graded reader (graded reader C) met most of the set criteria. <ul>“To learn to read is to light a fire; every syllable that is spelled out is a spark” Victor Hugo</ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted
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Moeder se belewenis van die aapassingsprobleme van die kleuter na die geboorte van 'n babaJoubert, Hester Mensina 11 1900 (has links)
In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word. / Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak. / The birth of a sibling often results in a toddler displaying changes in behaviour, emotions
and relationships. The aim of this qualitative study was to explore the mother's
perception, experiences, as well as coping strategies of the toddler's adaptation problems,
following the birth of a sibling. Semi-structured interviews were conducted with nine
mothers. The study revealed that the mother's lack of knowledge and understanding of
the developmental phase of the toddler, as well as the adaptation problems, manifested in
misconceptions. These misconceptions affected her experiences of the adaptation
problems, as well as how she managed it. The researcher concluded that mothers should
be referred for parental guidance when adaptation problems are reported. Various
recommendations to be used within parental guidance have been made. / Social Work / M.Diac. (Spelterapie-Rigting)
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Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyneBlignaut, Ernst Philippus 11 1900 (has links)
Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South
African education system is moving towards a single, national, non-racial system where all
people are offered equil opportunities. Demographic and other changes make particular
demands on the education system. The HSRC (1987:54) claim that distance edcation is
increasingly viewed as a possible solution for educational problems.
The literature study aims to motivate, from an andragogic-didactical perspective, the use of
two-dimensional silent images in study material.
A literature study was also undertaken on the perception of silent images and the elements
involved in the perception of depth, movement, size, colour, etc., from which certain didactic
guidelines were deducted with a view to the design of silent images.
The ability of distance education students to identify the elements above, was emperically
researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die
Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel"
waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge
stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat
afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme.
Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in
studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer.
'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by
die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere
didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is.
Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was
empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase
geveri fireer. / Educational Studies / M. Ed. (Didaktiek)
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Verbetering van visueel–motoriese integrasie by 6– tot 8–jarige kinders met Aandaggebrekhiperaktiwiteitsindroom / van Wyk J.Van Wyk, Yolanda January 2011 (has links)
The visual system and good ocular motor control play an important role in the effective
development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84;
Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor
problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond,
2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451;
Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al.,
2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between
ADHD and ocular motor control with regard to matters like visual attention, visual perception
and ocular motor control like eye movement outside the normal fixation point, but no studies
have been reported on the status of the ocular motor control of South African populations, and
the effect of visual–motor intervention on the ocular motor control or visual–motor integration of
learners with ADHD.
The aim of the study was twofold, namely firstly to determine the ocular motor control functions
and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with
ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor–
based intervention programme can improve the ocular motor control and status of the
visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan,
South Africa.
Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening
measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to
assess the ocular motor control functions (fixation, ocular alignment, visual tracking and
convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration
(VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration
(VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a
checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners
with ADHD.
Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the
pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one.
Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor
integration of these learners. The Pearson Chi–squared test was used to determine the practical
significance of differences in VMI and VP (d>0,05). The results of the study reveal that the
majority of learners displayed ocular motor control deficits, regardless of whether they were
classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate
deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking
(65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it
appears that ADHD learners experience more serious problems (Class 3) with visual tracking
than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye:
11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)).
Learners with and without ADHD displayed a practically significant difference with respect to
visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD
(who achieved better results).
For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from
an availability sample of three groups (intervention group with ADHD (n=20); control group
with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the
study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor–
based intervention programme in which the ocular motor control functions section was
applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an
average age of 6,95 years (+0,69) constituted the experimental group, while a control group with
ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an
average age of 7,12 years (+0,60) did not receive any intervention and just participated in the
pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the
changes in ocular motor control functions. These results mainly revealed that practically
significant changes occurred in all three groups, be it improvement or deterioration in the various
classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is
concerned, and with convergence–divergence, more subjects were moved back from Class 3
(serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other
two groups that had received no intervention. Independent t–testing was used to analyse
intragroup differences in the visual–motor integration subdivisions, while a covariance analysis
(ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test
difference values. These results revealed that the motor coordination of the intervention group
improved more than that of the control group with ADHD (p=0,18). This can lead to the
conclusion that the intervention programme did have an effect on this specific skill.
Abstract The overall indications of the results are that learners with ADHD have a general tendency to
achieve poorer results in ocular motor control tests and with skills involving visual–motor
integration, visual perception and motor coordination than learners without ADHD. Although
only a minor improvement was identified in the experimental group after participation in the
intervention programme, it is recommended with regard to motor coordination in particular that a
similar programme be compiled for ADHD learners that focuses more specifically on the ocular
motor control needs of each learner, and that it be presented on a more individual basis in order
to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.
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Verbetering van visueel–motoriese integrasie by 6– tot 8–jarige kinders met Aandaggebrekhiperaktiwiteitsindroom / van Wyk J.Van Wyk, Yolanda January 2011 (has links)
The visual system and good ocular motor control play an important role in the effective
development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84;
Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor
problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond,
2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451;
Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al.,
2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between
ADHD and ocular motor control with regard to matters like visual attention, visual perception
and ocular motor control like eye movement outside the normal fixation point, but no studies
have been reported on the status of the ocular motor control of South African populations, and
the effect of visual–motor intervention on the ocular motor control or visual–motor integration of
learners with ADHD.
The aim of the study was twofold, namely firstly to determine the ocular motor control functions
and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with
ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor–
based intervention programme can improve the ocular motor control and status of the
visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan,
South Africa.
Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening
measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to
assess the ocular motor control functions (fixation, ocular alignment, visual tracking and
convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration
(VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration
(VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a
checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners
with ADHD.
Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the
pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one.
Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor
integration of these learners. The Pearson Chi–squared test was used to determine the practical
significance of differences in VMI and VP (d>0,05). The results of the study reveal that the
majority of learners displayed ocular motor control deficits, regardless of whether they were
classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate
deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking
(65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it
appears that ADHD learners experience more serious problems (Class 3) with visual tracking
than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye:
11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)).
Learners with and without ADHD displayed a practically significant difference with respect to
visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD
(who achieved better results).
For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from
an availability sample of three groups (intervention group with ADHD (n=20); control group
with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the
study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor–
based intervention programme in which the ocular motor control functions section was
applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an
average age of 6,95 years (+0,69) constituted the experimental group, while a control group with
ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an
average age of 7,12 years (+0,60) did not receive any intervention and just participated in the
pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the
changes in ocular motor control functions. These results mainly revealed that practically
significant changes occurred in all three groups, be it improvement or deterioration in the various
classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is
concerned, and with convergence–divergence, more subjects were moved back from Class 3
(serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other
two groups that had received no intervention. Independent t–testing was used to analyse
intragroup differences in the visual–motor integration subdivisions, while a covariance analysis
(ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test
difference values. These results revealed that the motor coordination of the intervention group
improved more than that of the control group with ADHD (p=0,18). This can lead to the
conclusion that the intervention programme did have an effect on this specific skill.
Abstract The overall indications of the results are that learners with ADHD have a general tendency to
achieve poorer results in ocular motor control tests and with skills involving visual–motor
integration, visual perception and motor coordination than learners without ADHD. Although
only a minor improvement was identified in the experimental group after participation in the
intervention programme, it is recommended with regard to motor coordination in particular that a
similar programme be compiled for ADHD learners that focuses more specifically on the ocular
motor control needs of each learner, and that it be presented on a more individual basis in order
to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.
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Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyneBlignaut, Ernst Philippus 11 1900 (has links)
Summaries in Afrikaans and English / The transformative mission of the White Paper on Education (1995: 19) states that the South
African education system is moving towards a single, national, non-racial system where all
people are offered equil opportunities. Demographic and other changes make particular
demands on the education system. The HSRC (1987:54) claim that distance edcation is
increasingly viewed as a possible solution for educational problems.
The literature study aims to motivate, from an andragogic-didactical perspective, the use of
two-dimensional silent images in study material.
A literature study was also undertaken on the perception of silent images and the elements
involved in the perception of depth, movement, size, colour, etc., from which certain didactic
guidelines were deducted with a view to the design of silent images.
The ability of distance education students to identify the elements above, was emperically
researched. The validity of the didactic guidelines were verified in this phase. / Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die
Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel"
waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge
stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat
afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme.
Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in
studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer.
'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by
die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere
didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is.
Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was
empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase
geveri fireer. / Educational Studies / M. Ed. (Didaktiek)
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Moeder se belewenis van die aanpassingsprobleme van die kleuter na die geboorte van 'n baba / Moeder se belewenis van die aanpassingsprobleme van die kleuter na die geboorte van 'n babaJoubert, Hester Mensina 11 1900 (has links)
In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word. / Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak. / The birth of a sibling often results in a toddler displaying changes in behaviour, emotions
and relationships. The aim of this qualitative study was to explore the mother's
perception, experiences, as well as coping strategies of the toddler's adaptation problems,
following the birth of a sibling. Semi-structured interviews were conducted with nine
mothers. The study revealed that the mother's lack of knowledge and understanding of
the developmental phase of the toddler, as well as the adaptation problems, manifested in
misconceptions. These misconceptions affected her experiences of the adaptation
problems, as well as how she managed it. The researcher concluded that mothers should
be referred for parental guidance when adaptation problems are reported. Various
recommendations to be used within parental guidance have been made. / Social Work / M.Diac. (Spelterapie-Rigting)
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