Thesis--University of Southern Mississippi. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 208-210).

Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 68-70).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Southern Mississippi. / Vita. Includes bibliographical references (leaves 208-210).

The purpose of this study was to investigate the relative, efficiency of clinical and actuarial methods in predicting success of University freshmen. The clinical predictions were based on the judgements of two University counselors. The information available to the counselors consisted of an interview report sheet, scores from tests intended to measure general learning ability, English placement, mathematical ability, and an expression of vocational interests, as well as identifying information such as name, age, and other similar kinds of data. The actuarial prediction was based on a regression equation built on scores of two tests, one of mathematical ability, and one of English placement. These scores were among those available to the counselors. The regression equation was cross-validated in the study, since it was originally built on the scores obtained on these two tests by a previous sample of University freshmen, chosen on the same set of criteria. Predictions were made for 158 Arts freshmen registered at the University of British Columbia for courses amounting to exactly 15 units of credit (including two laboratory sciences and an introductory mathematics course of freshmen level). Each case included in the sample, had availed himself of University counselling and each counselor predicted only for those students he had personally counselled. One counselor predicted for 78 subjects, and, the other for 80 subjects. Predictions to success were made in terms of a "pass-fail” dichotomy. The relative efficiency of the two methods was tested against four criteria: better than chance prediction, homogeniety, relatedness, and "hit" predictions. In testing for "better-than-chance" prediction the accuracy of each method was compared with "chance prediction" accuracy, where "chance" accuracy was considered to be 50 per cent. In testing for homogeniety, the number of cases assigned to either category of the success dichotomy by each method was compared. In testing relatedness of predictions, a comparison was made in terms of agreement by the two methods in assigning, a given subject to one or the other category of the dichotomy. Finally, in comparing "hit" predictions, the number of predictions which were in fact correct predictions made by each method were used as the basis for comparison. Analysis of the obtained results showed no significant difference in efficiency of the actuarial and clinical methods in predicting success of University freshmen. Both methods were shown to be significantly better than chance predictors. / Arts, Faculty of / Psychology, Department of / Graduate

Submitted in fulfillment for the requirements of the Degree of Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1996. / The aims of this study were: • to investigate the didactic causes of scholastic failure in primary schools; and • to suggest, in the light of findings obtained, didactically justifiable guidelines for reducing the failure rate in primary schools. To address these concerns the investigation was underpinned by the following hypothesis: the principal didactic causes of scholastic failure in primary schools centre upon the ineffective application of socialisation, individuaiisation, perception, motivation and evaluation as didactic principles. In order to combat the problem of fragmentation caused by an overemphasis on empirical research while theoretically engaging concepts as revealed in recent research findings are often disregarded, this investigation concentrated entirely on literary research. A comprehensive study was conducted of recent primary and secondary sources related to didactic causes of scholastic failure. Data collated from different types of research which were conducted, tried out and tested by other researchers were blended, integrated and analyzed according to didactic criteria articulated in the hypothesis. The findings revealed that scholastic failure in primary schools revolved around five major causes. First: inadequate situation analysis prevents effective psychological and educational diagnosis of (earning disabilities; temporary poor scholastic achievement of average learners are sometimes erroneously diagnosed by the teachers or orthodidacticians as being caused by permanent learning disabilities. Second: inattention to language skills causes many primary school children to be at a learning disadvantage; definite connections have been shown to exist between scholasticfaiiureand speech deficiencies, defective hand writing, spelling disabilities as well as reading and writing limitations. Third: inefficient teaching styles result in inadequacies in the integral, interactive parts which the child and his or her teacher play in the education situation. Fourth: weak classroom management generates disruptive behaviour, distraction, hyper-activity resulting in corporal punishment which in turn lead to scholastic failure. Lastly: lack of teacher self-evaluation creates a situation in which classroom actions are often not guided by accountable personal teaching theories and didactic principles. In the light of the above findings, the recommendations flowing from the research include, inter alia: that bridging module readiness classes be established for children turning five years of age and that professionally qualified educators be pfaced in charge of these children; • that more emphasis should be placed on peer group teaching in primary schools; • that teachers and parents work closer together to help, guide and shape the child's attitude towards school and that self-improvement among teachers should be promoted through in-service education.

No description available.

No description available.

No description available.

No description available.