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1	Cultural factors and academic achievement of secondary school female learners Masiyazi-Ngorima, Frederick Mateu Chinemwi 25 August 2009 (has links) The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education) Cultural factors Societal goal expectations Socio-economic status Child-rearing practices Teacher attitudes Curriculum resources Academic achievement Gender role concepts Family role models Self-concepts 370.1523096891 Learning, Psychology of Academic achievement -- Zimbabwe Education, Secondary -- Zimbabwe Teenage girls -- Zimbabwe -- Psychology Educational anthropology -- Zimbabwe
2	Cultural factors and academic achievement of secondary school female learners Masiyazi-Ngorima, Frederick Mateu Chinemwi 25 August 2009 (has links) The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education) Cultural factors Societal goal expectations Socio-economic status Child-rearing practices Teacher attitudes Curriculum resources Academic achievement Gender role concepts Family role models Self-concepts 370.1523096891 Learning, Psychology of Academic achievement -- Zimbabwe Education, Secondary -- Zimbabwe Teenage girls -- Zimbabwe -- Psychology Educational anthropology -- Zimbabwe

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Cultural factors and academic achievement of secondary school female learners

Cultural factors and academic achievement of secondary school female learners