Spelling suggestions: "subject:"achievement -- south africa.""
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The effect of psychological intervention on underachievement in adolescentsMcCabe, Delia 10 February 2014 (has links)
M.A. (Clinical Psychology) / This research was undertaken as a result of the researcher dealing with bright children who were not achieving in school. Many of these children seemed to be depressed and lacking in motivation, and the researcher was unable to find recent information directly related to these psychological variables and underachievement. A sample of children were selected from a group of children who had approached the researcher and a colleague for career guidance. Very few of the parents of the children in the sample approached were willing to allow their children to participate in this study, and as a result the study only comprises a small number of subjects. The subjects who did participate in the intervention completed questionnaires related to their motivation levels and their feelings of hopelessness and depression, as these traits were 'considered important in assessing why these children were not succeeding academically. The children then each spent an hour a week for six weeks with the researcher, discussing why they were not achieving at school. These meetings took place for six weeks. The results of this study indicate that the intervention did change some of the levels of motivation, hopelessness and depression for some of the children.
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Factors leading to poor performance of grade 12 learnersMasetla, Modjadji Amanda 18 September 2013 (has links)
Department of Curriculum Studies and Education Management / MEDCS
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Factors influencing the academic performance of underachieving learners in secondary schools with an inhibitive learning climateOgunbanjo, P. E. 01 January 2002 (has links)
Educational Studies / MED (EDUC MANAGEMENT)
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Factors influencing the academic performance of underachieving learners in secondary schools with an inhibitive learning climateOgunbanjo, P. E. 01 January 2002 (has links)
Educational Studies / MED (EDUC MANAGEMENT)
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Factors influencing the academic performance of underachieving learners in secondary schools with an inhibitive learning climateOgunbanjo, P. E. 11 1900 (has links)
Underachievement is a perennial problem in many secondary schools in South
Africa. One of the reasons for this state of affairs, is the inhibitive learning climate in
such schools. This study attempts to determine the extent and causes of the problem
and to develop guidelines for parents, teachers, learners and school management
teams to resolve some of the issues that cause the problem.
This is a qualitative study using focus group and individual interviews. The main
findings contributing to underachievement among learners, include lack of parental
guidance and supervision, negative attitudes of teachers towards learners, inflexible
teaching methods, overcrowded classrooms, lack of resources and facilities in
schools, lukewarm attitude of learners towards their work and the absence of positive
role models in communities.
The findings highlight important factors, which contribute to underachievement
among learners in an inhibitive learning climate. The recommendations are an attempt towards solving this important issue. / Educational Studies / M. Ed. (Special Needs Education)
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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Factors influencing the academic performance of underachieving learners in secondary schools with an inhibitive learning climateOgunbanjo, P. E. 11 1900 (has links)
Underachievement is a perennial problem in many secondary schools in South
Africa. One of the reasons for this state of affairs, is the inhibitive learning climate in
such schools. This study attempts to determine the extent and causes of the problem
and to develop guidelines for parents, teachers, learners and school management
teams to resolve some of the issues that cause the problem.
This is a qualitative study using focus group and individual interviews. The main
findings contributing to underachievement among learners, include lack of parental
guidance and supervision, negative attitudes of teachers towards learners, inflexible
teaching methods, overcrowded classrooms, lack of resources and facilities in
schools, lukewarm attitude of learners towards their work and the absence of positive
role models in communities.
The findings highlight important factors, which contribute to underachievement
among learners in an inhibitive learning climate. The recommendations are an attempt towards solving this important issue. / Educational Studies / M. Ed. (Special Needs Education)
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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Self-concept, under-achievement in primary school mathematics and remedial guidelinesNel, Norma Margaret 29 July 2014 (has links)
M.Ed. (Curriculum Studies) / Please refer to full text to view abstract
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Enhancement of learner's performance in geometry at secondary schools in Vhembe District of the Limpopo ProvinceMamali, Ntshengedzeni Raeneth 05 1900 (has links)
MEd (Curriculum Studies) / Department of Curriculum Studies / Learning Geometry has been identified as an area of Mathematics that poses various problems for many secondary school learners’. Many learners’ fail to develop an adequate understanding of geometrical concepts and to demonstrate good reasoning and problem solving skills. Poor performance of learners’ in Euclidian Geometry has been a concern to Mathematics teachers, parents and government. The purpose of this study was to enhance learners’ performance in Euclidian Geometry as a branch of Mathematics in the FET band of secondary schools. The research question was: What factors facilitate the enhancement of learners’ performance in Euclidian Geometry in the FET band of secondary schools? The study adopted the mixed methods design. The population were all the FET band learners who chose Mathematics as a field of study at secondary schools in Nzhelele East Circuit. Purposive sampling was used to select participants who contributed to qualitative data. For quantitative data, clusters and random sampling methods were used to select learners who participated in the study. The sample consisted of 6 school principals, 6 heads of departments and 6 teachers. These groups of people participated in the interviews. Nine schools were sampled from the population and questionnaires were administered to 405 learners of which 45 were randomly selected from each school and 15 learners were randomly selected from each grade level. Thematic analysis was used to analyze qualitative data and the SPSS Version 22 was employed to analyze quantitative data. The data collected revealed the causes of poor performance in Geometry at Grades 10-12. The results of this study described how learners in Grades 10-12 could improve their performance in Geometry.
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