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Investigating the relationship between intrinsic and extrinsic reward, job satisfaction, organisational commitment and turnover intention / Anntha Visser.Visser, Anntha January 2012 (has links)
Retention strategies in the nursing profession have been a significant subject among researchers for decades. The current shortages of these skilled professionals have reached an alarming extent globally, making it difficult for organisations to retain these workers, also in South Africa. It has become evident that nursing professionals from South Africa emigrate to other countries for more lucrative remuneration, sophisticated work resources and better career opportunities, impacting the South African economy and nursing workforce negatively.
The general objective of the research was to determine whether a relationship exists between intrinsic and extrinsic rewards, job satisfaction, organisational commitment and turnover intention among a group of South African healthcare workers in the private healthcare sector. Specifically of interest was also to see if nurses’ turnover intention could be predicted by the other variables.
A cross-sectional survey design was used. A convenience sample of 152 healthcare workers was obtained from three private hospitals in the Gauteng and North-West provinces. A measuring instrument for intrinsic and extrinsic rewards was adapted from a previous study, and applied with measures of job satisfaction, affective organisational commitment and turnover intention.
Results indicated that the measure of rewards did not present with sufficient reliability, and it was subjected to factor analysis. This delivered two reliable factors, which were labelled Objective experience of rewards and Perceived lacking organisational support. Objective experience of rewards showed to be significantly related to job satisfaction and inversely to turnover intention, and Perceived lacking organisational support was significantly negatively related to job satisfaction and positively to turnover intention. It was also seen that both job satisfaction and objective experience of rewards showed predictive value in terms of nurses’ turnover intention.
Conclusions and limitations regarding this study were made, and recommendations regarding the profession and future research are made. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013.
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Investigating the relationship between intrinsic and extrinsic reward, job satisfaction, organisational commitment and turnover intention / Anntha Visser.Visser, Anntha January 2012 (has links)
Retention strategies in the nursing profession have been a significant subject among researchers for decades. The current shortages of these skilled professionals have reached an alarming extent globally, making it difficult for organisations to retain these workers, also in South Africa. It has become evident that nursing professionals from South Africa emigrate to other countries for more lucrative remuneration, sophisticated work resources and better career opportunities, impacting the South African economy and nursing workforce negatively.
The general objective of the research was to determine whether a relationship exists between intrinsic and extrinsic rewards, job satisfaction, organisational commitment and turnover intention among a group of South African healthcare workers in the private healthcare sector. Specifically of interest was also to see if nurses’ turnover intention could be predicted by the other variables.
A cross-sectional survey design was used. A convenience sample of 152 healthcare workers was obtained from three private hospitals in the Gauteng and North-West provinces. A measuring instrument for intrinsic and extrinsic rewards was adapted from a previous study, and applied with measures of job satisfaction, affective organisational commitment and turnover intention.
Results indicated that the measure of rewards did not present with sufficient reliability, and it was subjected to factor analysis. This delivered two reliable factors, which were labelled Objective experience of rewards and Perceived lacking organisational support. Objective experience of rewards showed to be significantly related to job satisfaction and inversely to turnover intention, and Perceived lacking organisational support was significantly negatively related to job satisfaction and positively to turnover intention. It was also seen that both job satisfaction and objective experience of rewards showed predictive value in terms of nurses’ turnover intention.
Conclusions and limitations regarding this study were made, and recommendations regarding the profession and future research are made. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013.
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Verband tussen emosionele intelligensie en werkprestasie in 'n gesondheidsorgomgewingHenning, Ingrid 30 November 2006 (has links)
Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat
werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde
omgewing verg spesiale vaardighede indien werknemers goed wil
presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede,
moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan
hanteer. Hierdie vaardighede kan na verwys word as emosionele
intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat
baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie
betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee
gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam
met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak
van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind
dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge
verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem
word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)
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Kreatiewe hulpverleningsprogram gerig op laerskoolleerders wat taalhindernisse ervaar / A creative support programme aimed at primary school learners with language barriersDe Beer, Anna Cornelia 06 1900 (has links)
Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die
laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n
kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat
laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n
direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig
word.
Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van
iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die
Ie van ongewone verbande tussen twee of meer sake of voorwerpe in.
Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van
Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner
meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste
leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat
taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en
onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook
uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die
navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die
hulpverleningsprogram gebruik.
Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge
stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese
studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense
presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas
ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe
en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan
te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese
aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die
leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese
aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support
programme aimed at assisting primary school learners with language barriers to
overcome these. An overview was given of learning barriers primary school learners
may experience. A learner with a language barrier will find that the other learning
areas are negatively influenced because language is essential for learning.
The concept of creativity, defined as the creation of something original, yet useful,
was adhered to. It included the idea that creativity allows for the connecting of
unrelated issues or objects.
The theories of Howard Gardner, an educational psychologist at Harvard University,
concerning language intelligence, supported this study. According to Gardner it is
possible to improve language intelligence through creative awareness, multi-sensory
techniques and appropriate learning styles. Gardner postulates that language, as in
the case of other intellectual abilities, can be developed and expanded. Remedial
techniques successfully used by the researcher in practice, have been presented in
this support programme in a novel and innovative form.
The creative support programme compiled for this thesis focused on the
1 improvement of perceptual, oral, reading and spelling skills. The need for a more
informal support approach was evident in the empirical research of this study.
Learners sometimes develop a "psychological block" when experiencing repeated
difficulties in a specific learning area. Such learners associate these difficulties with
failures and the inability to learn. In order to overcome the experience of learning
dispair, the feelings of anxiety associated with the problem learning area, have to be
replaced with a less rigid approach in which play encourages feelings of enjoyment
and ease. When learning becomes a pleasant experience, learners start overcoming
their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering / Psychotherapeutic skills training for the child with the purpose of improving self-conceptDuif, Ronel 09 1900 (has links)
Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe
selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se
onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik.
Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan
hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die
daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan
die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing
van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding,
ten doel.
Die model is saamgestel vanuit die navorser se praktykervaring en 'n
literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir
selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in
hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei
dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van
vaardigheidsopleiding.
Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van
kinders in die middelkinderjare plaasgevind bet met die toepassing van die
model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van
die model en die riglyne vir die operasionalisering daarvan, daarin dat dit
praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative
self-concept is underlying to several initial reported problems, as well as the
child's inability to actualize in order to reach his full potential. Educational
psychologists identified the necessity for supportive intervention to address this
problem. This has led to the establishing of a model: "Model for
psychotherapeutic skills training for the child with the purpose of improving
self-concept". This model aims to relinquish self-concept shortcomings by
means of psychotherapeutic skills training.
This model has been constructed from the researcher's experience in her practice
as well as a literature study, which led to the compilation of conceptual
frameworks for self-concept and psychotherapeutic skills training. In this study,
self-concept shortcomings have been linked to the lack of skills. This has
resulted in self-concept shortcomings to be addressed by skills training.
The conclusion which has been reached is that there is an improvement in the
self-concept of children in mid-childhood years with the implementation of the
model. According to educational psychologists in private practice, the value of
the model and the guidelines for the implementation thereof, lie in the the fact
that the model has practical applicational worth in the process of rendering
support. / Psychology of Education / D. Ed. (Psychology of Education)
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Evaluering van die effektiwiteit van die vaardigheidsprogram soos aangebied deur maatskaplike werkers in 'n gevangenisDu Toit, Helena Gloudina 10 1900 (has links)
Summaries in Engish and Afrikaans / The goal of this research is to evaluate whether a personal and
social skills program can effectively be implemented by social
workers in a prison. A control- and experimental group were used in a quasiexperimental design. The respondents were twenty-four white,
male, sentenced prisoners in Pretoria Central Prison. The Heimler scale for social functioning and the Hudson-scale for family relations are the standard questionnaires, which were utilised to measure results during the pre-testing and post-testing phase. All twenty-four respondents completed the scales during the pre- and post-testing phase. The Wilcoxon t-test and Mann-Whitney U-test were used for
statistical purposes. A computer was used to process data. Both measurement scales confirmed positive results. The independent variable, that is, the personal and social skills program had an effect in the desired direction on respondents in the experimental group. The Hudson-scale for interpersonal relationships, however, showed more dramatic results. The results for the control group, showed noticeable decline in both social functioning of the respondents as well as experience of family relationships. / Die doel van hierdie navorsing is om te bepaal of maatskaplike werkers in 'n gevangenis 'n persoonlike en sosiale vaardigheidsprogram effektief kan implementeer. 'n Kontrole- en eksperimentele groep was benut in die uitvoering van 'n kwasi-eksperimentele ontwerp. Die proefpersone was vier-entwintig Blanke, manlike gevangenes te Pretoria-Sentraal Gevangenis. Die Heimler-skaal vir maatskaplike funksionering en die Hudsonskaal vir gesinsverhoudinge was die gestandardiseerde vraelyste, wat gebruik is om die resultate tydens voor- en na-toetsing. Die meetinstrumente is deur al vier-en-twintig respondente voltooi. Die Wilcoxon t-toets en Mann-Whitney U-toets is benut vir statistiese doeleindes. 'n Rekenaar is gebruik om data te verwerk.
Beide metingskale het positiewe resultate getoon. Die onafhanklike veranderlike, die persoonlike- en sosialevaardigheidsprogram, het 'n effek in die gewenste rigtings gehad op die proefpersone in die ksperimentele groep, hoewel die Hudson-skaal vir gesinsverhoudinge, meer dramatiese resultate getoon het. Die resultate van die proefpersone in die kontrole groep, het merkbare agteruitgang getoon op beide skale. / Social Sciences / M.A. (Social Work)
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Evaluering van die effektiwiteit van die vaardigheidsprogram soos aangebied deur maatskaplike werkers in 'n gevangenisDu Toit, Helena Gloudina 10 1900 (has links)
Summaries in Engish and Afrikaans / The goal of this research is to evaluate whether a personal and
social skills program can effectively be implemented by social
workers in a prison. A control- and experimental group were used in a quasiexperimental design. The respondents were twenty-four white,
male, sentenced prisoners in Pretoria Central Prison. The Heimler scale for social functioning and the Hudson-scale for family relations are the standard questionnaires, which were utilised to measure results during the pre-testing and post-testing phase. All twenty-four respondents completed the scales during the pre- and post-testing phase. The Wilcoxon t-test and Mann-Whitney U-test were used for
statistical purposes. A computer was used to process data. Both measurement scales confirmed positive results. The independent variable, that is, the personal and social skills program had an effect in the desired direction on respondents in the experimental group. The Hudson-scale for interpersonal relationships, however, showed more dramatic results. The results for the control group, showed noticeable decline in both social functioning of the respondents as well as experience of family relationships. / Die doel van hierdie navorsing is om te bepaal of maatskaplike werkers in 'n gevangenis 'n persoonlike en sosiale vaardigheidsprogram effektief kan implementeer. 'n Kontrole- en eksperimentele groep was benut in die uitvoering van 'n kwasi-eksperimentele ontwerp. Die proefpersone was vier-entwintig Blanke, manlike gevangenes te Pretoria-Sentraal Gevangenis. Die Heimler-skaal vir maatskaplike funksionering en die Hudsonskaal vir gesinsverhoudinge was die gestandardiseerde vraelyste, wat gebruik is om die resultate tydens voor- en na-toetsing. Die meetinstrumente is deur al vier-en-twintig respondente voltooi. Die Wilcoxon t-toets en Mann-Whitney U-toets is benut vir statistiese doeleindes. 'n Rekenaar is gebruik om data te verwerk.
Beide metingskale het positiewe resultate getoon. Die onafhanklike veranderlike, die persoonlike- en sosialevaardigheidsprogram, het 'n effek in die gewenste rigtings gehad op die proefpersone in die ksperimentele groep, hoewel die Hudson-skaal vir gesinsverhoudinge, meer dramatiese resultate getoon het. Die resultate van die proefpersone in die kontrole groep, het merkbare agteruitgang getoon op beide skale. / Social Sciences / M.A. (Social Work)
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Adopting green information and communication technology: barriers for South African small and medium enterprisesBok, Elizma Sharee 12 1900 (has links)
Abstracts in English, Afrikaans and Xhosa / Green information and communication technology (ICT) is viewed as a pioneering initiative that plays a key role in reducing the negative impact of ICT on the environment. The research problem of the study was the low green ICT adoption rate in South African small and medium enterprises (SMEs). The primary objective was to identify the most prominent barriers resulting in this low adoption rate. The first secondary objective was to determine the barrier with the strongest underlying correlation resulting in the low adoption rate of green ICT in South African SMEs. The second secondary objective was to recommend strategies on how to improve the adoption rate of green ICT. A self-administered questionnaire was used to collect data through electronic and paper-based surveys. A census study was conducted among owners and managers of high-technology-based SMEs located in Gauteng. An exploratory factor analysis was employed to identify the barriers resulting in the low adoption rate of green ICT. These barriers were found to be a lack of funding, awareness, legislation, skills, and knowledge based on complexity and uncertainty. A lack of funding was identified as the most prominent barrier to adopting low green ICT. Although five constructs were discussed in the literature, the overall results presented six components, with the construct of knowledge being made up of two parts – complexity and uncertainty. This study recommends that SMEs align green ICT initiatives with their strategic goals and that government consider more adequate support structures for SMEs. The study confirmed a low green ICT adoption rate in South African SMEs, and more research is required to explore the impact of each of the factors above on the environment. / Met groen inligting-en-kommunikasietegnologie (IKT) word baanbrekerswerk gedoen om die nadelige uitwerking wat IKT op die omgewing het, te verklein. Die trae tempo waarteen Suid-Afrikaanse klein en medium ondernemings (KMO’s) groen IKT aanneem was die navorsingsprobleem van hierdie studie. Die primêre oogmerk was om die grootste struikelblokke vir die aanneem van groen IKT aan te toon. Die eerste sekondêre oogmerk was om die struikelblok met die sterkste onderliggende korrelasie met die trae tempo waarteen Suid-Afrikaanse KMO’s groen IKT aanneem, te bepaal. Die tweede was om met strategieë te kom om die tempo te versnel waarteen groen ITK aangeneem word. Data is met ʼn selfvraelys deur elektroniese en papieropnames versamel. ʼn Sensusstudie is onder die eienaars en bestuurders van hoëtegnologie-KMO’s in Gauteng gedoen. Struikelblokke wat vir die trae aanneming van groen ITK verantwoordelik is, is met ʼn verkennende faktoranalise aangetoon. Daar is bevind dat gebrekkige befondsing en bewustheid, wetgewing, ʼn gebrek aan vaardighede en kennis weens die kompleksiteit en onsekerheid struikelblokke is. ʼn Gebrek aan befondsing was die grootste struikelblok vir die aanneem van groen IKT. Hoewel vyf konstrukte in die literatuur bespreek is, het die uitslag aangedui daar is ses. Die konstruk kennis is uit twee dele saamgestel: kompleksiteit en onsekerheid. Hierdie studie beveel aan dat KMO’s hulle groen IKT-inisiatiewe met hulle strategiese doelwitte in ooreenstemming bring, en dat die regering KMO’s beter ondersteun. Die studie bevestig die trae tempo waarteen Suid-Afrikaanse KMO’s groen ITK aanneem. Die invloed van elk van die bogenoemde faktore op die omgewing moet in verdere navorsing verken word. / Ulwazi lwezeMvelo kanye nobuchwepheshe bezokuxhumana (ICT) kuphawuleka njengemizamo yamaqhinga amasha adlala indima esemqoka ekunciphiseni umthelela omubi we-ICT kwezemvelo. Inkinga exazululwayo kucwaningo kwabe kuyizinga eliphansi lomthintela we-ICT kwezemvelo kumabhizinisi amancane nalawo asafufusa (SMEs) eNingizimu Afrika. Inhloso yokuqala kwabe kuwukuthola izikhinyabezo ezigqamile eziholela ekutheni kube nezinga eliphansi lokwamukela ezemvelo. Inhloso yokuqala esesigabeni sesibili kwabe kuwukuthola isikhinyabezo esinezimpawu ezihambisanayo kakhulu esidala izinga eliphansi lokwamukela ezemvelo kwi-ICT. Inhloso yesibili yesigaba sesibili kwabe kuwukuncoma amasu angasetshenziswa ukuthuthukisa izinga lokwamukelwa kwezemvelo kwi-ICT. Umbhalo wemibuzo ehlelwe wumcwaningi ngokwakhe wasetshenziswa ukuqoqa idatha ngohlelo lwesaveyi eyaqhutshwa ngekhomphyutha nangephepha. Ucwaningo lohlelo lokubalwa kwabantu/lwesensasi lwenziwa phakathi kwabanikazi kanye nabaphathi bamabhizinisi amancane nasafufusa esifundazweni saseGauteng, amabhizinisi encike kubuchwepheshe beqophelo eliphezulu. Uhlelo lokuhlaziya oluhlolayo lwasetshenziswa ngesizathu sokuthola izihibhe ezidala izinga eliphansi lokulandelwa kwezemvelo ku-ICT. Lezi zihibhe zatholakala ukuthi ukuswela uxhaso lwezimali, ukwexwayiswa, umthetho, izakhono zomsebenzi kanye nolwazi olwencike phezu kwesimo esixubene kanye nokungabi nesiqinisekiso. Ukuswela ukuxhaswa ngezimali kwabonakala njengesikhinyabezo esikhulu mayelana nokwamukelwa kwezinga eliphansi lwe-ICT yezemvelo. Yize kuye kwaxoxwa ngezakhiwo ezinhlanu kumbhalo wobuciko, yonke imiphumela iveze izigaba eziyisithupha, ngesakhiwo solwazi esahlukene izingcezu ezimbili – isimo esixubene kanye kanye nokungabi nasiqinisekiso. Ucwaningo luncoma ukuthi amabhizinisi amancane nasafufusa (SMEs) ahambisana nemizamo yohlelo lwe-ICT olulandela ezemvelo kanye nezimpokophelo zamasu kanye nokuthi uhulumeni ubhekelele ukuthi kube nezakhiwo eziningi nezanele zokuxhasa amabhizinisi amancane nasafufusa (SMEs). Ucwaningo luqinisekisile ukuthi kunezinga eliphansi lokubhekelelwa amabhizinisi amancane nasafufusa mayelana nezemvelo kwi-ICT eNingizimu Afrika, kanti kudingeka ucwaningo oluningi ukuhlola umthintela wazo zonke izinto ezingenhla mayelana nezemvelo. / Business Management / M. Com. (Business Management)
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Developing critical thinking in auditing students through technology-based educational interventions : a conceptual frameworkTerblanche, Ester Aletta Jacomina 04 November 2019 (has links)
Although the development of critical thinking in students is not an easy task, it is becoming
increasingly more vital. Students need to be able to think critically to thrive in the 21st
century workplace. The auditor of the future must adapt to a fast-changing, technologydriven
world where critical thinking capabilities provide the ability to solve unstructured
problems, analyse and interpret information, make informed decisions and interrogate
information.
With claims that the auditing profession is not delivering entry-level chartered accountants
with the necessary skills and competencies to truly add value to auditing clients, the onus
is on educators to develop critical thinking in their students. As critical thinking is a
complex concept with multiple dimensions, imparting this skill to students is an intricate
process. Technology-based educational interventions which include simulations, virtual
reality and games can provide effective platforms for developing critical thinking.
However, educators are often hesitant to use these technologies and uncertain how to
instill critical thinking in students.
It is therefore clear that educators need guidance and require a robust, holistic framework
for critical thinking development through technology-based educational interventions. The
primary objective of this study was to propose such a conceptual framework that would
provide guidance to educators in addressing the growing need for auditors with welldeveloped
critical thinking capabilities. To arrive at this conceptual framework, more
insights into the conceptualisation and development of critical thinking were required.
These insights set the foundation for a preliminary, literature-based, conceptual
framework. To validate the concepts and relationships proposed in this preliminary
framework and to provide insights into additional concepts and relationships, the
perspectives of three groups of participants were obtained using an Interactive Qualitative
Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated
factors, educator-related factors, design and development considerations,
technology-based enabling tools, collaboration among stakeholders and disciplines, the
learning process, ethics, globalisation, auditing content, critical thinking and other learning
outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual
framework aimed at the development of critical thinking in auditing students through
technology-based educational interventions. This framework provides a structure to the
complex nature of critical thinking development. The acquisition of critical thinking
capabilities is, however, not a once-off, linear event. The framework and its individual
concepts and relationships should thus be seen as part of a continuous process of critical
thinking growth. / Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word
toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van
studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld
kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te
ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem.
Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige
vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer
dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel
ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies
deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut
wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle
onseker hoe om kritiese denke by studente in te skerp.
Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir
die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is
duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te
kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te
dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese
denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele
raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die
geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets
en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe
analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer
studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese
instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek,
globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met
kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese
denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk
waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word
om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie
eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet
beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel. / Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi
olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga
sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21.
Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha
masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya
kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha
imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane.
Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku
bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko
kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula
ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya
kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi
oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo
ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza
ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame
ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi
bangakufaka kanjani ukucabanga sakuhlaziya kubafundi.
Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla
olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa
izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo
ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana
nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga
sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe
ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo
sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo
nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi
emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu
ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle
Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA).
Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi,
okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike
kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela
yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga
imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela
yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda
ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo
olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi
bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe.
Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga
sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo
into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo
ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi
oqhubekayo wokukhula kokucabanga sakuhlaziya. / Taxation / D. Phil. (Accounting Sciences)
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Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektiefFourie, Maria Elizabeth 02 1900 (has links)
Text in Afrikaans / Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era.
Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom.
Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen. / The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era.
An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics.
The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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