submitted to the Faculty of
Education
in fulfillment ofthe requirement for the degree of
MASTER OF EDUCATION
in the Department of
CURRICULUM AND INSTRUCTIONAL STUDIES
at the
UNIVERSITY OF ZULULAND, 2002. / The present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, aEQ, type of parent, academic qualification as well as learner's grade have any influence on parents1 understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty four parents.
The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents.with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7.
On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made. / National Research Fund
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/758 |
| Date | January 2002 |
| Creators | Madondo, Sipho Eric Sihle |
| Contributors | Ngidi, D.P. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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