The purpose of this study was to determine the influence of fear,
adjustment and relationships on scholastic achievement of clinic
school pupils.
Two methods of enquiry were used. An outline of former research
on the role of fear, adjustment and relationships was made by
means of a study of the available relevant literature. This was
followed by die empirical method to test the validity of specific
hypotheses.
In view of the fact that placement in a clinic school could be
a traumatic experience, the clinic school as such was studied.
Reasons for referral, school organisation and the admittance and
discharge of pupils were examined. Finally some advantages and
disadvantages of clinic school placement were discussed.
The literature was unanimous about the role of fear, adjustment
and relationships as possible causes for poor school achievement.
It was also evident that socio-economical factors can play a
significant role in determining fear and adjustment in pupils
as well as influencing their relationships.
In order to determine whether there is a relationship between
fear, adjustment, the relationships and school achievement of
clinic school pupils a number of hypotheses were formulated and
tested. The empirical investigation was carried out at a senior
secondary clinic school.
The test battery consisted of the P.H.S.F Relationship Questionnaire,
the Ipat Self Evaluation Questionnaire, the Bell adjustment
inventory, a socio-economic status questionnaire as well
as some personal documents and files relating to the pupils.
Scholastic achievement, the dependant variable, was operationalised
to the average percentage which was achieved by the pupil
at the end of the previous school year.
Via factor-analysis by using the computer programme DMDP4M,
the number of variables was reduced to ten. By means of multiple
regression analysis the contribution of each of fear, adjustment
and relationships to the variance in scholastic achievement was
determined.
The resultant findings revealed that according to the study which
was made of the available literature, a relationship between fear,
adjustment, relationships and school achievement does exist.
This relationship, however, could not be determined by means of
the experimental research done for this study as no significant
proportion of the variance in scholastic achievement was accounted
for by fear. However, adjustment and relationships did explain
a small proportion of the variance in scholastic achievement
which can be considered as meaningful in educational terms.
It can be concluded that fear, adjustment and relationships of
clinic school pupils are all complex matters which cannot be
easily assessed, empirically.
The study is concluded by the inclusion of a few recommendations
as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9505 |
| Date | January 1985 |
| Creators | Van der Walt, Neeltje Irene Beatrix |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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