The aim of this research project is firstly to determine whether factors
other than study habits and attitudes influence academic achievement
and secondly whether there exists a relationship between study
habits and attitudes and academic achievement, as well as between the
components of study habits and attitudes and academic achievement.
To reach this aim a literature study was undertaken which was followed
by an empirical investigation. It emerged from the literature that
various factors influence academic achievement (sec chapter two) and
that most writers agreed that there existed a relationship between study
habits and attitudes and academic achievement as well as between the
various components of study habits and attitudes and academic achievement
(see chapter three).
The empirical investigation made use of the information gathered in 1980
in the Orange Free State (see chapter four ). All the Afrikaans speaking
pupils in the Orange Free State during 1980 were included in the research
program. Different measuring instruments, of which the Survey
of Study Habits and Attitudes, Form H, was the most important for this
project, were used (see paragraph 4.5) to identify a Large variety or
independent variables (respectively the experimental and control variables
- see paragraph 4.6) that influence academic achievement. The dependent
variable for this research was the standard ten average marks
as well as marks in the !allowing subjects: Afrikaans, English, Mathematics and Science (see paragraph 4.6.3). The BMDP-computer program
(Dixon and Brown, 1979; revised 1983) was used to process the results.
The different statistical techniques are described in paragraph 4.7.
A factor analysis was carried out to group the different variables according
to their correlation coefficients with the standard ten average
marks (sec table 5.1). The 67 independent variables (respectively the
experimental and control variables) were grouped into different factors.
The 18 factors were then used as independent variables to determine their
contribution R2 (see tables 5.2 and 5.3).
Next the separate and collective contribution or the components or
study habits and attitudes (respectively the experimental variables)
to R2 in each or the dependent variables (respectively standard ten
average, Afrikaans, English, Mathematics and Science) was determined
(see tables 5.4 and 5.5).
The results or this study can be submitted up as follows:
(1) Apart from study habits and attitudes other factors influence
academic achievement.
(2) Study habits and attitudes contribute a statistical significant
proportion or the variance in academic achievement.
(3) With a few exceptions the components or study habits and attitudes
do not contribute a statistical significant proportion or the variance
in academic achievement. / Thesis (MEd)--PU vir CHO, 1987
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9304 |
| Date | January 1986 |
| Creators | Engelbrecht, Eunice |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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