In this investigation the emphasis has been placed on aggression
and its effect on the academic performance of the child.
A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils.
The questions of the questionnaire were compiled in such a way so
as to determine whether the child is aggressive or not. Only 137
pupils of the 649 were chosen for the experimental group by means
of a proportional test sample.
Besides the questionnaire that were completed by the pupils, the I.Q.
and academic achievement of each participant were taken into
consideration.
concerned.
This information was obtained from the schools
Information on aggression was obtained from a wide range of
references. Particular attention was given to the concept,
origin and forms of aggression. From the literary studies it
appears that, although aggression can be positive, it is principally
negative and reprehensible.
Attention was also given to under-achievement in general and in
specific to problems in mathematics and reading. The latter two
problems are the most general learning problems among pupils. The
etiology and symptomatology of the mentioned problems are discussed
in detail in chapter 4.
In chapter 5 the method and programme of research are discussed
in detail. In particular the experimental group, the questionnaire,
intelligence test and academic achievement have been stressed.
The treatment of the information is discussed in chapter 7. The
five differing forms of aggression are brought into relation with
the I.Q. and academic achievement of the participants in the
experimental group and certain deductions were made.
Although there are no statistical differences worthy of mentioning
between the aggressive and non-aggressive participants in the
experimental group with regard to academic achievement, it does
appear that the average percentage of the non-aggressive pupils
is higher than that of the aggressive pupils. With regard to verbal
aggression, it was found that the average percentage of the nonaggressive
pupils is 1% lower than that of the aggressive pupils.
The I.Q. of the non-aggressive pupils is also lower than that of
the aggressive pupils. (compare par. 6.3.5.)
Only with covert aggression was there found to be a significant
difference between the aggressive and non-aggressive pupils with
regard to academic achievement. On the academic level the nonaggressive
pupils performed better than the aggressive pupils.
(compare par. 6.3.3).
Although the results of the non-aggressive experimental group
participants were slightly higher than that of the aggressive
participants, it was found that there was no significant statistical
differences between the two groups.
The conclusion can thus not simply be made that aggression has a
fundamental influence on the academic ability and that aggression
is not the final and dominant factor which causes a child to
underachieve or experience learning problems.
In the final chapter of this investigation several principles are
proposed and conclusions and recommendations are made.
A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9548 |
| Date | January 1985 |
| Creators | Du Plooy, Albertus Stefanus |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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