This study investigated the relationships between diverse variables and secondary school pupils'
Mathematics achievement. It also dealt with the relative contribution of each variable to
Mathematics achievement and the significance of differences in Mathematics achievements when
pupils' gender and home background as well as teachers' experience, gender, education, in-service
education, homework assignment and testing frequency are taken into account.
A questionnaire was administered on 163 standard 8 pupils.
I
The most important findings of this study were: {1) There was a significant relationship between
pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept,
contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote
tests often (more than once per term) achieved significantly less than students who wrote tests
less often / Psychology of Education / M. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17527 |
| Date | 11 1900 |
| Creators | Moyana, Hlengani Jackson |
| Contributors | Schulze, Salome |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (viii, 202 leaves) |
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