M.Ed. (Educational Psychology) / This investigation examines empirically, the perception of educational system and educational policy as determinants of educational standards. Changes in the community lead to changes in the educational system. The present educational system does not enjoy the support of all South Africans, many maintaining that the education system must be co-ordinated into a flexible unit for the maximum benefit of pupils, parents, teachers and the broader community. The aim of the study was to determine what perceptions are, how they are formed, and what peoples perceptions are of educational systems and educational policy as determinants in educational standards. In order to achieve this, a questionnaire of eleven questions was developed based on the literature studied in chapter two of this dissertation. These were investigated for validity and reliability, and were used as a scale for the measurement of educational system and educational policy as determinants of educational standards. The variables obtained from this analysis, were applied to test structure and detailed hypotheses concerning the various groups. In this comparison the Hotelling P test was used to examine the combination of the eight facets of educational standards. Where significant multivariate differences were found, they were further investigated by means of the Student's t test. For three or more groups, the multivariate hypotheses on the eight facets of educational standards were investigated with the use of the one-way Manova. Where significant multivariate differences were found, the detail differences were investigated further with an Anova and a Scheffe, An analysis of the results revealed the following: * The education system and policy are considered an important determinant of education standards, with emphasis on: pupil teacher ratio, mother tongue instruction, financial support and support for indigent pupils * * * * * * Women's perception of the education system and policy as determinants of education standard rated higher than that of men. The Afrikaans group perceived the education system and policy as determinants of education standard more important than their English peers. Qualifications playa role in perceptions. Professional groups also differ in their perception as to the importance of the education system and policy as determinants of education standards. There are considerable differences in the perceptions of the staff of the various school models. Model Aschools placed the lowest premium on this aspect whereas Model C considered it important. A comparison of age groups revealed that the higher the age of the respondent the lower the perception that education system and policy influenced the education standards. There have alsobeen different perceptions between people of different religions affiliations, families with oneor more children, different income groups and married or unmarried people. j Education must change to keep pace with changing demands. Certain principles will still form the basis of education i.e, mother tongue tuition, Christian upbringing and differing cultures. Futureeducation system planners and politicians must take the above into account especially the teacher-pupil ratio.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11530 |
| Date | 12 June 2014 |
| Creators | Nel, Francois Engelbertus |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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