The purpose of the study was to investigate how teaching styles influence the
acceptance of pupils by teachers, the development of a positive self-concept, and
the extent to which it will enhance scholastic performance. The overwhelming
finding from literature is that no teacher research, nor pupil investigation, has lead
to the identification of one particular teaching style that can influence scholastic
performance to the exclusion of others. While some studies have found a positive
relationship between self-concept and scholastic achievement, others did not.
To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression
Analysis and Significance level of tests. The study found no relationship between
self-concept and scholastic performance but a positive correlation was found
between scholastic performance and invitational style, acceptance of pupils, age,
father and mother's employment .. The study makes recommendations and proposes
areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/16501 |
| Date | 3 1900 |
| Creators | Chin'anga, Lawrence Cyprian |
| Contributors | Fredericks, Claude Ramon |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (iv, 110 leaves) |
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