Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling
en akademiese prestasie.
Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond
van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat
in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die
moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en
ontoereikende sosialiseringsmoontlikhede.
'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare
statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die
graad 7-tuisleerders 'n verhoudingevraelys invul.
Hierdie studie bevestig dat:
• tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie
akademies benadeel word nie
• tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk.
This study deals with the effect of home schooling on the home leamer, focussing on social development
and academic achievement.
It is validated through a literature study indicating that home schooling is undertaken by parents mostly
because of discontent with lowering academic standards and the prevalence of negative socialising patterns
in government schools. Criticism levelled against home schooling, normally focuses on the possible
disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise.
An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data
through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners
completed a relationship questionnaire.
This study confirms that:
• home learners attain better results than learners in government schools in the achievement test and
that they are therefore not academically disadvantaged;
• the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative
socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that:
• home learners attain better results than learners in government schools in the achievement
test and that they are therefore not academically disadvantaged;
• the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/934 |
| Date | 11 1900 |
| Creators | Bester, Dierdré |
| Contributors | Wiechers, E. (Elisabeth), 1943- |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 214 leaves) |
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