Every individual has his own interpretation of the facts
and the aims envisaged in education. This interpretation is
closely related to his own view of life and consequently it
was considered necessary to state right at the beginning what
the author's interpretation is of the term “education".
It was furthermore, considered necessary to define the
term “gifted”. In this study the child’s intelligence as
well as his achievements in arithmetic were used as criteria
in order to identify those gifted.
After comparing the variation coefficients of school
marks and the marks achieved in I.Q., tests, it was found that
the distribution of school marks was much wider than the distribution
of the I.Q.’s. This tendency was also discovered
when the achievements in scholastic tests were compared with
the I.Q.’s.
In order to determine to which extent pupils performed
according to their individual abilities, the sample was divided
into different groups according to the I.Q.'s. The achievements
of the different groups according to school marks as well as
scholastic tests were compared with the field of expected performance.
A number of important results were found. The following
divisions were made:
i. The group as a whole;
ii. The sexes apart;
iii. The standards apart;
iv. The pupils grouped according to standard and age;
v. Sample divided according to the number of schools
attended by the pupils.
In all these divisions it was found that the achievements
of pupils with higher intellectual abilities were relatively
weak in school marks as well as in scholastic tests. In contrast
it was found that the achievements of pupils with lower
intellectual abilities were relatively high. The pupils with
average abilities usually performed on an average level.
The study also proved that age as well as the number of
schools attended by the pupils definitely influenced their
achievements.
The differences between the traditional approach and the
new approach to the teaching of arithmetic were pointed out
by using a number of examples. The expectation is that the
new approach should bring the achievements of the more intelligent
pupils in accordance with their abilities.
Acceleration, enrichment and homogeneous groupings are
possible procedures which may be used in order to bring the
achievements of the more intelligent pupils in accordance with
their abilities. The practical implementation of, as well
as the advantages and disadvantages of these procedures were
investigated in detail.
It was ascertained in this study that all pupils, because
of their individual differences, cannot be taught according to
one method. It is, therefore suggested that differentiation
or segregation according to abilities and achievements be
adopted. / Proefskrif--PU vir CHO, 1969
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/10395 |
| Date | January 1968 |
| Creators | Wentzel, J A T |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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