The aim of this study was to determine the influence of non-cognitive factors on the
academic achievement of student teachers.
Two methods of enquiry were used to investigate the influence of non-cognitive factors
on students.
(i) A study of the literature was made to establish the different views on the relative
influence of cognitive and non-cognitive factors on academic achievement.
(ii) An empirical method was used to determine the influence of different independent
variables (non-cognitive factors) on the academic achievement of student teachers.
An ex post facto approach was used. The experimental group was the 1981-intake of first
year students at the PU for CHE who completed their studies at the end of 1984.
The measuring instruments used, were the standard 10--exams, the 19 Field Interest Inventory
and the PHSF Relations Questionnaire. With the aid of these psychometric tests an
attempt was made to predict academic achievement.
The validity and reliability of each of the measuring instruments are covered in this
study and it was found that they are valid and reliable in all cases.
The literature indicates that both cognitive and non-cognitive factors play an important
role in academic success.
Fran the literature extracts were taken to explain intelligence and aptitude.
The discussion of the influence of certain non-cognitive factors on academic success
includes the following important aspects: study habits, study methods, study skills,
study guidance, study attitude, achievement motivation, personality factors, interest,
emotionality, self-concept, age, sex, extra mural activities, physical factors and the
environment of the student.
According to the empirical study the following findings are of importance:
With 34 independent variables the contribution to R2 was 51,5%. Then a selection of
variables was made. Fifteen independent variables were used. These 15 variables
contributed 35,3% to R2.
The eleven best variables which were determined by means of the Cp-criterium,
contributed 58,5%, to R2. These variables were:
(i) The 19 Field Interest Inventory
(a) Fine arts
(b) Clerical
(c) Performing arts
(d) Numerical
(e) Practical-Female
(f) Service
(ii) The PHSF Relations Questionnaire
(a) Self-esteem
(b) Self-control
(c) Health
(d) Sociability G
(e) Moral sense
The empirical study makes it quite clear that all the independent variables (non-cognitive
factors) have an influence on the academic achievement of student teachers.
As it has been determined in this investigation that non-cognitive factors have an
influence on academic achievement, the conclusion is reached that students who are subject
to positive non-cognitive factors achieve better academic success than those students
who work under negative non-cognitive circumstances. / Thesis (MEd)--PU vir CHO, 1986
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/10889 |
| Date | January 1986 |
| Creators | Schutte, Cornelius Petrus |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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