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Die bevordering van insig in loopbaanvolwassenheid by standerdagtleerlinge

  • Authors: Botha, Andre Christiaan
  • Date: 2014-05-19
  • Subjects: Career education - Research - South Africa , Vocational guidance - Research - South Africa , High school students - South Africa - Psychology
  • Type: Thesis
  • Identifier: uj:11127 , http://hdl.handle.net/10210/10714
  • Description: M.A. (Psychology) , The aim of this study is the development of a career program to promote career maturity in standard eight pupils. In order to achieve the aim of the study a development research model was conceptualised. The model is based on Thomas (1984) four-phase model and consists of the following phases: analysis, design, implementation and evaluation phases. In each of these phases a number of methodologies were conducted to meet the requirements of each phase. In the design phase a deviation was made from Thomas (1984) methodology and the methodologies used by Nel and Nel (1992) was implemented to fit the needs of the study. In the first phase the analysis phase a problem was identified and analyzed by using qualitative and quantitative analysis. In the design phase a practice model was conceptualised which serves as an explication model within which the contents' of the career maturity program could be justified. Out of this explication model and theoretical framework the contents of the programme was determined. In the implementation phase of the research model the program was applied and monitoring evaluation was done by the researcher. The implementing of the programme resulted in a number of modifications of the programme because of certain problems that were picked up by the researcher. The evaluation of the programme fell mainly on monitoring evaluation that was done by the researcher in the implementing of the program. The main finding of the research was that the program does promote career maturity in standard eight pupils but it is necessary to do further research on the impact evaluation of the programme.
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Religie as faktor in die leermotivering van leerlinge in die sekondêre skoolfase

The contribution of culture to the identity formation of secondary school students.

  • Authors: Mashige, Sydney
  • Date: 2012-08-17
  • Subjects: Identity (Psychology) in youth - Effect of culture on , High school students - South Africa - Psychology , Educational psychology
  • Type: Mini-Dissertation
  • Identifier: uj:2613 , http://hdl.handle.net/10210/6060
  • Description: M.Ed. , The research described in this dissertation forms part of a group project in which a study was made of factors contributing to the formation of the identity of secondary students. The factors which were investigated by the different researchers are, amongst others, perception, school, physical features, culture, family and home conditions. In this dissertation the research concerning the contribution of culture to the formation of identity of secondary school students is described. In Chapter 1 the research subject is stated and it is motivated why it was necessary to investigate the contribution of culture to the formation of identity. The problem statement and the objectives of the investigation are stated. The concepts is explained and an outline of the study is given to explain the structure of the dissertation. In Chapter 2 relevant literature is stated as a framework of reference for the empirical investigation into the contribution of culture to the formation of identity of secondary students. The research design is explained in Chapter 3, with special emphasis on the questionnaire as a research instrument. In Chapter 4 the analysis of data is discussed and the testing of hypotheses is described. The following important findings were made: Analysis of the empirical data indicates that there is a statistically significant difference between male and female respondents in respect of culture and identity formation. From the data which was gathered, it appears that there are statistically significant differences in views between the ages of 16 to 18 years and 19 years and higher in respect of the role of culture in identity formation. From the data which was gathered, it can be concluded that there are statistically significant differences between secondary students who receive education mainly in English and Afrikaans in respect of the role of culture in identity formation. It is clear from the results that there are no statistically significant differences between secondary students who are in the care of their parents and those who are in the care of other people, in respect of the role of culture in identity formation. In a comparison between language groups in secondary schools, it was found that there is a statistically significant difference concerning culture in identity formation. On a single variable level the conclusion was made that there is a statistically significant difference between the three groups who were jointly tested. It is clear from the results that there is a statistically significant difference of opinion between groups which are affiliated to a church and groups without such an affiliation, with regard to culture and identity formation. In Chapter 5 a synopsis is given and important findings, as well as critical evaluation of the research, recommendations and possible future research are discussed.
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The contribution of the geographical environment to the identity of secondary school learners.

  • Authors: Kharibe, Avhatakali Lucky
  • Date: 2012-08-20
  • Subjects: Identity (Psychology) - South Africa , High school students - South Africa - Psychology , High school students - South Africa - Social conditions , Environmental psychology - South Africa
  • Type: Thesis
  • Identifier: uj:2730 , http://hdl.handle.net/10210/6170
  • Description: M.Ed. , This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.
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