How students perceive the contribution that alternate access programmes make to their academic success
- Authors: Shandler, Maxine
- Date: 2011-06-22T10:29:57Z
- Subjects: First year students , Academic achievement , Comprehensive examinations
- Type: Thesis
- Identifier: uj:7095 , http://hdl.handle.net/10210/3690
- Description: M. Ed. , Many higher education institutions face the loss of subsidy due to the high attrition rate of students. Despite the many advantages of alternate access programmes documented in literature, numerous Engineering Faculty members and members of the management of the University of Johannesburg believed that first time applicants with A and B symbols on their senior certificate were stronger students than those students who had completed an alternate access programme. Furthermore, they felt that the alternate access students took up the places which should have been given to those students with excellent senior certificate results. While many studies have been conducted on alternate access programmes there appears to be no evidence of the academic benefits that students derive from them. This generic qualitative study focused on what students perceive to be the academic benefits of alternate access programmes for their mainstream study. Purposeful sampling was used to select Engineering students from the 2005 and 2006 cohort to participate in focus group interviews and the data gathered during the interviews were analysed and interpreted using an Interpretivist lens. The themes that emerged from the study confirmed that students found the programmes to be beneficial but that they became aware of most of the academic benefits only once they joined the mainstream students in their second year of study. This study revealed the alternate access students were of the opinion that there are a number of academic benefits that they had derived from the alternate access programmes. They were in agreement that these benefits had helped to prepare them for mainstream study and they concluded that the benefits had contributed to their academic success in their mainstream studies. The findings of this study suggest that alternate access programmes have an important role to play in providing students with access, support and success in mainstream studies which in turn leads to the increased throughput of students and higher education institutions retaining subsidy.
- Full Text:
- Authors: Shandler, Maxine
- Date: 2011-06-22T10:29:57Z
- Subjects: First year students , Academic achievement , Comprehensive examinations
- Type: Thesis
- Identifier: uj:7095 , http://hdl.handle.net/10210/3690
- Description: M. Ed. , Many higher education institutions face the loss of subsidy due to the high attrition rate of students. Despite the many advantages of alternate access programmes documented in literature, numerous Engineering Faculty members and members of the management of the University of Johannesburg believed that first time applicants with A and B symbols on their senior certificate were stronger students than those students who had completed an alternate access programme. Furthermore, they felt that the alternate access students took up the places which should have been given to those students with excellent senior certificate results. While many studies have been conducted on alternate access programmes there appears to be no evidence of the academic benefits that students derive from them. This generic qualitative study focused on what students perceive to be the academic benefits of alternate access programmes for their mainstream study. Purposeful sampling was used to select Engineering students from the 2005 and 2006 cohort to participate in focus group interviews and the data gathered during the interviews were analysed and interpreted using an Interpretivist lens. The themes that emerged from the study confirmed that students found the programmes to be beneficial but that they became aware of most of the academic benefits only once they joined the mainstream students in their second year of study. This study revealed the alternate access students were of the opinion that there are a number of academic benefits that they had derived from the alternate access programmes. They were in agreement that these benefits had helped to prepare them for mainstream study and they concluded that the benefits had contributed to their academic success in their mainstream studies. The findings of this study suggest that alternate access programmes have an important role to play in providing students with access, support and success in mainstream studies which in turn leads to the increased throughput of students and higher education institutions retaining subsidy.
- Full Text:
The big five model of personality and academic achievement at university
- Authors: Müller, Erika
- Date: 2012-06-07
- Subjects: Academic achievement , School improvement programs , Personality , Social psychology Research
- Type: Thesis
- Identifier: uj:8730 , http://hdl.handle.net/10210/5080
- Description: D.Phil. , In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a new democratic dispensation and following the imperatives set out in the National Plan for Higher Education in South Africa (2001), universities have widened participation to students from all population groups. With the ultimate goal of successful throughput, equal opportunity and access must be provided to all prospective students. However, already in 1996 it was acknowledged that equity of access needs to be combined with equity of success. The White paper (1997, clause 1.18) underlines that the principle of equity requires “fair opportunities both to enter higher education programmes and to succeed in them.” Though equity of access, and hence a more representative student body has been greatly achieved, present statistics and national research findings still confirm ignificant challenges in the retention and successful throughput of students. These results suggest that challenges in this regard remain unresolved. A less contradictory relationship between access to university education and academic success at university level needs to be cultivated. More effective admission and selection decisions, together with the identification of accurate predictors of academic success, can make a positive contribution in solving this dilemma. In the past, selection and placement decisions for studying at a university were made primarily on the basis of performance-related criteria and other cognitive variables. In this study the researcher wanted to determine whether the non-cognitive factor of personality, more particularly as it is represented in the Big Five model of personality (Digman,1990; McCrae & Costa,1987; Goldberg,1990), can be used as predictor of academic achievement (and consequently as a proposed instrument of selection and placement) in a multicultural South African context. The Big Five model of personality represents a hierarchical organisation of personality traits in terms of five basic dimensions called Extraversion, Neuroticism, conscientiousness, Openness to Experience and Agreeableness (McCrae & John, 1992). Although the predictive validity of the Big Five factors in academic achievement has often been researched internationally, less research in this area has been completed in South Africa. Recent work in South Africa showed that measurement equivalence across population groups can be established for South African samples; less work had been done on the equivalence across population groups of the predictive validity of the Big Five factors with reference to academic performance. The overarching aim of the present study was therefore to investigate the relationship between the Big Five personality factors and the academic achievement of first-year B Com university students in South Africa, as well as to examine whether these relationships are equivalent for African and white students. In order to achieve this goal the incremental predictive validity of the Big Five personality factors, compared to cognitive ability, in the academic achievement of students was explored. In addition, the predictive value of Population group above and beyond that of intelligence and personality traits was researched. The possible interaction between the Big Five personality factors and Population group was explored in the final step.
- Full Text:
- Authors: Müller, Erika
- Date: 2012-06-07
- Subjects: Academic achievement , School improvement programs , Personality , Social psychology Research
- Type: Thesis
- Identifier: uj:8730 , http://hdl.handle.net/10210/5080
- Description: D.Phil. , In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a new democratic dispensation and following the imperatives set out in the National Plan for Higher Education in South Africa (2001), universities have widened participation to students from all population groups. With the ultimate goal of successful throughput, equal opportunity and access must be provided to all prospective students. However, already in 1996 it was acknowledged that equity of access needs to be combined with equity of success. The White paper (1997, clause 1.18) underlines that the principle of equity requires “fair opportunities both to enter higher education programmes and to succeed in them.” Though equity of access, and hence a more representative student body has been greatly achieved, present statistics and national research findings still confirm ignificant challenges in the retention and successful throughput of students. These results suggest that challenges in this regard remain unresolved. A less contradictory relationship between access to university education and academic success at university level needs to be cultivated. More effective admission and selection decisions, together with the identification of accurate predictors of academic success, can make a positive contribution in solving this dilemma. In the past, selection and placement decisions for studying at a university were made primarily on the basis of performance-related criteria and other cognitive variables. In this study the researcher wanted to determine whether the non-cognitive factor of personality, more particularly as it is represented in the Big Five model of personality (Digman,1990; McCrae & Costa,1987; Goldberg,1990), can be used as predictor of academic achievement (and consequently as a proposed instrument of selection and placement) in a multicultural South African context. The Big Five model of personality represents a hierarchical organisation of personality traits in terms of five basic dimensions called Extraversion, Neuroticism, conscientiousness, Openness to Experience and Agreeableness (McCrae & John, 1992). Although the predictive validity of the Big Five factors in academic achievement has often been researched internationally, less research in this area has been completed in South Africa. Recent work in South Africa showed that measurement equivalence across population groups can be established for South African samples; less work had been done on the equivalence across population groups of the predictive validity of the Big Five factors with reference to academic performance. The overarching aim of the present study was therefore to investigate the relationship between the Big Five personality factors and the academic achievement of first-year B Com university students in South Africa, as well as to examine whether these relationships are equivalent for African and white students. In order to achieve this goal the incremental predictive validity of the Big Five personality factors, compared to cognitive ability, in the academic achievement of students was explored. In addition, the predictive value of Population group above and beyond that of intelligence and personality traits was researched. The possible interaction between the Big Five personality factors and Population group was explored in the final step.
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Wiskundeprestasie : die effek van geslagsrolstereotipering
- Van Niekerk, Susanna Maria Faculin
- Authors: Van Niekerk, Susanna Maria Faculin
- Date: 2014-11-17
- Subjects: Academic achievement , Sex differences in education , Mathematics - Study and teaching - Psychological aspects
- Type: Thesis
- Identifier: uj:12843 , http://hdl.handle.net/10210/12731
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Van Niekerk, Susanna Maria Faculin
- Date: 2014-11-17
- Subjects: Academic achievement , Sex differences in education , Mathematics - Study and teaching - Psychological aspects
- Type: Thesis
- Identifier: uj:12843 , http://hdl.handle.net/10210/12731
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
A reading intervention programme for adolescents
- Authors: Di Terlizzi, Marisa Ann
- Date: 2015
- Subjects: Reading - Remedial teaching , Reading (Middle school) , Academic achievement
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245333 , uj:25409
- Description: D.Ed. (Educational Psychology) , Abstract: The aim of this inquiry was to develop a reading intervention programme for adolescents in order to address reading difficulties and enhance reading proficiency. To this end, the research employed Geoffrey Mills’ Dialectical Action Research Spiral (2003), which consists of four phases. Phase one involves identifying an area of focus, which in this case was to understand the reading needs of adolescence in order to develop a relevant reading intervention programme. Phase two is collecting data. I identified two questions I wanted to address, the first of which was what are the reading needs of adolescents? Second, what should be included in a reading intervention programme for adolescents? To answer the first question, the learners were assessed using the WIAT-II (UK) scholastic assessment (reading subtests only), and to answer the second, focus group interviews were conducted with staff and two matric student committees. In order to analyse and interpret the data obtained, which is the third phase of Mills’ research spiral, the WIAT-II (UK) results were analysed using a Rasch model, while the focus group interviews were coded using constant comparison analysis. The findings of the study were as follows. First, the Rasch analysis of the WIAT-II (UK) suggests that there are three areas of reading that require attention: long vowel sounds, application of higher order thinking skills in reading comprehension activities, and exceptions to the rules of English. The findings further indicated that while the WIAT-II (UK) is an appropriate measure of reading ability of learners who experience difficulties in reading, it is not an appropriate general screening tool because of a lack of difficult test items. The qualitative data analysis of the focus group interviews yielded three themes. These were: Considering Different Levels of Reading Ability, Methodology, Skills and Techniques to be Addressed in a Reading Intervention Programme, and lastly, Psychological Aspects of Reading. All of these have a number of subthemes. These findings were then used to address Mills’ fourth phase, developing a reading intervention programme. This programme was designed to address two areas of need. First, Psychoeducation and Training for Teachers and Support Staff, and secondly, a Reading Intervention Programme for Adolescents, with both a general workshop...
- Full Text:
- Authors: Di Terlizzi, Marisa Ann
- Date: 2015
- Subjects: Reading - Remedial teaching , Reading (Middle school) , Academic achievement
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245333 , uj:25409
- Description: D.Ed. (Educational Psychology) , Abstract: The aim of this inquiry was to develop a reading intervention programme for adolescents in order to address reading difficulties and enhance reading proficiency. To this end, the research employed Geoffrey Mills’ Dialectical Action Research Spiral (2003), which consists of four phases. Phase one involves identifying an area of focus, which in this case was to understand the reading needs of adolescence in order to develop a relevant reading intervention programme. Phase two is collecting data. I identified two questions I wanted to address, the first of which was what are the reading needs of adolescents? Second, what should be included in a reading intervention programme for adolescents? To answer the first question, the learners were assessed using the WIAT-II (UK) scholastic assessment (reading subtests only), and to answer the second, focus group interviews were conducted with staff and two matric student committees. In order to analyse and interpret the data obtained, which is the third phase of Mills’ research spiral, the WIAT-II (UK) results were analysed using a Rasch model, while the focus group interviews were coded using constant comparison analysis. The findings of the study were as follows. First, the Rasch analysis of the WIAT-II (UK) suggests that there are three areas of reading that require attention: long vowel sounds, application of higher order thinking skills in reading comprehension activities, and exceptions to the rules of English. The findings further indicated that while the WIAT-II (UK) is an appropriate measure of reading ability of learners who experience difficulties in reading, it is not an appropriate general screening tool because of a lack of difficult test items. The qualitative data analysis of the focus group interviews yielded three themes. These were: Considering Different Levels of Reading Ability, Methodology, Skills and Techniques to be Addressed in a Reading Intervention Programme, and lastly, Psychological Aspects of Reading. All of these have a number of subthemes. These findings were then used to address Mills’ fourth phase, developing a reading intervention programme. This programme was designed to address two areas of need. First, Psychoeducation and Training for Teachers and Support Staff, and secondly, a Reading Intervention Programme for Adolescents, with both a general workshop...
- Full Text:
The perceptions of educators on accountable collaborative management in schools with diverse academic achievement
- Authors: Kekana, Maria Catherine
- Date: 2012-02-06
- Subjects: Teacher participation in administration , Educational leadership , Academic achievement
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/385724 , uj:2037 , http://hdl.handle.net/10210/4388
- Description: M.Ed.
- Full Text:
- Authors: Kekana, Maria Catherine
- Date: 2012-02-06
- Subjects: Teacher participation in administration , Educational leadership , Academic achievement
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/385724 , uj:2037 , http://hdl.handle.net/10210/4388
- Description: M.Ed.
- Full Text:
Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase
- Authors: Viljoen, Cornelia Fransina
- Date: 2014-03-13
- Subjects: Achievement motivation , Academic achievement , Academic achievement - Evaluation
- Type: Thesis
- Identifier: uj:4325 , http://hdl.handle.net/10210/9676
- Description: M. Ed. (Educational Psychology) , The last few decades have brought a significant increase in the amount of research on the subject of motivation, notably in the field of psychology. In connection with education too, motivation in general and more specifically learning and achievement motivation are of the greatest importance. One reason for this is the fact that there are indications that the problems of under-achievement, early school leaving and the disquieting loss of manpower which is the result, may be ascribed to inadequate learning and achievement motivation. This study forms part of the project "Learning Motivation", an inter-disciplinary project undertaken with the aid of the HSRC and involving various researchers. It attemps to come to grips with the phenomenon of achievement motivation from a pedagogical point of view, and is aimed in particular at designing reliable and valid tests for the assessment of achievement motivation, and at establishing how tendencies in achievement motivation manifest themselves at the secondary school level because in this phase particularly gnostic demands are made on the pupil and achievement motivation therefore plays a vital role. Various theories on motivation and achievement motivation were studied, as well as a number of existing tests. In accordance with the results of these studies, a semi-projective test, the "Leistungsmotiv Gitter" (LM-GITTER),which was designed in West Germany and is used in the assessment of general achievement motivation in the senior primary phase, was adapted in an attempt to assess scholastic achievement motivation among pupils in std. 6, 8 and 10. A second test, the Achievement Motivation Questionnaire, was also designed. It consists mainly of 41 items related to achievement, all of which are concerned with the characteristics of the achievement motivated person, as described...
- Full Text:
- Authors: Viljoen, Cornelia Fransina
- Date: 2014-03-13
- Subjects: Achievement motivation , Academic achievement , Academic achievement - Evaluation
- Type: Thesis
- Identifier: uj:4325 , http://hdl.handle.net/10210/9676
- Description: M. Ed. (Educational Psychology) , The last few decades have brought a significant increase in the amount of research on the subject of motivation, notably in the field of psychology. In connection with education too, motivation in general and more specifically learning and achievement motivation are of the greatest importance. One reason for this is the fact that there are indications that the problems of under-achievement, early school leaving and the disquieting loss of manpower which is the result, may be ascribed to inadequate learning and achievement motivation. This study forms part of the project "Learning Motivation", an inter-disciplinary project undertaken with the aid of the HSRC and involving various researchers. It attemps to come to grips with the phenomenon of achievement motivation from a pedagogical point of view, and is aimed in particular at designing reliable and valid tests for the assessment of achievement motivation, and at establishing how tendencies in achievement motivation manifest themselves at the secondary school level because in this phase particularly gnostic demands are made on the pupil and achievement motivation therefore plays a vital role. Various theories on motivation and achievement motivation were studied, as well as a number of existing tests. In accordance with the results of these studies, a semi-projective test, the "Leistungsmotiv Gitter" (LM-GITTER),which was designed in West Germany and is used in the assessment of general achievement motivation in the senior primary phase, was adapted in an attempt to assess scholastic achievement motivation among pupils in std. 6, 8 and 10. A second test, the Achievement Motivation Questionnaire, was also designed. It consists mainly of 41 items related to achievement, all of which are concerned with the characteristics of the achievement motivated person, as described...
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Die invloed van studiegewoontes en -houdings op die studiesukses van eerstejaar onderwysstudente
- Authors: Samson, Catrina Elizabeth
- Date: 2014-11-19
- Subjects: Study skills , Academic achievement
- Type: Thesis
- Identifier: uj:12965 , http://hdl.handle.net/10210/12855
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Samson, Catrina Elizabeth
- Date: 2014-11-19
- Subjects: Study skills , Academic achievement
- Type: Thesis
- Identifier: uj:12965 , http://hdl.handle.net/10210/12855
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
Die verband tussen groepsnorme en akademiese prestasie
- Authors: Uys, Josephine Marthina
- Date: 2014-05-13
- Subjects: Academic achievement , Reference groups , Students
- Type: Thesis
- Identifier: uj:11054 , http://hdl.handle.net/10210/10626
- Description: M.A. (Sociology) , Please refer to full text to view abstract
- Full Text:
- Authors: Uys, Josephine Marthina
- Date: 2014-05-13
- Subjects: Academic achievement , Reference groups , Students
- Type: Thesis
- Identifier: uj:11054 , http://hdl.handle.net/10210/10626
- Description: M.A. (Sociology) , Please refer to full text to view abstract
- Full Text:
Skooltoelatingsouderdom en milieufaktore by die skoolprestasie van 'n generasie Standerd X leerlinge
- Authors: Stulting, Daniel Benjamin
- Date: 2015-11-02
- Subjects: Academic achievement
- Type: Thesis
- Identifier: uj:14507 , http://hdl.handle.net/10210/15029
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
Skooltoelatingsouderdom en milieufaktore by die skoolprestasie van 'n generasie Standerd X leerlinge
- Authors: Stulting, Daniel Benjamin
- Date: 2015-11-02
- Subjects: Academic achievement
- Type: Thesis
- Identifier: uj:14507 , http://hdl.handle.net/10210/15029
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
The interrelationship between the work experience of distance education students, job satisfaction, and academic achievement.
- Authors: Welman, J.C. , Basson, P.A.
- Date: 1995
- Subjects: Practical experience , Organizational behaviour , Distance education students , Work experience , Job satisfaction , Academic achievement
- Type: Article
- Identifier: uj:6526 , http://hdl.handle.net/10210/2725
- Description: In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa.
- Full Text:
- Authors: Welman, J.C. , Basson, P.A.
- Date: 1995
- Subjects: Practical experience , Organizational behaviour , Distance education students , Work experience , Job satisfaction , Academic achievement
- Type: Article
- Identifier: uj:6526 , http://hdl.handle.net/10210/2725
- Description: In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa.
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The effect of a self-efficacy enhancing programme on the academic achievement of cerebral palsied children
- Authors: Rees, Delene
- Date: 2015-11-02
- Subjects: Cerebral palsied children - Psychology , Academic achievement
- Type: Thesis
- Identifier: uj:14514 , http://hdl.handle.net/10210/15036
- Description: M.A. (Psychology) , Please refer to full text to view abstrac
- Full Text:
- Authors: Rees, Delene
- Date: 2015-11-02
- Subjects: Cerebral palsied children - Psychology , Academic achievement
- Type: Thesis
- Identifier: uj:14514 , http://hdl.handle.net/10210/15036
- Description: M.A. (Psychology) , Please refer to full text to view abstrac
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The leadership strategies that the school management team employs to improve academic learner performance at two disadvantaged primary schools in Soweto
- Authors: Davids, Ravilynn
- Date: 2015
- Subjects: Educational leadership - South Africa - Soweto , Academic achievement , Education - Parent participation , Motivation in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/384446 , http://hdl.handle.net/10210/214655 , uj:21308
- Description: Abstract: Leadership development is a key activity in schools. It can focus on improving outcomes for students, developing leaders and supporting strategic change for the school. This mini-dissertation explores the leadership strategies that the school management team (SMT) practises to improve academic learner performance. It aims to gain insight into how the SMTs manage their schools in order to understand how other township schools consistently perform well, despite the socio-economic status that exists in the township. The mini-dissertation further explores how these school leaders manage to stay on top, what leadership practices they use to sustain academic learner performance and why they have made the choices they have. A qualitative, descriptive case study approach was employed with three members of the SMT, consisting of the principal, deputy-principal and the Intersen HoD. Two primary schools, which are located in disadvantaged communities in Soweto. Descriptive data was collected by means of semi-structured interviews. The interviews were transcribed to enable the researcher to code and arrange the data into themes. The thematic analyses of the data led to four main themes which emerged: (1) roles and responsibilities of the SMT; (2) leadership strategies of the SMT; (3) academic learner performance and (4) parental involvement in a disadvantaged school. The research findings reveal that principals of the case study schools play an indirect but powerful role towards the school’s success. Furthermore, in the case study schools, leadership was a shared entity. The findings also reveal that the schools succeeded by building and managing relationships with parents and other stakeholders inside and outside the schools. To research this topic further, the need for SMT development in secondary schools and in town schools were analysed along with the strategies employed at these schools to improve a sustainable academic learner performance. A number of leadership strategies were analysed and the issues and challenges of consistent learner performance were highlighted. The research findings highlight the assumptions, experiences and the issues and challenges that the interviewees face when involved in the implementation of leadership strategies. , M.Ed. (Educational Management)
- Full Text:
- Authors: Davids, Ravilynn
- Date: 2015
- Subjects: Educational leadership - South Africa - Soweto , Academic achievement , Education - Parent participation , Motivation in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/384446 , http://hdl.handle.net/10210/214655 , uj:21308
- Description: Abstract: Leadership development is a key activity in schools. It can focus on improving outcomes for students, developing leaders and supporting strategic change for the school. This mini-dissertation explores the leadership strategies that the school management team (SMT) practises to improve academic learner performance. It aims to gain insight into how the SMTs manage their schools in order to understand how other township schools consistently perform well, despite the socio-economic status that exists in the township. The mini-dissertation further explores how these school leaders manage to stay on top, what leadership practices they use to sustain academic learner performance and why they have made the choices they have. A qualitative, descriptive case study approach was employed with three members of the SMT, consisting of the principal, deputy-principal and the Intersen HoD. Two primary schools, which are located in disadvantaged communities in Soweto. Descriptive data was collected by means of semi-structured interviews. The interviews were transcribed to enable the researcher to code and arrange the data into themes. The thematic analyses of the data led to four main themes which emerged: (1) roles and responsibilities of the SMT; (2) leadership strategies of the SMT; (3) academic learner performance and (4) parental involvement in a disadvantaged school. The research findings reveal that principals of the case study schools play an indirect but powerful role towards the school’s success. Furthermore, in the case study schools, leadership was a shared entity. The findings also reveal that the schools succeeded by building and managing relationships with parents and other stakeholders inside and outside the schools. To research this topic further, the need for SMT development in secondary schools and in town schools were analysed along with the strategies employed at these schools to improve a sustainable academic learner performance. A number of leadership strategies were analysed and the issues and challenges of consistent learner performance were highlighted. The research findings highlight the assumptions, experiences and the issues and challenges that the interviewees face when involved in the implementation of leadership strategies. , M.Ed. (Educational Management)
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The predictive value of pre-entry attributes for student academic performance in the South African context
- Authors: Van Zyl, André
- Date: 2012-06-07
- Subjects: Academic achievement , Academic achievement - South Africa
- Type: Thesis
- Identifier: uj:8731 , http://hdl.handle.net/10210/5081
- Description: M.Ed. et Phil. , Poor academic performance and high drop out rates are of particular concern in South African higher education in general, and also at the institution where this investigation was conducted. The challenges facing South African higher education include a highly diverse student population, with many under-prepared students, who find coping with the academic and social demands of higher education a difficult task to accomplish. From an institutional perspective, it is important to be able to identify students who are at greater risk of not achieving academic success, since these students will often not seek help themselves. An institutional reaction to the situation described above should include a comprehensive predictive model, aimed at accurately identifying at-risk students as early as possible. This will enable the institution to provide them with early targeted assistance. One part of such a model should focus on the initial transitions students make upon their arrival at higher education institutions. The pre-entry attributes with which a student arrives at the institution have been found to be good predictors of student success and retention during the initial phases of their transition into higher education. The purpose of this study was therefore to investigate the predictive value of a variety of pre-entry attributes in terms of predicting the academic success and retention behaviour of students entering the university for the first time. The pre-entry attributes that proved to be good predictors were used to create student profiles that would allow the institution and the different faculties to identify potential at-risk students at an early stage.
- Full Text:
- Authors: Van Zyl, André
- Date: 2012-06-07
- Subjects: Academic achievement , Academic achievement - South Africa
- Type: Thesis
- Identifier: uj:8731 , http://hdl.handle.net/10210/5081
- Description: M.Ed. et Phil. , Poor academic performance and high drop out rates are of particular concern in South African higher education in general, and also at the institution where this investigation was conducted. The challenges facing South African higher education include a highly diverse student population, with many under-prepared students, who find coping with the academic and social demands of higher education a difficult task to accomplish. From an institutional perspective, it is important to be able to identify students who are at greater risk of not achieving academic success, since these students will often not seek help themselves. An institutional reaction to the situation described above should include a comprehensive predictive model, aimed at accurately identifying at-risk students as early as possible. This will enable the institution to provide them with early targeted assistance. One part of such a model should focus on the initial transitions students make upon their arrival at higher education institutions. The pre-entry attributes with which a student arrives at the institution have been found to be good predictors of student success and retention during the initial phases of their transition into higher education. The purpose of this study was therefore to investigate the predictive value of a variety of pre-entry attributes in terms of predicting the academic success and retention behaviour of students entering the university for the first time. The pre-entry attributes that proved to be good predictors were used to create student profiles that would allow the institution and the different faculties to identify potential at-risk students at an early stage.
- Full Text:
Self-concept and academic achievement of grade 9 pupils
- Authors: Baadjies, Loni
- Date: 2008-10-29T12:19:04Z
- Subjects: Self-perception , Academic achievement , Sixteen personality factor questionnaire
- Type: Thesis
- Identifier: uj:13806 , http://hdl.handle.net/10210/1407
- Description: M.A. , This study investigates whether a relationship exists between the self-concept and personality of a student and his academic achievement. The self-concept is defined as a set of beliefs about the self and the relationships between those beliefs that may mediate behaviour in certain situations. It is regarded as a key factor in the integration of personality, in motivating behaviour and achieving mental health. Various theorists have contributed towards the study of the self-concept, amongst them William James, Cooley and Mead, Erik Erikson, and Carl Rogers. To maintain our self-concept, we reflect on what others tell us about ourselves and compare our own performance to that of others. The role of social comparison theory is therefore important because it explains this phenomenon. It appeared as if a strong self-concept act as a predictor of good academic achievement. The self, social comparison and intelligence also appear to play an important role within the boundaries of academic achievement. Self-concept plays an important role in the development of personality and vice versa. Cattell’s explanation of personality provides insight into the link between traits and self-concept. This study controlled for extraneous variables, such as intelligence. Apart from self-concept, personality traits were further investigated to determine their association with self-concept and academic achievement. This study was mostly exploratory by nature and has as a future aim the development of an intervention, which can be implemented to enhance both self-concept and academic achievement. The sample comprised 44 grade nine male and female students at St Barnabas College. The instruments used for this study included the Cattell’s Culture Fair Intelligence Test, the Beck’s Self-Concept Scale, and the High School Personality Questionnaire. The results pertaining to the research hypotheses indicated that there is no significant correlation between self-concept and academic achievement and also no significant correlation between intelligence and academic achievement. No correlation was also found between self-concept and factors of the HSPQ. A significant correlation was, however, found between some of the factors of the HSPQ and academic achievement. It is possible that some students may find their physical appearances more important than a positive self-concept. A failure in school can therefore not influence their self-concept. This may explain why no correlation was found between self-concept and academic achievement. Verbal intellectual count has been found to show a high correlation with academic achievement. However, the Cattell Test is non-verbal and this can therefore account for the fact that no significant correlation between intelligence and academic achievement was found. Students may develop an identity, which may not necessarily be a positive identity, which goes hand-in-hand with a positive self-concept. This might explain why no significant correlation between self-concept and the factors of the HSPQ has been found. This study found that a correlation does exist between three factors of the HSPQ and academic achievement. Factors of personality therefore do have some correlation with academic achievement. It is recommended that future research investigate this relationship. The small sample size of this study limits its generalisation possibility and it is further recommended that cultural aspects be brought into consideration. , Mr. G. Kruger
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- Authors: Baadjies, Loni
- Date: 2008-10-29T12:19:04Z
- Subjects: Self-perception , Academic achievement , Sixteen personality factor questionnaire
- Type: Thesis
- Identifier: uj:13806 , http://hdl.handle.net/10210/1407
- Description: M.A. , This study investigates whether a relationship exists between the self-concept and personality of a student and his academic achievement. The self-concept is defined as a set of beliefs about the self and the relationships between those beliefs that may mediate behaviour in certain situations. It is regarded as a key factor in the integration of personality, in motivating behaviour and achieving mental health. Various theorists have contributed towards the study of the self-concept, amongst them William James, Cooley and Mead, Erik Erikson, and Carl Rogers. To maintain our self-concept, we reflect on what others tell us about ourselves and compare our own performance to that of others. The role of social comparison theory is therefore important because it explains this phenomenon. It appeared as if a strong self-concept act as a predictor of good academic achievement. The self, social comparison and intelligence also appear to play an important role within the boundaries of academic achievement. Self-concept plays an important role in the development of personality and vice versa. Cattell’s explanation of personality provides insight into the link between traits and self-concept. This study controlled for extraneous variables, such as intelligence. Apart from self-concept, personality traits were further investigated to determine their association with self-concept and academic achievement. This study was mostly exploratory by nature and has as a future aim the development of an intervention, which can be implemented to enhance both self-concept and academic achievement. The sample comprised 44 grade nine male and female students at St Barnabas College. The instruments used for this study included the Cattell’s Culture Fair Intelligence Test, the Beck’s Self-Concept Scale, and the High School Personality Questionnaire. The results pertaining to the research hypotheses indicated that there is no significant correlation between self-concept and academic achievement and also no significant correlation between intelligence and academic achievement. No correlation was also found between self-concept and factors of the HSPQ. A significant correlation was, however, found between some of the factors of the HSPQ and academic achievement. It is possible that some students may find their physical appearances more important than a positive self-concept. A failure in school can therefore not influence their self-concept. This may explain why no correlation was found between self-concept and academic achievement. Verbal intellectual count has been found to show a high correlation with academic achievement. However, the Cattell Test is non-verbal and this can therefore account for the fact that no significant correlation between intelligence and academic achievement was found. Students may develop an identity, which may not necessarily be a positive identity, which goes hand-in-hand with a positive self-concept. This might explain why no significant correlation between self-concept and the factors of the HSPQ has been found. This study found that a correlation does exist between three factors of the HSPQ and academic achievement. Factors of personality therefore do have some correlation with academic achievement. It is recommended that future research investigate this relationship. The small sample size of this study limits its generalisation possibility and it is further recommended that cultural aspects be brought into consideration. , Mr. G. Kruger
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The relationship between adjustment and academic achievement of standard seven pupils
- Authors: Dick, Margaret Leslie
- Date: 2014-08-12
- Subjects: Academic achievement , Adjustment (Psychology) in children - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12018 , http://hdl.handle.net/10210/11769
- Description: M. Ed. (Educational Psychology) , There is a growing concern for the number of children who drop out of school before completing their matriculation examination successfully. The increase in technological development and the creation of new and more demanding job opportunities requires a highly skilled workforce. Since underachievement retards the development of manpower, it implies that each pupil should be guided to reach his highest possible niveau. The factors affecting scholastic achievement are multidimensional, but one that has been minimally researched, is adjustment and the way in which inter- and intrapersonal relationships affect the scholastic achievement of pupils. This study was undertaken to determine the relationship between adjustment and different levels of academic achievement. The method of research is twofold. A literature study constitutes the first part in which definitions of adjustment and achievement are related to the development and learning of the adolescent in personal, home, social and formal relationships. This is followed by an empirical study on relational components of adjustment which are applied to achievers, overachievers and underachievers who are identified by means of a regression analysis.
- Full Text:
- Authors: Dick, Margaret Leslie
- Date: 2014-08-12
- Subjects: Academic achievement , Adjustment (Psychology) in children - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12018 , http://hdl.handle.net/10210/11769
- Description: M. Ed. (Educational Psychology) , There is a growing concern for the number of children who drop out of school before completing their matriculation examination successfully. The increase in technological development and the creation of new and more demanding job opportunities requires a highly skilled workforce. Since underachievement retards the development of manpower, it implies that each pupil should be guided to reach his highest possible niveau. The factors affecting scholastic achievement are multidimensional, but one that has been minimally researched, is adjustment and the way in which inter- and intrapersonal relationships affect the scholastic achievement of pupils. This study was undertaken to determine the relationship between adjustment and different levels of academic achievement. The method of research is twofold. A literature study constitutes the first part in which definitions of adjustment and achievement are related to the development and learning of the adolescent in personal, home, social and formal relationships. This is followed by an empirical study on relational components of adjustment which are applied to achievers, overachievers and underachievers who are identified by means of a regression analysis.
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Attitudes and achievement in mathematics in Soweto senior secondary schools
- Authors: Mathe, Mduduzi Maphindikazi
- Date: 2012-11-21
- Subjects: Mathematics study and teaching , High school students attitudes , Academic achievement
- Type: Thesis
- Identifier: uj:7406 , http://hdl.handle.net/10210/8232
- Description: D.Ed.
- Full Text:
- Authors: Mathe, Mduduzi Maphindikazi
- Date: 2012-11-21
- Subjects: Mathematics study and teaching , High school students attitudes , Academic achievement
- Type: Thesis
- Identifier: uj:7406 , http://hdl.handle.net/10210/8232
- Description: D.Ed.
- Full Text:
Differential analysis on the perceptions of learners concerning classroom culture and their academic achievement
- Authors: Meiring, Alta
- Date: 2012-09-05
- Subjects: Academic achievement , Classroom environment , Educational psychology
- Type: Mini-Dissertation
- Identifier: uj:3586 , http://hdl.handle.net/10210/6968
- Description: M.Ed. , This research project was conducted to investigate the construct of classroom culture. The fundamental aim of this study was a differential analysis on the perceptions of learners concerning classroom culture and their academic achievement. The biographical data that was investigated for this study included: gender, age, mother tongue, tuition medium, taking care of learners and course being studied. It seems necessary since the social and cultural factors are seen as important influences on the perception of learners, concerning their learning success and academic achievement, even before the enter the classroom (See paragraphs 2.7.1 and 2.7.2). Find different dimensions of classroom culture were identified for this study as to research the different perceptions of the learners. The dimensions that were utilised for this study include the following: Dimension A — Classroom Environment Dimension B — Social Relationships Dimension C — Academic Achievement Dimension D — The role of the educator or lecturer Dimension E — The role of the learner The results of the empirical research indicated that positive perceptions by learners, concerning classroom culture and their academic achievement, is a valuable attribution to the learning experiences of learners in a classroom. Some findings that may be of value to educators and education are the following: Concerning the biographical data, most learners indicated overall positive responses. The following findings are significant to this study: It is evident that older learners and female learners were more task oriented, responsible and consider time management as important (age; gender). Most learners prefer a tuition medium in which they can understand fully. They prefer to communicate well in this medium. Furthermore, they want to follow the tuition medium, especially when the lecturers explain difficult work. Learners in the Business Studies Department perceived themselves to enjoy attending their classes. It may be as a result of classrooms being fully equipped with modern technology such as computers and air-conditioning (See paragraph 5.2.1). It is furthermore indicated that, mother tongue and the "taking care of learners", have no statistical significant impact on the perception of learners concerning classroom culture and their academic achievement. It is significant to this study that all five dimensions concerning classroom culture indicated statistical significant differences among the groups of learners. The following findings may be of value: It is evident that a friendly, comfortable classroom environment (Dimension A) as well as co-operative classmates, who assists other learners with their learning experiences (Dimension B) contributes to positive classroom cultures. It is furthermore indicated that the role of the educator, being open, positive, approachable and supportive, enhance the academic achievement of learners (Dimension C and Dimension D). Learners perceive themselves as to be a fundamental part of classroom culture. Most learners perceive themselves as responsible learners whose academic achievement is in accordance with their potential and capabilities (Dimension C and Dimension E). Learners identify more easily with educators whose classes they enjoy. They often work hard, not to disappoint their educators. It is indicated, through this research that the perception and experiences of the life world of learners, initiate their reaction to classroom environment. It furthermore implies the intention of learners to actively assess their learning world, thus classroom culture.
- Full Text:
- Authors: Meiring, Alta
- Date: 2012-09-05
- Subjects: Academic achievement , Classroom environment , Educational psychology
- Type: Mini-Dissertation
- Identifier: uj:3586 , http://hdl.handle.net/10210/6968
- Description: M.Ed. , This research project was conducted to investigate the construct of classroom culture. The fundamental aim of this study was a differential analysis on the perceptions of learners concerning classroom culture and their academic achievement. The biographical data that was investigated for this study included: gender, age, mother tongue, tuition medium, taking care of learners and course being studied. It seems necessary since the social and cultural factors are seen as important influences on the perception of learners, concerning their learning success and academic achievement, even before the enter the classroom (See paragraphs 2.7.1 and 2.7.2). Find different dimensions of classroom culture were identified for this study as to research the different perceptions of the learners. The dimensions that were utilised for this study include the following: Dimension A — Classroom Environment Dimension B — Social Relationships Dimension C — Academic Achievement Dimension D — The role of the educator or lecturer Dimension E — The role of the learner The results of the empirical research indicated that positive perceptions by learners, concerning classroom culture and their academic achievement, is a valuable attribution to the learning experiences of learners in a classroom. Some findings that may be of value to educators and education are the following: Concerning the biographical data, most learners indicated overall positive responses. The following findings are significant to this study: It is evident that older learners and female learners were more task oriented, responsible and consider time management as important (age; gender). Most learners prefer a tuition medium in which they can understand fully. They prefer to communicate well in this medium. Furthermore, they want to follow the tuition medium, especially when the lecturers explain difficult work. Learners in the Business Studies Department perceived themselves to enjoy attending their classes. It may be as a result of classrooms being fully equipped with modern technology such as computers and air-conditioning (See paragraph 5.2.1). It is furthermore indicated that, mother tongue and the "taking care of learners", have no statistical significant impact on the perception of learners concerning classroom culture and their academic achievement. It is significant to this study that all five dimensions concerning classroom culture indicated statistical significant differences among the groups of learners. The following findings may be of value: It is evident that a friendly, comfortable classroom environment (Dimension A) as well as co-operative classmates, who assists other learners with their learning experiences (Dimension B) contributes to positive classroom cultures. It is furthermore indicated that the role of the educator, being open, positive, approachable and supportive, enhance the academic achievement of learners (Dimension C and Dimension D). Learners perceive themselves as to be a fundamental part of classroom culture. Most learners perceive themselves as responsible learners whose academic achievement is in accordance with their potential and capabilities (Dimension C and Dimension E). Learners identify more easily with educators whose classes they enjoy. They often work hard, not to disappoint their educators. It is indicated, through this research that the perception and experiences of the life world of learners, initiate their reaction to classroom environment. It furthermore implies the intention of learners to actively assess their learning world, thus classroom culture.
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Instructional leadership and the academic achievement of matriculants
- Mchunu, Mandlenkosi Emmanuel
- Authors: Mchunu, Mandlenkosi Emmanuel
- Date: 2011-12-06
- Subjects: Educational leadership , High school students , Academic achievement
- Type: Mini-Dissertation
- Identifier: uj:1776 , http://hdl.handle.net/10210/4141
- Description: M.Ed.
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- Authors: Mchunu, Mandlenkosi Emmanuel
- Date: 2011-12-06
- Subjects: Educational leadership , High school students , Academic achievement
- Type: Mini-Dissertation
- Identifier: uj:1776 , http://hdl.handle.net/10210/4141
- Description: M.Ed.
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Standerd sewe-leerlinge en hul ouers se verwagtinge ten opsigte van intelligensie en skoolprestasie
- Authors: Hattingh, Lanette
- Date: 2014-02-18
- Subjects: High school students - Intelligence levels - South Africa , Academic achievement
- Type: Thesis
- Identifier: uj:4117 , http://hdl.handle.net/10210/9464
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Hattingh, Lanette
- Date: 2014-02-18
- Subjects: High school students - Intelligence levels - South Africa , Academic achievement
- Type: Thesis
- Identifier: uj:4117 , http://hdl.handle.net/10210/9464
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
Die invloed van belangstelling op die studiesukses van eerstejaar onderwysstudente
- Authors: Froneman, Elizabeth Maria
- Date: 2014-11-19
- Subjects: Interest (Psychology) - Testing , Academic achievement , Personality and academic achievement , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12967 , http://hdl.handle.net/10210/12857
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Froneman, Elizabeth Maria
- Date: 2014-11-19
- Subjects: Interest (Psychology) - Testing , Academic achievement , Personality and academic achievement , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12967 , http://hdl.handle.net/10210/12857
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text: