Die identifisering van kriteria vir skooleffektiwiteit
- Authors: Aldum, Heleen
- Date: 2014-07-23
- Subjects: School management and organization - Evaluation , Academic achievement - Evaluation , Motivation in education , Educational science - Research - South Africa
- Type: Thesis
- Identifier: uj:11771 , http://hdl.handle.net/10210/11497
- Description: M.Ed. (Philosopy of Education) , Every year the failure rate among matrics causes great concern among various parties such as the students’ parents, the community and teachers. These reports focus attention on a serious problem, namely the effectiveness of schools in South Africa. Economic, social and political factors significantly contribute to the large percentage of matric students who either drop out or fail their studies. The high number of dropouts and students who fail, is a serious problem that have severe implications and it must be addressed urgently. In order to address this problem it is imperative to investigate school effectiveness. The specific purpose of this study is to investigate schools in South-Africa, to identify problems, define criteria that can be used in school improvement programmes and to design models that explain the role of the criteria during implementation of school improvement programmes. The study required literature research in order to investigate the factors influencing the performance of students and to determine possible criteria for school effectiveness. The following criteria resulted from the research and would be interpreted in a functional simulation improvement model : * Clear academic goals * Social network * School ambience * Responsible leadership * Teacher efficiency * Quality instruction * Pupil well-being
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- Authors: Aldum, Heleen
- Date: 2014-07-23
- Subjects: School management and organization - Evaluation , Academic achievement - Evaluation , Motivation in education , Educational science - Research - South Africa
- Type: Thesis
- Identifier: uj:11771 , http://hdl.handle.net/10210/11497
- Description: M.Ed. (Philosopy of Education) , Every year the failure rate among matrics causes great concern among various parties such as the students’ parents, the community and teachers. These reports focus attention on a serious problem, namely the effectiveness of schools in South Africa. Economic, social and political factors significantly contribute to the large percentage of matric students who either drop out or fail their studies. The high number of dropouts and students who fail, is a serious problem that have severe implications and it must be addressed urgently. In order to address this problem it is imperative to investigate school effectiveness. The specific purpose of this study is to investigate schools in South-Africa, to identify problems, define criteria that can be used in school improvement programmes and to design models that explain the role of the criteria during implementation of school improvement programmes. The study required literature research in order to investigate the factors influencing the performance of students and to determine possible criteria for school effectiveness. The following criteria resulted from the research and would be interpreted in a functional simulation improvement model : * Clear academic goals * Social network * School ambience * Responsible leadership * Teacher efficiency * Quality instruction * Pupil well-being
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Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege
- Aucamp, Hester Petronella Helena
- Authors: Aucamp, Hester Petronella Helena
- Date: 2014-02-10
- Subjects: Nurses - Training of - South Africa - Evaluation , Nursing - Study and teaching - South Africa - Evaluation , Academic achievement - Evaluation
- Type: Thesis
- Identifier: uj:3722 , http://hdl.handle.net/10210/9102
- Description: M.Cur. , Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.
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- Authors: Aucamp, Hester Petronella Helena
- Date: 2014-02-10
- Subjects: Nurses - Training of - South Africa - Evaluation , Nursing - Study and teaching - South Africa - Evaluation , Academic achievement - Evaluation
- Type: Thesis
- Identifier: uj:3722 , http://hdl.handle.net/10210/9102
- Description: M.Cur. , Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.
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Identifisering van potensiële druipelingstudente in eerstejaar fisikakursusse aan technikons
- Naudé-De Jager, Susanna Johanna
- Authors: Naudé-De Jager, Susanna Johanna
- Date: 2015-10-07
- Subjects: College freshmen - Research - South Africa , Academic achievement - Evaluation , Physics - Study and teaching (Higher) - South Africa , Technikons - South Africa - Curricula , Dropouts - South Africa
- Type: Thesis
- Identifier: uj:14230 , http://hdl.handle.net/10210/14683
- Description: D.Ed. , Please refer to full text to view abstract
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- Authors: Naudé-De Jager, Susanna Johanna
- Date: 2015-10-07
- Subjects: College freshmen - Research - South Africa , Academic achievement - Evaluation , Physics - Study and teaching (Higher) - South Africa , Technikons - South Africa - Curricula , Dropouts - South Africa
- Type: Thesis
- Identifier: uj:14230 , http://hdl.handle.net/10210/14683
- Description: D.Ed. , Please refer to full text to view abstract
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The validity of the Cognitive Assessment System (CAS) as a fair diagnostic instrument in South African schools
- Authors: Reid, Karen Dale
- Date: 2014-04-15
- Subjects: Academic achievement - Evaluation , Grading and marking (Students) - South Africa , Cognition in children - South Africa
- Type: Thesis
- Identifier: uj:10671 , http://hdl.handle.net/10210/10188
- Description: M.Ed. (Educational Psychology) , Diversity is an important component of the South African society. Traditional standardised methods of assessment have been discouraged or abandoned. as they have been found to be discriminatory. Arguing for a systematic assessment process, Siegel (1999:307) states that the standardised methods are the best way to achieve understanding as to the reasons for the breakdown in Iearning and ensure effective intervention. The objective of this study was therefore to establish whether the Cognitive Assessment System (CAS), a cognitive assessment tool, correlates and is a predictor of achievement in the South African context. In order to examine the validity of this claim. I selected 32 black, Grade 6 learners, from a school In 8 Northern Johannesburg suburb, to determine whether the scores obtained on the CAS, correlate and predict achievement in the areas of reading and scholastic work. The quantitative research Involved identifying correlations between three data areas, the CAS. Woodcock Diagnostic Reading Battery (WDRB). and the scholastic marks obtained from school subjects for December 2000 and June 2001. As a result of this research and data analysis. high correlations were obtained between the three data areas. In addition the achieved scores of the WDRB were found to correlate with predicted scores taken from the learner's CAS Full Scale score. It was therefore concluded, that the Full Scale score of the CAS is predictive of achievement as measured by the six sub-tests taken from the WDRB. The findings of this study thus indicate that the CAS cognitive assessment tool could. within certain limitations, be used in the South African context to improve diagnostic interpretations and subsequent interventions. The challenge remains for additional research to be undertaken to explore the diagnostic value of the CAS in the wider community.
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- Authors: Reid, Karen Dale
- Date: 2014-04-15
- Subjects: Academic achievement - Evaluation , Grading and marking (Students) - South Africa , Cognition in children - South Africa
- Type: Thesis
- Identifier: uj:10671 , http://hdl.handle.net/10210/10188
- Description: M.Ed. (Educational Psychology) , Diversity is an important component of the South African society. Traditional standardised methods of assessment have been discouraged or abandoned. as they have been found to be discriminatory. Arguing for a systematic assessment process, Siegel (1999:307) states that the standardised methods are the best way to achieve understanding as to the reasons for the breakdown in Iearning and ensure effective intervention. The objective of this study was therefore to establish whether the Cognitive Assessment System (CAS), a cognitive assessment tool, correlates and is a predictor of achievement in the South African context. In order to examine the validity of this claim. I selected 32 black, Grade 6 learners, from a school In 8 Northern Johannesburg suburb, to determine whether the scores obtained on the CAS, correlate and predict achievement in the areas of reading and scholastic work. The quantitative research Involved identifying correlations between three data areas, the CAS. Woodcock Diagnostic Reading Battery (WDRB). and the scholastic marks obtained from school subjects for December 2000 and June 2001. As a result of this research and data analysis. high correlations were obtained between the three data areas. In addition the achieved scores of the WDRB were found to correlate with predicted scores taken from the learner's CAS Full Scale score. It was therefore concluded, that the Full Scale score of the CAS is predictive of achievement as measured by the six sub-tests taken from the WDRB. The findings of this study thus indicate that the CAS cognitive assessment tool could. within certain limitations, be used in the South African context to improve diagnostic interpretations and subsequent interventions. The challenge remains for additional research to be undertaken to explore the diagnostic value of the CAS in the wider community.
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'n Diagnostiese voorspellingsmodel vir wiskundeprestasie aan 'n universiteit
- Authors: Snyman, Jacobus Johannes
- Date: 2014-09-01
- Subjects: Prediction of scholastic success , Mathematical readiness - Evaluation , Academic achievement - Evaluation , Mathematics - Study and teaching (Higher) - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12186 , http://hdl.handle.net/10210/11927
- Description: D.Ed. (Didactics) , The main objective of this research is to develop a diagnostic model for the prediction of mathematics achievement for first year university students. In order to design this model of prediction, the following objectives were formulated: * to establish a profile of a typical successful and unsuccessful student in Mathematics; * to calculate the probable final mark achieved by a student in Mathematics; * to establish the probability of success by a student in Mathematics. In this research various factors determinating the academic performance of first year students at a university are discussed. Firstly the transition from school to university and its implications on the student, the teaching of a subject and its influence, and those factors inherent in the student are investigated. The factors inherent to the student are described as cognitive factors (intelligence, aptitude and previous performance) and non-cognititve factors (study methods and attitudes, interest, anxiety, personality and adjustment).
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- Authors: Snyman, Jacobus Johannes
- Date: 2014-09-01
- Subjects: Prediction of scholastic success , Mathematical readiness - Evaluation , Academic achievement - Evaluation , Mathematics - Study and teaching (Higher) - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12186 , http://hdl.handle.net/10210/11927
- Description: D.Ed. (Didactics) , The main objective of this research is to develop a diagnostic model for the prediction of mathematics achievement for first year university students. In order to design this model of prediction, the following objectives were formulated: * to establish a profile of a typical successful and unsuccessful student in Mathematics; * to calculate the probable final mark achieved by a student in Mathematics; * to establish the probability of success by a student in Mathematics. In this research various factors determinating the academic performance of first year students at a university are discussed. Firstly the transition from school to university and its implications on the student, the teaching of a subject and its influence, and those factors inherent in the student are investigated. The factors inherent to the student are described as cognitive factors (intelligence, aptitude and previous performance) and non-cognititve factors (study methods and attitudes, interest, anxiety, personality and adjustment).
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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...
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- 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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