A psycho-educational programme for academically excluded higher education students
- Authors: Van den Berg, Ian Johannes
- Date: 2017
- Subjects: School failure , Failure (Psychology)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/270399 , uj:28740
- Description: Ph.D. (Education) , Abstract: Academic failure and exclusion from further study in higher education institutions are an unpleasant fact for many students in our current higher education climate in South Africa. Academically excluded students face the reality of impaired future expectations and perspectives, and for many the involuntary transitions go hand in hand with a range of negative emotions and trauma experiences. Excluded students face an uncertain future, and they need to identify alternative educational and career options, whilst dealing with negative experiences and feelings such as failure, disappointment, inferiority, depression, anxiety, and anger. These students also must deal with the burden of informing their parents and communities of their failures as well as deal with the financial consequences of their failed studies. Academically excluded students are thus often left without support to adequately deal with their situations, to understand their situations and to reconsider their future options in a sensible manner. The result is that they might experience diminished future perspectives and difficulties in addressing their circumstances in a resilient manner. The researcher, as an educational psychologist previously practicing in a higher education institution, was therefore concerned about the individual students that were refused permission to continue their higher education studies and being excluded from the higher education institution for any other similar academic programme. The research questions that rose from this problem was: How do students experience being academically excluded at a higher education institution and what can be done to facilitate the mental health of academically excluded students during the time of transitioning out of their institution of study? The main objective of this study was to understand academically excluded students’ experiences, to describe a conceptual framework, psycho-educational programme and guidelines to implement a psycho-educational programme to facilitate their mental health...
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- Authors: Van den Berg, Ian Johannes
- Date: 2017
- Subjects: School failure , Failure (Psychology)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/270399 , uj:28740
- Description: Ph.D. (Education) , Abstract: Academic failure and exclusion from further study in higher education institutions are an unpleasant fact for many students in our current higher education climate in South Africa. Academically excluded students face the reality of impaired future expectations and perspectives, and for many the involuntary transitions go hand in hand with a range of negative emotions and trauma experiences. Excluded students face an uncertain future, and they need to identify alternative educational and career options, whilst dealing with negative experiences and feelings such as failure, disappointment, inferiority, depression, anxiety, and anger. These students also must deal with the burden of informing their parents and communities of their failures as well as deal with the financial consequences of their failed studies. Academically excluded students are thus often left without support to adequately deal with their situations, to understand their situations and to reconsider their future options in a sensible manner. The result is that they might experience diminished future perspectives and difficulties in addressing their circumstances in a resilient manner. The researcher, as an educational psychologist previously practicing in a higher education institution, was therefore concerned about the individual students that were refused permission to continue their higher education studies and being excluded from the higher education institution for any other similar academic programme. The research questions that rose from this problem was: How do students experience being academically excluded at a higher education institution and what can be done to facilitate the mental health of academically excluded students during the time of transitioning out of their institution of study? The main objective of this study was to understand academically excluded students’ experiences, to describe a conceptual framework, psycho-educational programme and guidelines to implement a psycho-educational programme to facilitate their mental health...
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Analysis of the high matric failure rate in rural schools
- Dlangalala, Nokwanda Thembeka Qhamkile
- Authors: Dlangalala, Nokwanda Thembeka Qhamkile
- Date: 2015-08-18
- Subjects: Education, Secondary - South Africa , Underachievers - South Africa - Evaluation , Failure (Psychology) , Rural schools - South Africa
- Type: Thesis
- Identifier: uj:13892 , http://hdl.handle.net/10210/14236
- Description: M.Ed. , Please refer to full text to view abstract
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- Authors: Dlangalala, Nokwanda Thembeka Qhamkile
- Date: 2015-08-18
- Subjects: Education, Secondary - South Africa , Underachievers - South Africa - Evaluation , Failure (Psychology) , Rural schools - South Africa
- Type: Thesis
- Identifier: uj:13892 , http://hdl.handle.net/10210/14236
- Description: M.Ed. , Please refer to full text to view abstract
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Learner's experience of failing grade twelve in the Northern Province
- Sadiki, Jeffrey Khathutshelo
- Authors: Sadiki, Jeffrey Khathutshelo
- Date: 2014-04-03
- Subjects: Grade repetition - South Africa - Northern Province. , School failure - South Africa - Northern Province. , Failure (Psychology)
- Type: Thesis
- Identifier: uj:10504 , http://hdl.handle.net/10210/10007
- Description: M.Ed. (Psycho-Educational Programme Development) , Please refer to full text to view abstract
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- Authors: Sadiki, Jeffrey Khathutshelo
- Date: 2014-04-03
- Subjects: Grade repetition - South Africa - Northern Province. , School failure - South Africa - Northern Province. , Failure (Psychology)
- Type: Thesis
- Identifier: uj:10504 , http://hdl.handle.net/10210/10007
- Description: M.Ed. (Psycho-Educational Programme Development) , Please refer to full text to view abstract
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Perceptions on poor matric results
- Authors: Ramashala, Malesela Solomon
- Date: 2012-09-12
- Subjects: Failure (Psychology) , Education, Secondary - South Africa. , Education - Standards - South Africa - Evaluation. , Academic achievement - South Africa , Underachievers - South Africa - Psychological aspects.
- Type: Mini-Dissertation
- Identifier: uj:10293 , http://hdl.handle.net/10210/7660
- Description: M.Ed. , This research paper focuses on the different stakeholders' perceptions of poor matric results, for example, why are matric results poor and what can be done to improve the results. The research will be conducted in the Zebediela area in the Northern Province. As this research topic has become a thorn in the flesh to the majority of the South Africans, the researcher wishes to get various views from different stakeholders regarding this phenomenon. The aim of this re search is to do the following: A literature survey in order to find out what various authors view as better ways of improving performance. Interviews with various stakeholders to find out why the matric results are so poor and to get various views on how matric results can be improved. Analysis and description of the findings. From the findings I will come up with conclusions and recommendations as how to attempt solving the problem.
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- Authors: Ramashala, Malesela Solomon
- Date: 2012-09-12
- Subjects: Failure (Psychology) , Education, Secondary - South Africa. , Education - Standards - South Africa - Evaluation. , Academic achievement - South Africa , Underachievers - South Africa - Psychological aspects.
- Type: Mini-Dissertation
- Identifier: uj:10293 , http://hdl.handle.net/10210/7660
- Description: M.Ed. , This research paper focuses on the different stakeholders' perceptions of poor matric results, for example, why are matric results poor and what can be done to improve the results. The research will be conducted in the Zebediela area in the Northern Province. As this research topic has become a thorn in the flesh to the majority of the South Africans, the researcher wishes to get various views from different stakeholders regarding this phenomenon. The aim of this re search is to do the following: A literature survey in order to find out what various authors view as better ways of improving performance. Interviews with various stakeholders to find out why the matric results are so poor and to get various views on how matric results can be improved. Analysis and description of the findings. From the findings I will come up with conclusions and recommendations as how to attempt solving the problem.
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Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief
- Authors: Erasmus, Gene
- Date: 2012-09-06
- Subjects: Teacher-student relationships - South Africa. , Educational change - South Africa. , Failure (Psychology) , Underachievers - South Africa - Psychological aspects.
- Type: Thesis
- Identifier: uj:9674 , http://hdl.handle.net/10210/7089
- Description: M.Ed. , Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a few of the new developments. Despite these changes, however learners still fail, and their future in the labour market seems more and more bleak as teachers find less time under heavier workloads and in ever-larger classes to render them any assistance. In order to assist teachers in helping learners who have failed, it is necessary to lay down guidelines for them to follow. The principal aim of the present study is firstly to determine how failing is viewed by teachers and what measures of assistance are currently being taken in this regard. Secondly, the study is aimed at determining to what extent teachers are prepared to assist these learners and, lastly, at laying down guidelines from an educational-psychological perspective with respect to assisting failing learners. The study comprises a literature study and an empirical study. The literature study is focused on the failing learner and his/her experience of and reaction to failure, as well as on the teacher's role in educating the failing learner. The empirical study is carried out by means of a questionnaire and a statistical analysis of data. Results obtained indicate that teachers, regardless of their sex, years of teaching experience, qualifications, subject field and class size, recognise failing to be a problem at school and that they have a clamant need of guidelines that would assist them in helping failing learners. A need was also expressed for training in how to follow such guidelines.
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- Authors: Erasmus, Gene
- Date: 2012-09-06
- Subjects: Teacher-student relationships - South Africa. , Educational change - South Africa. , Failure (Psychology) , Underachievers - South Africa - Psychological aspects.
- Type: Thesis
- Identifier: uj:9674 , http://hdl.handle.net/10210/7089
- Description: M.Ed. , Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a few of the new developments. Despite these changes, however learners still fail, and their future in the labour market seems more and more bleak as teachers find less time under heavier workloads and in ever-larger classes to render them any assistance. In order to assist teachers in helping learners who have failed, it is necessary to lay down guidelines for them to follow. The principal aim of the present study is firstly to determine how failing is viewed by teachers and what measures of assistance are currently being taken in this regard. Secondly, the study is aimed at determining to what extent teachers are prepared to assist these learners and, lastly, at laying down guidelines from an educational-psychological perspective with respect to assisting failing learners. The study comprises a literature study and an empirical study. The literature study is focused on the failing learner and his/her experience of and reaction to failure, as well as on the teacher's role in educating the failing learner. The empirical study is carried out by means of a questionnaire and a statistical analysis of data. Results obtained indicate that teachers, regardless of their sex, years of teaching experience, qualifications, subject field and class size, recognise failing to be a problem at school and that they have a clamant need of guidelines that would assist them in helping failing learners. A need was also expressed for training in how to follow such guidelines.
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