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Begeleide leer vir adolessente met ontoereikende wiskunde-prestasie

- Kruger, Aletta Susanna

Authors: Kruger, Aletta Susanna
Date: 2012-03-26
Subjects: Mathematics study and teaching (Secondary) , Problem solving case studies , Motivation in education
Type: Thesis
Identifier: uj:2186 , http://hdl.handle.net/10210/4566
Description: D.Ed. , Adolescents who achieve inadequately in mathematics often experience that the different aids available to assist them on their road to recovery are not sufficient. Most adolescents do not know how to bring about desired change. They are not aware what their problem areas are and how it should be addressed. Due to growing numbers in the classrooms in formal teaching, the teacher cannot assist the student individually on an ongoing basis. Factors within the student and his circumstances may also prevent him from benefiting from assistance. Furthermore, most adolescents in the senior secondary phase, who want to study further, are pressurized by educational bodies for higher marks. Therefore, limited time also becomes an issue. Although several studies have been carried out to investigate this matter and create models, the majority of practical programmes lacked depth and a holistic approach.
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Die adjunk-superintendent (kadette) as motiveerder vir kadetopleiding

- Jordaan, Smartryk

Authors: Jordaan, Smartryk
Date: 2014-03-18
Subjects: Youth preparedness - South Africa , School cadets (South Africa) , Motivation in education , School superintendents - South Africa
Type: Thesis
Identifier: uj:4389 , http://hdl.handle.net/10210/9737
Description: M.Ed. , A review of the literature reveals that there is sufficient proof that Russia and its satellite states are involved in various regional conflicts throughout the world. The literature provides proof of Russia's involvement and support of several terrorist groups in various parts of the world. The Republic of South Africa is such a territory where communism endeavors to establish a communistic orientated govermseat , The total onslaught against the Republic of South Africa resulted from nUlllerous factors such as strategic-geographical factors and mineral wealth. A godless revolution of Communism is directed against the Christian ethics and convictions of the inhabitants of the Republic of South Africa. This revolution is ailed towards the total demolition of all ethical norms, Christian values of life, religion, culture and the life style of this nation. The youth of South Africa does not escape this pernicious onslaught and must therefore be prepared orally and physically to oppose this attack against the Republic of South Africa. One of the objectives of cadet training i8 to inform and prepare the youth in regard to the nature and extent of the onslaught against the Republic of South Africa. By means of the imposed task regarding cadet training the deputy superintendent (Cadets) can contribute a great deal towards IIl()tivating and preparing the youth of the Republic of South Africa. Present tidies necessitate the physical and oral preparation of the youth as an integral part of the aims of education. Youth preparedness can be realized in an effective and practical manner by means of cadet training in schools. The focus of cadet training is rightfully aimed at youth preparedness. A further aim of cadet training is providing the cadet with an opportunity to accept joint responsibility for the safety of his own community. The components of the cadet training program are devised in such a way that ample opportunities are created to facilitate and promote physical and moral preparedness. It seems evident that in the event of the correct implementation of the cadet training program of the Transvaal Education Department it should be beneficial to youth preparedness. To achieve this goal it is necessary that both teaching staff and pupils be motivated and activated to become positively involved in the cadet training program. As a professional educationist the deputy superintendent (Cadets) shares the responsibility to motivate the teaching staff and the pupils towards positive participation in the cadet training program. Through positive participation it is possible to prepare the pupils physically and morally against the pernicious commutation against the Republic of South Africa. A valuable contribution in motivating and preparing the youth is thus made possible by the deputy superintendent (Cadets). By applying appropriate guiding lines with regard to cadet training to all parties involved, the deputy superintendent (Cadets) can make a valuable contribution towards motivating the cadet to become an able-bodied and defensible citizen of the Republic of South Africa.
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Die departementshoof as motiveerder vir die gebruik van visuele onderwysmedia

- Labuschagne, Frederik Willem

Authors: Labuschagne, Frederik Willem
Date: 2014-04-23
Subjects: High school department heads , Visual education , Motivation in education
Type: Thesis
Identifier: uj:10850 , http://hdl.handle.net/10210/10357
Description: M.Ed. (Educational Management) , The use of visual media as a means of achieving educational aims in the school is of great importance. This study focuses on the role the head of department has to play in motivating the staff under his supervision and to provide goal orientation. The primary focus is on teacher motivation. The findings generally support the contention that the departmental head must be a motivated educational manager, able to guide teachers to apply visual media effectively and creatively. He must provide incentives .so that teachers will find enjoyment in working as a team; this enjoyment must be transmitted to students. The participative system of educational administration by in-service training of junior teachers should be applied. A healthy climate should be created among senior and junior teachers, to ensure that junior teachers benefit from their senior colleagues' vast experience in the use of media. Visual media should be applied effectively to the full benefit of all pupils in the school. It must stimulate their creativity and provide an environment conducive to active participation in their personal development. Most teachers still spend most of their time preparing and delivering classroombased face-to-face lessons. All the indications are that electronic communication systems will not supplant existing visual media, but will complement them. New species of instructional methods and media are being developed, but the previously existing species have not become extinct. The teacher in the class has two distinctive roles in visual media application...
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Die identifisering van kriteria vir skooleffektiwiteit

- Aldum, Heleen

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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Empowering pupils to succeed : teaching for independent learning and thinking

- Naudé, Dolores

Authors: Naudé, Dolores
Date: 2012-09-06
Subjects: Teacher-student relationships -- South Africa , Motivation in education , Independent study , Self-actualization (Psychology) -- Study and teaching , Cognitive learning , Critical thinking -- Study and teaching
Type: Mini-Dissertation
Identifier: uj:9649 , http://hdl.handle.net/10210/7066
Description: M.Ed. , These words are being echoed more and more by all role players in the community. A caption on the front page of the magazine "People Dynamics" (1994) reads, "GOOD THINKING - THE MISSING LINK". In this article, the business community informs us that developing the good thinking skills needed to enable employees to participate in decision-making, is the "missing link". It would appear that good thinking skills are an important requirement for the future and that it is crucial for pupils to develop decision-making and problem solving skills, which may be linked directly to independent thinking. This raises the question as to how to empower our pupils to succeed in becoming independent learners and thinkers in order to cope with the demands of life. Katz (1994:37) maintains that thinking is rather like a sport or a hobby - it can be taught, practised and improved with the proper effort. The problem is that most of us never stop to analyse how we think - or more important, how we might improve our mental fitness and thinking processes. Katz (1994:37) also states that, contrary to popular belief, breakthrough ideas seldom appear as bolts out of the blue. Instead they occur most often through what Louis Pasteur described as "mental preparation" (the flexible state of mind which encourages proactive thinking). Instead of "mental preparation", Clur (1994:14) speaks of "cognitive skills empowerment". He argues that cognitive skills empowerment will underpin the success of all development programmes in South Africa over the next five years and ensure improved efficiency through the prevention of mistakes. Cognitive skills empowerment, according to him, releases the 'power of thinking' that lies within each individual. It develops the ability to transfer concepts, to apply reasoning skills and to identify and solve daily problems effectively. According to Beyer (1988:2), learning to think is not the incidental outcome of classroom study directed at information telling, or memorising, or the study of diverse subjects. Nor is it the result of simply responding to teacher or textbook questions. More than two decades ago, Little (1973:7) wrote that, implied in our traditional teaching, is the acquisition of cognitive skills, that is, sifting and judging information and using it; the point is that these skills ought to be made a more explicit and selfconscious part of the education system. Little's impression is that content and matter are given greater priority than approach and manner. In other words, the acquisition of cognitive skills is not an explicit part of the education system. Perhaps the most important intellectual skill one can develop is intellectual independence; a capacity to be self-directing and self-regulating; to have independence of mind, judgment and motivation (Little, 1973:3). There is another reason why the emphasis needs to be placed on the teaching of thinking in our schools and that is because of the explosion of knowledge with which our children are being bombarded. Shaw (1994:7), in writing about the necessity for cognitive education in the development of quality education in South Africa, states that a further motivation for teaching thinking is the fact that we are living in an information age. Employers are recognising the need for thinking individuals, individuals who can adapt to career changes and who can process increasing amounts of information. When discussing the volume and almost transient nature of information around us, Beyer (1988:25) states that the long-range value of proficiency in thinking takes on special significance, and quotes psychologist Robert Sternberg as saying that bodies of knowledge are important of course, but they often become outdated. This is in contrast with thinking skills which never become outdated. To the contrary, they enable us to acquire knowledge and to reason with it, regardless of the time or place or the kinds of knowledge to which they are applied. "So in my opinion", says Sternberg, "teaching thinking skills is not only a tall order, but the first order of business for a school" (Sternberg in Beyer, 1988:25) According to Beyer (1988:35) to improve the quality of student thinking as much as we can, we must turn to teaching directly the skills and strategies that constitute thinking. He goes on to say that, in addition to the above, the teaching of thinking in certain subject matter has important humane benefits; he cites Lipman and others (1985) who point out that to teach thinking skills in isolation of certain subjects may communicate a mechanistic view of thinking skills and strategies and thus produce mere skill technicians, devoid of the affective components related to such skills and their uses. This means that, when we teach, for example, problem solving strategies to students, we must be cautious that we do not give the impression that problem solving is a bag of tricks that we can apply at the right time and place (Schmalz, 1991:19). According to Baer (1988:67), the renewed interest in how to teach students to be better thinkers is one of the most important directions that education has taken in recent years. Tishman, Jay and Perkins (1993:147) maintain that what sets good thinkers apart is not simply superior cognitive ability or particular skills; rather, it is their abiding tendencies to explore, inquire, seek clarity, take intellectual risks, and think critically and imaginatively. According to Tishman, et al. (1993:148), these tendencies can be called "thinking dispositions". The problem facing education is how we can teach thinking more effectively in the school curriculum to empower our children to succeed in life.
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Encouragement as an aspect of transparent feedback : implications for the management of teacher competence

- Mashile, Alexander Makidikwe

Authors: Mashile, Alexander Makidikwe
Date: 2012-09-05
Subjects: Motivation in education , Teachers -- Rating of , School superintendents -- South Africa , Personnel management -- South Africa -- Case studies , Competency based education -- Research -- South
Type: Mini-Dissertation
Identifier: uj:9578 , http://hdl.handle.net/10210/7001
Description: M.Ed. , It is clear from Table 4.1 that respondents regard educational managers as being fairly competent during their feedback. From the data on Table 4.1 and its discussions, the following important findings were made: Educational managers do encourage their teachers to use creative teaching techniques - Table 4.1 ranking 1 with a mean score of 3,71. - Educational managers do ensure that teachers' achievements are announced to all relevant stakeholders - this is evident by this question ranking 2 in Table 4.1 with a mean score of 2,90. - Educational managers do encourage their teachers to appraise themselves before the actual feedback process - Table 4.1 ranking 3 in Table 4.1 with a mean score of 2,81. - Educational• managers do also use workshops to familiarise teachers with the appraisal process - Table 4.1 ranking 4 with a mean score of 2,76. From the above information, it is interesting to note that workshops on familiarising teachers with the appraisal process was attended to even though literature indicates that this factor is least attended to, refer to Chapter 2. Encouragement as an aspect of transparent feedback would therefore mean that both the educational manager and the teacher being appraised know what is expected of them. The educational manager should have learnt the behavioural skills to motivate, cherish, inspire, reassure and confidence building, such as the nodding of the head, as a sign of reassuring good responses from the teacher; smiling, as a means of inspiring; leaning forward towards the teacher, as a way of motivating him to come up with suggestions. Teachers do need encouragement where least expected, such as during appraisal feedback where teachers have a negative attitude about its implementation. 5.2.2 Validity and Reliability Validity of the research contents were proved by several experts who judged the relevancy of each item of the questionnaire. Reliability was tested by a procedure which involved a principal component analysis and a principal factor analysis which were performed using the BMDP 4M program. The validity and reliability of the questionnaire served as a basis for evaluating feedback competence of the educational manager. 5.2.3 Statistical analysis No statistical differences were found regarding - gender and - post level and their feedback competence (see table 4.1)
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Exploring the influence of school management on “achievement goal orientation” of grade 10 physical sciences learners

- Chisveto, Patricia

Authors: Chisveto, Patricia
Date: 2015
Subjects: Motivation in education
Language: English
Type: Masters (Thesis)
Identifier: http://hdl.handle.net/10210/64084 , uj:17149
Description: Abstract: The aim of this study was to explore the influence of management goal orientation on learner goal orientation using the achievement goal theory as a lens. The achievement goal theory explains two distinctive goals, namely mastery goal, which is believed to enhance conceptual understanding (Patrick & Yoon, 2004) and performance goal, which is about outperforming other learners and achieving high grades (Meece, Blumenfeld & Hoyle, 1988). Third-generation Cultural-Historical Activity Theory (CHAT) (Engeström, 1987) has been used as an overall lens to view and analyse the goal emphasis of the school management and its influence on learner achievement goal orientation. The school will be seen as an activity system. The science learner is seen as the subject in the activity system and the object being his/her achievement goal orientation. Management in the school forms part of the community, and will have an influence on the achievement goal orientation of the learner. This study follows an explanatory mixed method design in data collection and analysis. Creswell (2010) defines a mixed method approach as one that involves collection and analysis of qualitative and quantitative data and can be used when one data source is insufficient and to get a deeper understanding of phenomena. In this study three underperforming schools were purposefully sampled and a total of 189 learners completed an achievement goal theory questionnaire developed by Vedder-Weiss and Fortus (2010). I also carried out interviews with Heads of Departments (HODs) and Principals in these schools to explore their goal orientation in science teaching and learning. The results have indicated that learners from underperforming schools bring both mastery and performance goals into the learning situation. However, the interviews conducted with school management in the sampled schools showed a stronger support for a performance goal orientation than a mastery goal orientation. The conclusion is that school management seems to be mainly concerned with producing good results, a trend that seems to be embedded in the policies of the education system... , M.Ed.
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Gehaltebestuur as 'n benadering tot voortdurende verbetering in leerlingprestasie

- Lottering, Felicia Dorothy

Authors: Lottering, Felicia Dorothy
Date: 2012-09-04
Subjects: Quality control , Motivation in education , Academic achievement
Type: Mini-Dissertation
Identifier: uj:3507 , http://hdl.handle.net/10210/6896
Description: M.Ed. , In this mini-dissertation the viability of total quality management as an approach to improvement in learner achievement is researched. Some elements of total quality management are used in the school/class in an effort to improve learner achievement. Continuous improvement is seen as vital for both the teacher and the client (learner). The teacher should try to continuously better himself in his subject field. Improvement in learner achievement is made possible especially in the classroom, and for this reason classroom management, as a component of educational management, has been discussed. Key aspects of total quality management as applied by the teacher in the classroom, to improve learner achievement are discussed. The core of the argument is the improvement of learner achievement. Most important is customer satisfaction. By the familiarisation of the customer's background and character, the teacher is able to satisfy (the customer's) academic needs. Evaluation and measurement are used to determine what the learner knows, and how well it is understood. Knowledge of, and skills in using the measuring instruments of total quality management is essential and for that reason the instruments that will be useful in teaching are discussed. The total quality management model of Murgatroyd and Morgan is discussed as a starting point where from total quality management should be initiated. The following are the most important conclusions drawn from the literature study. Total quality management views education as a system of interdependent organisational elements. It attempts to satisfy the external customers, who provide the learners and who pay the taxes that support the system. Evaluation is only meaningful if it can be linked to the educational goals of the school. In the teaching process objective (short questions, multiple choice questions) as well as subjective evaluation (observation of learner's contribution in self-activity modules) are used. Classroom assessment emphasises continuous improvement, and the elimination of learning problems when they are identified. The emphasis on continuous improvement shows that the teacher, as well as the customer, should not always be satisfied with performance only, but that the learner's marks should serve as a starting point to improve on. If the ideas of total quality management are used in the school positive results can be achieved. Changes in the environment in and around the school, should be taken into account as these play a role in the achievement of pupils. Knowledge and skills of the measuring instruments are essential for successful total quality management implementation. Successful total quality implementation, involves changing long-standing and often deeply entrenched organisational and managerial habits. This implies a shift in communication patterns and performance evaluation.
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Leadership styles of school principals in three selected secondary schools in the Northern Province

- Modiba, Solomon Ngwako

Authors: Modiba, Solomon Ngwako
Date: 2012-08-17
Subjects: Educational leadership -- South Africa -- Northern Province , School principals -- Rating of -- South Africa -- Northern Province , Motivation in education
Type: Mini-Dissertation
Identifier: uj:2635 , http://hdl.handle.net/10210/6081
Description: M.Ed. , The main purpose of this study is to examine the participative, the collegial, the permissive, and the directive leadership styles of school principals in the three selected secondary schools in the Northern Province. The discussion in this chapter centres around sharing the findings and recommendations about the articulated leadership styles. Findings and recommendations were shared under the guidance of Interpretivism which is the theoretical perspective undergirding this study. For instance, Interpretivism accentuates the point that to understand and explain why a particular leadership style is used in a specific school, the investigator needs to comprehend the way of life in that society and the ways of doing things in that school. Furthermore, Interpretivism reminds the researcher to learn the purposes of the individual actors and the social meanings that they share with others (Feinberg Sz. Soltis, 1985:102). Remarking about the significance of taking into cognizance the context in which a leadership style is practised, Grobler (1993:5) contends that there are no motivation strategies, organization structures, decision- making patterns, communication techniques, change approaches or leadership styles that will fit all situations. In support of the expressed assertion Jablonski (1994:43) notes that an effective leadership style creates a positive school climate, communication channels and feedback.
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