Educational Psychology & Special Needs Education
Permanent URI for this collection
Browse
Browsing Educational Psychology & Special Needs Education by Subject "Academic achievement."
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- ItemFactors which contribute to orphaned learners' academic achievements(2006) Makhonza, Lindokuhle Octavia; Nzima, D.R.The research investigated the factors which contributed to orphaned learners resilience. Resilience was measured as good academic achievement of orphaned learners. This stud} further investigated the relationship between an area type and custodian type respectively and the resilience of orphaned learners. Data was collected by means of a questionnaire. The sample consisted of 183-orphaned learners, in the intermediate phase of Primary school. 12 schools in Vryheid District participated in the study. The findings of the study suggested among the three factors: familial, societal and school factors, family factors were the most significant factors in relation to resilience. No significant relationship was found between the custodian type and academic achievement of orphaned learners. The significant relationship found in this study indicated that the type of an area appeared to influence the resilience of orphaned learners. The study further revealed that a large number of orphaned learners stayed and were cared for by their grandparents.
- ItemHome environment and pupils' academic achievement(1997) Mdanda, Mandlakayise Gilford; Sibaya, P.T.This study examined the impact of home-environment on pupils' academic achievement. The first aim was to find out the association, if any, between parental structure and pupils' academic achievement. The second aim was to find out the relationship, if any, between parent-occupational status and pupils' academic achievement. The third aim was to find out the relationship, if any, between parental-involvement and pupils' academic achievement. The fourth aim was to discover the association, if any, between parental-managed learning programmes and pupils' academic achievement. The findings reveal that there is consistent relationship between parental-structure and pupils' academic achievement. Two-parent families are the most influential variable on pupils' academic achievement. There is a relationship between parent-occupational status and pupils' academic achievement. The type of job the parent is doing has an impact on child's academic performance. The study showed that pupils bom of professional parents, obtain highest scores on academic performance. There is a relationship between parentai-invoivement and pupils' academic achievement. Children, whose parents show high level of involvement, perform better in their academic tasks than those children whose parents are not involved in school matters. There is a relationship between parental-managed learning programmes and pupils' academic achievement. Parental two-way communication with the school, enhances pupils' academic performance.
- ItemMetacognitive strategies and academic perfomance among children with learning problems(1997) Van Rooyen, Willem Johannes; Sibaya, P.T.The present study examines the relationship between metacognitive strategy instruction and academic performance among children with learning problems. The metacognitive strategy instruction was based on a metalearning model. Thirty nine pupils with learning problems from grades 4 and 5 participated in the study. Academic performance data on curriculum based history tests and data from the self-report Metacognitive Learning Process Questionnaire (MLPQ) were collected. Baseline pretest data from History Test 1 indicated that pupils attained average percentage scores. Subsequent to training in the use of cognitive and metacognitive strategies pupils produced significantly higher performance scores on History Test 2. No statistically significant differences were found between the pre- and post application of the MLPQ. Increases in the cognitive and metacognitive strategies and test writing abilities sub-tests of the MLPQ were indicated. The results clearly indicated that training in metacognitive strategies coincided with an increase in academic performance. The broader implications and limitations of the study are discussed.