Educational Psychology & Special Needs Education
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Browsing Educational Psychology & Special Needs Education by Subject "Academic performance"
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- 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.
- ItemIntroduction of bilingual instruction into KwaZulu-Natal classrooms as a means to maximize second language learner's academic performance(2007) Ramparsad, Bina; Nzima, D.R.In KwaZulu-Natal and the wider South Africa, many learners are challenged in reading, writing and spelling. Aims This study aimed at evaluating bilingualism as a method of instruction, or means to improve the academic performance of second language learners, i.e. isiZulu speaking learners in KwaZulu-Natal classrooms. Methodology The research took the form of a field experiment and was limited to one school only, namely, the "Green School". The research paradigm took the form of a Pre-Test Post-Test: Before and After Randomised Control Group. This study is quantitative in nature and sampling is systematic by character. Sampling was executed by the method of random selection, where subjects from the Green School were randomly assigned to the experimental and control groups. Learners from Grades 4, 5, 6 and 7 were the participants in this research. The total number of participants in the study was N = 64, with 32 subjects being assigned to the control and the other 32 being assigned to the experimental group randomly. The subjects N - 64 were African learners whose home language was (i) isiZulu and (ii) Indian or Coloured learners whose home language was English. Both these groups were presented with vocabulary and comprehension pre-tests. The items listed on the vocabulary and comprehension subtests of the SSAIS-R were utilized to test the learners' knowledge and understanding of words. The SSAIS-R was utilized because it has been proved to be valid and reliable. Scoring was conducted as per requirements for scoring in the SSAIS-R on the vocabulary and comprehension subtests respectively. The experimental group was the subjected to one month of bilingual teaching, instructed by an isiZulu speaking teacher aide, who was proficient in and willing to teach bilingually in the experimental classroom. The control group was subjected to "English only" instruction. After one month the tester presented the learners with the same test material and posttest scores were obtained. VI n Data was then summarized and calculated using the factorial design and a table on the final analysis of variance was obtained. Results The results obtained, demonstrated that all F ratios were significant @ the 0.05 level for the Green School. It also verified that bilingualism as a method of instruction had improved the academic performance of second language learners viz. isiZulu learners in the Green School. Conclusion This has implications for reviewing and evaluating teaching and learning using bilingual instruction in South African classrooms. Recommendations It is recommended that bilingual instruction be introduced in the senior primary phase in schools. Since this study proved significant in the senior primary phase, it is recommended that a similar type of study be conducted in the junior primary phase in schools. A further suggestion is that in-service training be provided for all educators in bilingual modes of instruction, thus enhancing academic performance in second language learners. It should be compulsory for all student teachers to be trained in bilingual methods of instruction in teacher training tertiary institutions. This study can also be utilized to develop strategies for teaching in rural and peri -urban areas.
- ItemAn investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesotho(2009) Jackson, M.M.; Vos, M.S.The performance of learners in national tests and examinations is broadly used as an indicator of the effectiveness of the school (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:39). According to Bernard (1999:28) learners test results have become such an accepted indicator of school performance that for manY,a school with high test scores is per force a good school. Often, academic results constitute the only criterion by which the success of a school is measured even to the extent that solely on this basis schools are labelled as effective or ineffective, resulting in unpleasant outcomes for the school regarded as 'failing' schools (Naidu etsl, 2008:39). This trend is manifested in Lesotho in the uproar generated by publication of case (Grade 12) examination results (setot, 1999:2).
- 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.
- ItemThe relationship between reading difficulties and academic perfomance among a group of foundation phase laerners who have been: identified as experiencing difficulty with reading and referred for reading remediation(2005) Oberholzer, Bronwen; Nzima, D.R.Reading is generally considered to be a critical skill, both within and beyond the walls of the classroom. Its importance for academic success within a school is unlikely to be contested by many people. Reading is well-integrated into our education system generally, such that educational or academic success is almost synonymous with reading success. With this in mind, the purpose of this research was to examine the relationship between reading difficulties and academic performance. To this end a group of Foundation Phase learners were selected on the basis of having an already identified reading difficulty. Using data from their school academic progress reports and from a scholastic assessment carried out by an educational psychologist, correlations were calculated between the learners' reading ability and academic performance. The research findings showed no significant correlation. These results were not in line with the general opinion supported by the literature, in that the children's reading difficulties did not appear to be impacting negatively on their academic potential. Various factors are discussed as possible explanations for this phenomenon.