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A pedagogic-didactic evaluation of discipline in Black secondary schools, with special reference to KwaZulu

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dc.contributor.advisor Duminy, P.A.
dc.contributor.author Ngcobo, Bhekithemba Walter
dc.date.accessioned 2011-07-27T11:55:19Z
dc.date.available 2011-07-27T11:55:19Z
dc.date.issued 1986
dc.identifier.uri http://hdl.handle.net/10530/778
dc.description Submitted in fulfillment for the requirements of the Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1986. en_US
dc.description.abstract The researcher felt disturbed by the problem of discipline in Black secondary schools. This is explained in Chapter 1. The researcher,being aware of the fact that the issue of discipline is actually a multidisciplinary study, decided to look at it from a pedagogic-didactic perspective. Because of the multidisciplinary nature of a study like this,the researcher could not look into all the factors and essentials of discipline in a school situation. The factors and essentials of discipline which have been enumerated for purposes of this dissertation are described in Chapter 2. In order to put the problem in a proper perspective, education and discipline had to be discussed with a purpose of showing different opinions on discipline, punishment and corporal punishment. This is done in Chapter 3. METHOD OF INVESTIGATION An empirics! investigation was conducted. A questionnaire designed to reveal some areas of concern on the question of discipline in Black schools in general, and in a didactic situation in particular, was designed and administered to 250 pupils and 133 teachers (principals included). This is explained in Chapter k. In Chapter 5 the results of the investigation are presented, discussed and interpreted. In the same chapter a statistical analysis of data using the chi-square test is presented in order to test the significance of the difference of the responses of urban and rural pupils. PRINCIPAL FINDINGS There is too much use of corporal our.ishment in 3.2 There is a lack cf pupils involvement in school affairs - 3.3. There is a lack of professional and moral conduct by the majority of teachers. 3.4 Whilst discipline is a problem in both rural and urban schools, disciplinary measures in rural schools seems to be too crude as compared to urban schools. 3.5 Teachers, at large, do make classwork interesting. en_US
dc.description.sponsorship University of Zululand en_US
dc.language.iso en en_US
dc.subject School discipline. en_US
dc.title A pedagogic-didactic evaluation of discipline in Black secondary schools, with special reference to KwaZulu en_US
dc.type Thesis en_US


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