The role of parents in the continuous assessment of learners

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dc.contributor.advisorNgidi, D.P.
dc.contributor.authorMadondo, Sipho Eric Sihle
dc.date.accessioned2011-07-26T10:19:41Z
dc.date.available2011-07-26T10:19:41Z
dc.date.issued2002
dc.descriptionsubmitted to the Faculty of Education in fulfillment ofthe requirement for the degree of MASTER OF EDUCATION in the Department of CURRICULUM AND INSTRUCTIONAL STUDIES at the UNIVERSITY OF ZULULAND, 2002.en_US
dc.description.abstractThe present study examines the role of parents in the continuous assessment of learners. The first aim was to ascertain the extent to which parents play an active role in the continuous assessment of their children. The second aim was to ascertain the extent to which parents understand the significance of continuous assessment. The third aim was to determine whether parents' biographical factors such as gender, age, type of parent, academic qualification as well as learner's grade have any influence on parents' active role which they play in the continuous assessment of their children. The last aim was to determine whether parents' biographical factors such as gender, aEQ, type of parent, academic qualification as well as learner's grade have any influence on parents1 understanding of the significance of continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of one hundred and eighty four parents. The findings reveal that parents differ in the extent to which they play an active role in the continuous assessment of their children. A very high percentage (72,3%) of parents report an above average level of active role. The findings show that parents differ in the extent to which they understand the significance of continuous assessment. A very high percentage (65.2%) of parents report an above average level of understanding of the significance of continuous assessment. The findings also indicate that parents' personal variables such as age, type of parent, academic qualification as well as learner's grade have no influence on parents' active role which they play in the continuous assessment of their children. The last findings show that, with the exception of learner's grade, gender, age, type of parent and academic qualification have no influence on parents' understanding of the significance of continuous assessment. A very high percentage (72.2%) of parents.with learners in grade 8 report above average level of understanding of the significance of continuous assessment as compared to (57.5%) of parents with learners in grade 7. On the basis of the findings of this study, recommendations to the Department of Education and Culture, as well as for directing future research were made.en_US
dc.description.sponsorshipNational Research Funden_US
dc.identifier.urihttps://hdl.handle.net/10530/758
dc.language.isoenen_US
dc.subjectEducational tests and measurementsen_US
dc.subjectEducational evaluationen_US
dc.subjectContinuous assessmenten_US
dc.titleThe role of parents in the continuous assessment of learnersen_US
dc.typeThesisen_US
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