Factors which contribute to orphaned learners' academic achievements

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dc.contributor.advisorNzima, D.R.
dc.contributor.authorMakhonza, Lindokuhle Octavia
dc.date.accessioned2011-07-12T09:53:37Z
dc.date.available2011-07-12T09:53:37Z
dc.date.issued2006
dc.descriptionDissertation submitted in partial fulfillment of the Degree of Master of Education (Educational Psychology) at the University of Zululand. 2006.en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/10530/714
dc.language.isoenen_US
dc.subjectChildren of AIDS patients--South Africa--Vryheid.en_US
dc.subjectChildren--South Africa--Vryheid--Social conditions.en_US
dc.subjectOrphans--Education--South Africa--Vryheiden_US
dc.subjectAcademic achievement.en_US
dc.titleFactors which contribute to orphaned learners' academic achievementsen_US
dc.typeThesisen_US
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