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The effects of school conditions on learner reading achievement
Dissertation (MEd)--University of Pretoria, 2014.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613485449347072 |
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| access_status_str | Open Access |
| author2 | Van Staden, Surette |
| author_browse | Van Staden, Surette |
| author_facet | Van Staden, Surette |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2014. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/46164 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:53.925Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/46164 The effects of school conditions on learner reading achievement Van Staden, Surette Khumalo, Vuyisile L. UCTD PIRLS 2006 School effectiveness School improvement Multiple regression analysis Secondary analysis Learner achievement Dissertation (MEd)--University of Pretoria, 2014. This study aims to determine the effect of school conditions on learner reading achievement in primary schools in South Africa. Reading skills are not only imperative for further study but are essential for economic and meaningful citizenship. Initiatives such as the Quality Learning and Teaching Campaign, geared to improve the quality of education for all children and to ensure improved learner achievement have resulted in an increase in educational spending. Despite such initiatives, learner achievement remains poor. In order to measure the relative relationship between school conditions and learner reading achievement, this study focused on selected variables from the PIRLS 2006 South African data, notably from Grade 5 learner reading achievement, teacher and school questionnaires. A secondary data analysis through multiple regression technique was utilised in an attempt to measure those school conditions that may enhance or impede learner reading achievement. This study follows the tradition of school effectiveness research by utilising the context-input-process-output (integrated model for school effectiveness research) model as espoused by Scheerens (2000; 2005). The integrated model was adapted combining school and classroom factors in order to measure the effect of school wide processes on learner reading achievement. Although this study was unable to measure the effect of educational leadership on learner reading achievement, it found significant school and classroom factors associated with learner reading achievement. This study highlights the importance of improving the teaching and learning of literacy across all 11 official languages. tm2015 Science, Mathematics and Technology Education MEd Unrestricted 2015-07-02T11:07:02Z 2015-07-02T11:07:02Z 2015/04/15 2014 Dissertation Khumalo, VL 2014, The effects of school conditions on learner reading achievement, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/46164> A2015 http://hdl.handle.net/2263/46164 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD PIRLS 2006 School effectiveness School improvement Multiple regression analysis Secondary analysis Learner achievement The effects of school conditions on learner reading achievement |
| title | The effects of school conditions on learner reading achievement |
| title_full | The effects of school conditions on learner reading achievement |
| title_fullStr | The effects of school conditions on learner reading achievement |
| title_full_unstemmed | The effects of school conditions on learner reading achievement |
| title_short | The effects of school conditions on learner reading achievement |
| title_sort | effects of school conditions on learner reading achievement |
| topic | UCTD PIRLS 2006 School effectiveness School improvement Multiple regression analysis Secondary analysis Learner achievement |
| url | http://hdl.handle.net/2263/46164 |