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Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie
Thesis (MA) -- Stellenbosch University, 1990.
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| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614097477992448 |
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| access_status_str | Open Access |
| author | Grobler, Lourens Abraham |
| author2 | Brand, H. J. |
| author_browse | Brand, H. J. Grobler, Lourens Abraham |
| author_facet | Brand, H. J. Grobler, Lourens Abraham |
| author_sort | Grobler, Lourens Abraham |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA) -- Stellenbosch University, 1990. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/67241 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:46:37.536Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/67241 Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie Grobler, Lourens Abraham Brand, H. J. Hanekom, J. D. M. Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology. Ability grouping in education Educational psychology Academic achievement -- Testing Intelligence tests Adjustment (Psychology) -- Testing Dissertations -- Psychology Thesis (MA) -- Stellenbosch University, 1990. The policy of differentiated education stipulates that standards 5, 6 and 7 together form the junior secondary phase. As a result of this the standard 5 pupils of white schools in Namibia have been incorporated into secondary schools from 1974 till 1983. The pupils come into contact with a different approach to teaching in standard five. This brought about the necessity of taking a close look at the ability of the standard 5 pupils to adjust. The pupils have to be helped by means of the guidance programme and they have to develop self understanding. The maximum development of the pupil’s mental ability must be realized. According to literature adjustment has to do mainly with the intra-psychic situation of a person, the nature of his relationship to the environment and the condition of the environment itself. The satisfactory adjustment as a dynamic process during early adolescence to develop an own identity plays an important role. The early adolescent must have the personal ability to manifest the necessary behaviour during this process of adjustment and must be able to persevere. The vast amount of research that has already been done on intelligence has definitely led to an understanding of the complexity of the human intellect. Different research has shown that there is a significant positive relationship between mental ability and scholastic achievement. Various components of adjustment, such as self-esteem, feelings of personal freedom, feelings of acceptance and being recognised, moral acceptance/impact, family relations and school relationships also indicate a significant positive correlation with school achievement. This research focused on specific adjustment variables as well as the mental abilities of a group of standard five pupils in secondary schools as possible predictables of scholastic and subject achievement. Research was also done as to the significance of differences between boys and girls regarding adjustment behaviour, mental ability and average scholastic achievement. The research group consisted of 624 Afrikaans speaking standard 5 pupils from 11 secondary schools (318 boys; 306 girls). The sample can be considered representative of Afrikaans speaking pupils in Namibia who progressed without failing from standard 5 to standard 6. The New South African Group Test was used to measure mental ability. The test has relatively high reliability coefficients. The Interpersonal Relations Questionnaire was used to measure the construct “psychological adjustment”. The mean school achievements as well as achievements in Afrikaans, English, Mathematics and General Science in standard 5 were taken as independent variables. The mean scholastic achievement and subject achievements of the same pupils were used in standard 6 to determine the significance of differences in achievements between standard 5 and standard 6. The Bravais-Pearson correlation coefficient was used to determine the significance of the relationship between adjustment, mental ability and mean scholastic and subject achievement. The significance of differences between boys and girls and between standard 5 and 6 mean scholastic/subject achievements were ascertained by using the t-test. Significant positive correlation for boys (n=318) was found between self-confidence and average scholastic achievement, r(316)=0,301, p<0,01. Similar result was found for girls (n=306), r(304)=0,407, p<0,01. The percentage of the variance of average scholastic achievement that was associated with the different adjustment variables was insignificant and not of any practical use. The NSAG scores correlated significantly with mean scholastic and subject achievements (p<0,01). The percentage of the variance of average scholastic and subject achievement which was obtained varied from 22% to 49%. It was evident that mental ability was the most reliable single predictor of average scholastic and subject achievement. The use of the intelligence quotient as a predictor of possible achievement must be treated with the utmost circumspection because numerous non-intellectual variables also play an important role. The boys and girls showed significant differences regarding certain components of psychological adaptability. The same result was found regarding mental ability and mean scholastic and subject achievements. Masters 2012-08-27T12:09:45Z 2012-08-27T12:09:45Z 1990 Thesis http://hdl.handle.net/10019.1/67241 af Stellenbosch University 116 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Ability grouping in education Educational psychology Academic achievement -- Testing Intelligence tests Adjustment (Psychology) -- Testing Dissertations -- Psychology Grobler, Lourens Abraham Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title | Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title_full | Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title_fullStr | Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title_full_unstemmed | Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title_short | Die intelligensie, aanpassing en skoolprestasie van 'n groep st.5- leerlinge in die sekondere skool in Namibie |
| title_sort | die intelligensie aanpassing en skoolprestasie van n groep st 5 leerlinge in die sekondere skool in namibie |
| topic | Ability grouping in education Educational psychology Academic achievement -- Testing Intelligence tests Adjustment (Psychology) -- Testing Dissertations -- Psychology |
| url | http://hdl.handle.net/10019.1/67241 |
| work_keys_str_mv | AT groblerlourensabraham dieintelligensieaanpassingenskoolprestasievanngroepst5leerlingeindiesekondereskoolinnamibie |