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'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief
Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990.
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| Format: | Thesis |
| Language: | af_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613735547305984 |
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| access_status_str | Open Access |
| author | Brooks, Edwin McArthur |
| author2 | Smit, A. G. |
| author_browse | Brooks, Edwin McArthur Smit, A. G. |
| author_facet | Smit, A. G. Brooks, Edwin McArthur |
| author_sort | Brooks, Edwin McArthur |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/68899 |
| institution | Stellenbosch University (South Africa) |
| language | af_ZA |
| last_indexed | 2026-06-10T12:40:52.447Z |
| 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:10019.1/68899 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief Brooks, Edwin McArthur Smit, A. G. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Learning, Psychology of Study skills Cognitive styles Dissertations -- Education Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990. There is a growing tendency in South African society to regard pupils' academic results as the only criterion of success and group acceptance. Hence the discrepancy between pupils' expected and actual results has led to growing concern amongst educators. It is evident from published research reports that there are a multitude of factors which influence pupils' actual academic results, such as the meaningful interpretation of unique learning styles. Several attempts have been made to assist educationally deprived learners to attain higher academic achievements, for example the implementation of teaching strategies based on learning style preferences. Poor knowledge of learning style preferences and their implementation at educational level and in the guidance situation, create unfavourable conditions for learning. Learning style is regarded as a fundamental hi.man feature which _ relates to various factors such as age, sex, culture, the influence of parents and peers, the demands of teachers, level of development, values, intellectual ability, and social and physical maturity. The learning style concept is complex, due to the multitude of factors relating to this phenomenon and the diversity of opinions concerning this concept. A review of the relevant literature reveals that learning style is a composite of characteristic physiological, affective and cognitive factors. Physiological learning styles are biologically based modes of response that are founded on personal nutrition and health, and reaction to the physical environment. Affective learning styles include personality traits which relate to attention, feeling, values and motives. Cognitive learning styles refer to attitudes, preferences or habitual strategies determining a person's typical modes of perceiving, remembering, thinking and problem-solving. All cognitive learning styles can be encompassed by one broad inclusive dimension of individual difference labeled 'global versus analytic'. The purpose of this investigation is to determine and describe the learning style preferences of a group of junior secondary pupils. This led to the determining of the relationship between learning style preferences and average and above-average intelligence; learning style preferences and differences between non-verbal and verbal IQ's; and learning style preferences and gender. The purpose was further extended, on the one hand, by determining the relationship between learning style preferences and achievement in Afrikaans First Language, Mathematics and Science, and on the other hand by determining the relative contribution of study habits and attitudes, aptitude and self-concept as independent variables to the proportion of variance in the learning style preferences of junior secondary pupils. In this investigation, 526 Afrikaans-speaking Standard 7 pupils with a total IQ of 90>, who took all their subjects on the ordinary grade, were included. This sample, which consisted of boys (n = 277) and girls (n = 249) was from rural Afrikaans-medium schools in the North E:astern cape falling under the cape Education Department: Department of Education and culture, House of Assembly. Apart from the Learning Style Inventory (LSI), the following tests and questionnaires ~were also applied: the New south African Group Test (NSAGI'), the Junior Aptitude Tests (JAT), the Junior Scholastic Proficiency Battery (JSPB), the survey of Study Habits and Attitudes (SSHA), and the Adolescent Self-concept Scale (ASCS). The individual LSI profiles were used for compiling group summaries with a view to describing the learning style preferences for the group (N = 526). The LSI as a measuring instrument of learning style has only been standardized on English-speaking Americans and consequently an Afrikaans translation of the LSI had to be used. Reliability is expressed in terms of standard error and reliability co-efficients. Price Systems, Lawrence, Kansas, USA was requested to do the necessary calculations in this regard. In the first section of this investigation the technique of variance analysis was used to determine whether any interaction of a higher order existed between certain effects. In the first instance a three-factor variance analysis was applied, with average and above-average intelligence (indicated as IQ Group), differences between the verbal and non-verbal IQ's {indicated as W>V; NV'<V) and Gender being the three factors and the 22 LSI subscales. In this exercise two further factorial models were also applied which respectively included the three effects; and three two-factor interactions. No significant three and two-factor interactions were present; however significant effect for IQ Group, Nv>V;NV'<V and Gender were respectively determined. For the purpose of this exercise, Wilks' Lambda statistic as multivariate test statistic and the univariate F tests were used to determine the associated significant effects. In the second section of this investigation the results of the discriminant analysis indicate that a relatively weak relationship exists between learning style and scholastic achievement. However, the univariate F tests have . indicated that whereas achievement in Mathematics relates to motivation, perseverance and responsibility as learning style preferences, achievement in Science relates to teacher motivation as learning style preference. It is therefore evident from the multivariate test statistic (Wilks' Lambda statistic) that the LSI is a relatively poor predictor of scholastic achievement. However, through implementing both the LSI and IQ as variables simultaneously, it is possible to predict academic achievement fairly accurately. The results of the stepwise regressions and multiple co-efficients in the third section of this investigation have shown that study orientation (SSHA) and verbal aptitude (JAT) not only declare the proportion of variance of the scores attained in the LSI-subscales best, but also serve as the best predictors of the so-called emotional factors of the LSI. Doctoral 2012-08-27T12:26:49Z 2012-08-27T12:26:49Z 1990 Thesis http://hdl.handle.net/10019.1/68899 af_ZA Stellenbosch University 270 pages : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Learning, Psychology of Study skills Cognitive styles Dissertations -- Education Brooks, Edwin McArthur 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title | 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title_full | 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title_fullStr | 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title_full_unstemmed | 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title_short | 'n Ondersoek na die leerstyle van 'n groep junior sekondere leerlinge : 'n opvoedkundig-sielkundige perspektief |
| title_sort | n ondersoek na die leerstyle van n groep junior sekondere leerlinge n opvoedkundig sielkundige perspektief |
| topic | Learning, Psychology of Study skills Cognitive styles Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/68899 |
| work_keys_str_mv | AT brooksedwinmcarthur nondersoeknadieleerstylevanngroepjuniorsekondereleerlingenopvoedkundigsielkundigeperspektief |