Acta Academica

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Acta Academica is an academic journal dedicated to scholarship in the humanities. The journal publishes scholarly articles that examine society, culture and politics past and present from a critical social theory perspective. The journal is also interested in scholarly work that examines how the humanities in the twenty-first century are responding to the double imperative of theorising the world and changing it.

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ISSN 2415-0479 (Online), ISSN 0587-2405 (Print)

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Browsing Acta Academica by Subject "Academic performance"

Now showing 1 - 4 of 4
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    Crucial management skills for principals of township secondary schools
    (University of the Free State, 2005) Masitsa, Gilbert
    English:Principals of secondary schools in townships are experiencing increasing management problems. Research indicates that principals with insufficient or non-existant school management skills may encounter management problems which impede academic success. The effectiveness of a principal’s management is probably the most important factor contributing to improved academic performance. This article set out to identify the management skills required by principals of secondary schools in townships and to establish their impact on academic performance. It found that training principals in the management skills identified as crucial would not only solve their management problems, but also improve the academic performance of their schools. The article also makes recommendations for certain changes in educational practice.
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    Discipline and disciplinary measures in the Free State township schools: unresolved problems
    (University of the Free State, 2008) Masitsa, Gilbert
    English: This article is based on a study of discipline and disciplinary measures in township schools. It is widely acknowledged that discipline is essential for creating a positive school climate conducive to sound academic performance. Numerous township schools are experiencing increasing incidents of poor discipline which impact negatively on their students’ academic performance. A survey conducted among teachers imputes the escalation of learner misbehaviour to the abolition of corporal punishment. The sample for this study was randomly selected from teachers of township primary and secondary schools and the study employed a quantitative research method. The method comprised a questionnaire used to gather data which were computer-analysed by using the Statistical Package for Social Sciences Primer Version 12. The study concludes with recommendations to address these topical issues in South Africa.
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    Enkele voorspellers van die akademiese prestasie van eerste- jaarstudente in drie- en vierjaar- kurrikulums
    (University of the Free State, 2012) Keeve, Andri; Naude, Luzelle; Esterhuyse, Karel
    English: Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in academic performance. For three-year-curriculum students, academic factors (Grade 12 performance, language proficiency) provide a significant explanation. This does not apply to four-year-curriculum students, where psychosocial factors (parents’ education level) play a role. Admission to higher education based on Grade 12 performance and language proficiency appears to be justified, but is less accurate for four-year-curriculum students.
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    Sexual harassment: perceptions and coping strategies among undergraduate students in Nigeria
    (University of the Free State, 2004) Ladebo, Olugbenga; Shopeju, James
    English: This article reports on an investigation into the sexual harassment (SH) experiences, coping strategies and educational outcomes of undergraduate students from the University of Agriculture in south-western Nigeria. Questionnaires were administered to 290 undergraduate students. Female students were found to be the main targets of harassment and male students the typical perpetrators. Students perceived sexual propositions and dating propositions accompanied by threats as constituting severe forms of SH. There was no association between sexual harassment and students’ satisfaction with the institution but the targets of harassment had a lower academic performance than non-harassed students.