Die verband tussen akademiese selfkonsep en akademiese prestasie in gemengde- en enkelgeslagskole
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Date
2008
Authors
Van der Westhuizen, Ané
Journal Title
Journal ISSN
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Publisher
University of the Free State
Abstract
English: This research study builds on existing knowledge regarding differences between single-gendered and co-ed schools and the advantages of each type of school, in terms of the relationship between academic self-concept and academic achievement. Academic self-concept and achievement seem to be important determinants of adolescent’s future career and subject choices. The research is based on data of 639 learners – 157 boys from boys’ schools, 224 girls from girls’ schools and 258 boys and girls from co-ed schools. Some of the most significant results are that a positive relationship was found between academic self-concept and academic achievement. Furthermore there was found that girls’ academic achievement was higher than that of boys, in terms of total average achievement and achievement in Mathematics, Afrikaans and Life Orientation, which rendered statistical significant results. Lastly that learners in single-gendered schools’ relationship between academic self-concept and academic achievement is higher than that of learners in co-ed schools, especially in terms of academic self-concept and achievement in Afrikaans, which rendered statistical significant results. Possible reasons for this higher relationship in singlegendered schools, as found in the literature, may be that teachers in these schools are more capable to tend to the specific needs of the specific gender in all subjects, than teachers in co-ed schools and girls may have a more study-orientated culture than boys, hence the better academic achievement. In conclusion it seems that singlegendered schools are more advantageous for learners than co-ed schools, in terms of the learners having a stronger relationship between academic self-concept and academic achievement in Afrikaans.
Afrikaans: Die navorsingstudie lewer ‘n bydrae tot die bestaande kennis rakende verskille tussen enkel- en gemengdegeslagskole en moontlike voordele van die tipe skole, in terme van die verband tussen akademiese selfkonsep en akademiese prestasie. Akademiese selfkonsep en prestasie blyk om belangrike determinante te wees van adolessente se toekomstige loopbaan- en vakkeuses. Die navorsing is gebaseer op data van 639 leerders – 157 seuns in seunskole, 224 meisies in meisieskole en 258 seuns en dogters in gemengdegeslagskole. Van die vernaamste resultate is dat ‘n positiewe verband gevind is tussen leerders se akademiese selfkonsep en akademiese prestasie. Verder is gevind dat meisies se akademiese prestasie hoër was as dié van seuns, veral ten opsigte van totale gemiddelde prestasiepunt en prestasie in Wiskunde, Afrikaans en LO, wat beduidende resultate gelewer het. Laastens is gevind dat leerders in enkelgeslagskole se verband tussen akademiese selfkonsep en akademiese prestasie hoër was as dié van leerders in gemengdegeslagskole, veral in terme van akademiese selfkonsep en prestasie in Afrikaans. Moontlike redes vir die hoër verband in enkelgeslagskole, wat in die literatuur na vore kom, kan meer gefokusde aandag van onderwyers wees in enkelgeslagskole, wat beter aan die spesifieke geslag se behoeftes kan voldoen in alle vakke, asook dat meisies dalk ‘n meer studie-georiënteerde kultuur het as seuns en gevolglik beter akademies presteer. Ten slotte blyk dit dat enkelgeslagskole meer voordeel inhou vir leerders as gemengdegeslagskole, in terme van leerders se sterker verband tussen akademiese selfkonsep en akademiese prestasie in Afrikaans.
Afrikaans: Die navorsingstudie lewer ‘n bydrae tot die bestaande kennis rakende verskille tussen enkel- en gemengdegeslagskole en moontlike voordele van die tipe skole, in terme van die verband tussen akademiese selfkonsep en akademiese prestasie. Akademiese selfkonsep en prestasie blyk om belangrike determinante te wees van adolessente se toekomstige loopbaan- en vakkeuses. Die navorsing is gebaseer op data van 639 leerders – 157 seuns in seunskole, 224 meisies in meisieskole en 258 seuns en dogters in gemengdegeslagskole. Van die vernaamste resultate is dat ‘n positiewe verband gevind is tussen leerders se akademiese selfkonsep en akademiese prestasie. Verder is gevind dat meisies se akademiese prestasie hoër was as dié van seuns, veral ten opsigte van totale gemiddelde prestasiepunt en prestasie in Wiskunde, Afrikaans en LO, wat beduidende resultate gelewer het. Laastens is gevind dat leerders in enkelgeslagskole se verband tussen akademiese selfkonsep en akademiese prestasie hoër was as dié van leerders in gemengdegeslagskole, veral in terme van akademiese selfkonsep en prestasie in Afrikaans. Moontlike redes vir die hoër verband in enkelgeslagskole, wat in die literatuur na vore kom, kan meer gefokusde aandag van onderwyers wees in enkelgeslagskole, wat beter aan die spesifieke geslag se behoeftes kan voldoen in alle vakke, asook dat meisies dalk ‘n meer studie-georiënteerde kultuur het as seuns en gevolglik beter akademies presteer. Ten slotte blyk dit dat enkelgeslagskole meer voordeel inhou vir leerders as gemengdegeslagskole, in terme van leerders se sterker verband tussen akademiese selfkonsep en akademiese prestasie in Afrikaans.
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Keywords
Dissertation (M.Soc.Sc. (Psychology))--University of the Free State, 2008, Self-perception in adolescence -- South Africa, Academic achievement, Sex differences in education, Single-sex schools -- South Africa, Coeducation