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dc.contributor.advisorJansen, J. D.
dc.contributor.authorVan der Walt, Hendrik Stephanus
dc.date.accessioned2016-11-16T13:06:02Z
dc.date.available2016-11-16T13:06:02Z
dc.date.issued2016-04-19
dc.identifier.urihttp://hdl.handle.net/11660/4556
dc.description.abstractEnglish: The impact of teacher mentoring on student achievement has been researched extensively, but there are still gaps and disparities in the literature with regards to the size of the impact on student achievement, the generalizability of existing research, the length of mentoring needed as well as the time that it takes to achieve meaningful increases in student achievement in disadvantaged poor-performing schools. The purpose of this research was to address these gaps in the research literature by doing a concurrent, matched but non-randomised control study to determine the impact of mentoring of teachers on student achievement in the school-university partnership between the UFS and disadvantaged poor-performing schools in its feeding area over a period of four years. The impact of mentoring teachers on the student achievement in accounting, mathematics and physical sciences were researched. Large positive impacts were achieved in all the subjects. There was no significant time delay in the impact that mentoring had on student achievement. The impacts were achieved from the first year after mentoring started and were still present four years after mentoring started. The practical significance of these findings is that student achievement in poor-performing disadvantaged schools can be meaningfully improved by mentoring teachers in these schools.en_ZA
dc.description.abstractAfrikaans: Uitgebreide navorsing is gedoen oor die impak van die mentor van onderwysers op die prestasie van hulle studente. Daar bestaan egter nog steeds onduidelikhede in die literatuur ten opsigte van die grootte van die impak van mentorskap op studenteprestasie, die veralgemeenbaarheid van bestaande bevindings, die termyn nodig om ‘n onderwyser te mentor sodat betekenisvolle verbetering in studenteprestasie verkry word asook die aantal jare wat dit neem vanaf die aanvang van die mentorskap totdat betekenisvolle verbetering in studenteprestasie verkry word. Die doel van hierdie studie was om hierdie onduidelikhede in die literatuur aan te spreek deur ‘n paralelle, vergelykende, willekeurige kontrolestudie te doen op die impak van mentorskap op onderwysers se studenteprestasie in ‘n skool-universiteitsvennootskap tussen die Universiteit van die Vrystaat en voorheen-benadeelde, swakpresterende skole in die universiteit se voedingsarea. Die impak op studenteprestasie in die vakke rekeningkunde, wiskunde en fisiese wetenskappe is nagevors. Groot positiewe impakte is behaal in al drie die vakke. Daar was geen beduidende tydsverloop ten opsigte van die impakte nie. Die positiewe impakte is behaal vanaf die eerste jaar nadat die mentorskapsprojek begin is en het voorgekom in elke jaar daarna. Die praktiese waarde van hierdie bevindings is dat studenteprestasie in voorheen-benadeelde, swakpresterende skole noemenswaardig verbeter kan word deur die onderwysers in hierdie skole te mentor.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectMentoringen_ZA
dc.subjectStudent achievementen_ZA
dc.subjectAccountingen_ZA
dc.subjectMathematicsen_ZA
dc.subjectPhysical sciencesen_ZA
dc.subjectDisadvantaged schoolsen_ZA
dc.subjectPoor-performing schoolsen_ZA
dc.subjectSchool-university partnershipen_ZA
dc.subjectEffect sizesen_ZA
dc.subjectTeacher mentoringen_ZA
dc.subjectLearning in contexten_ZA
dc.subjectAccomplished teachingen_ZA
dc.subjectTeacheren_ZA
dc.subjectAcademic achievementen_ZA
dc.subjectMentoring in educationen_ZA
dc.subjectDissertation (M.Ed. (School of Education Studies))--University of the Free State, 2016en_ZA
dc.titleThe impact of teacher mentoring on student achievement in disadvantaged schoolsen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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