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dc.contributor.advisorEsterhuyse, K. G. F.
dc.contributor.authorCalitz, Yvette
dc.date.accessioned2017-03-22T10:15:45Z
dc.date.available2017-03-22T10:15:45Z
dc.date.issued2001-05
dc.identifier.urihttp://hdl.handle.net/11660/5972
dc.description.abstractEnglish: Academic achievement is an important and often troublesome aspect for many learners. The importance hereof can be seen in the fact that this achievement will affect the future of learners, as their opportunities for higher education and employment will depend on the results that they obtain in their final grade 12 examination. Achieving well academically is however not always a simple, straightforward task, as there are many factors present that can help or hinder learners in performing at their full potential. Cognitive factors can influence the level of academic achievement attained. Biographical factors have also been found to contribute to scholastic performance. These factors include aspects such as the gender, age and birth position of the learner, as well as parental age and marital status. Furthermore, social and emotional considerations (internal factors) also influence the learner's level of achievement. Aspects such as the interaction between learners and their parents, as well as between peers, and the relationships formed with teachers are included in this respect. The final research sample used comprised 156 black learners and 147 parents from five secondary schools in the greater Bloemfontein area. The schools were selected on the basis of the grade 12 pass rates obtained over the past two years. The grade 12 learners in the respective schools formed the two groups based on pass rate, namely those with a high pass rate and those with a low pass rate. These groups were then compared with respect to the biographical and internal factors related to the learners and their parents. The data collected was then subjected to a logistic regression analysis, in order to determine which of the above-mentioned factors could significantly predict the group membership of a learner. A number of factors were found to significantly contribute to the prediction of pass rate. Younger learners were found to be more likely to belong to the group of learners with a high pass rate, while learners who intended to study further, as well as those whose parents were married, were more likely to belong to the group of learners with low pass rates. In addition to these biographical factors, certain internal factors were also found to be significant. A poor degree of communication between learners and their parents, as well as negative interaction between teachers and learners, was found to positively influence the academic achievement of learners. Learners, whose parents had a negative perception of the school climate, were more likely to belong to the group of learners with a low pass rate.en_ZA
dc.description.abstractAfrikaans: Akademiese presatasie is 'n belangrike en soms problematiese aspek vir baie leerders. Die belangrikheid hiervan kan gesien word in die feit dat hierdie prestasie die toekoms van leerders kan affekteer, aangesien hulle kanse op hoër onderrig sowel as toekomstige indiensneming op die resultate van hulle finale graad 12 eksamen berus. Goeie akademiese prestasie is egter nie altyd so eenvoudig nie, aangesien daar baie faktore bestaan wat die leerder óf kan help óf verhinder om hul volle potensiaal te bereik. Kognitiewe faktore kan die vlak van akademiese prestasie beïnvloed. Dit is al gevind dat biografiese faktore ook tot skolastiese prestasie bydra. Hierdie faktore sluit aspekte soos die geslag, ouderdom, en posisie in die geboorte-orde van die leerder in, sowel as die ouers se ouderdom en huwelikstaat. Sosiale en emosionele oorwegings (interne faktore) beïnvloed ook verder die leerder se vlak van prestasie. Aspekte soos die interaksie tussen leerders en hulouers, sowel as tussen hulle eweknieë en ook die verhouding wat met onderwysers gevorm word, is hierby ingesluit. 100 Die finale steekproef wat gebruik was, het uit 156 swart leerders en 147 ouers van vyf sekondêre skole in die groter Bloemfontein-gebied bestaan. Die skole is op die basis van die graad 12 slaagsyfers oor die laaste 2 j aar geselekteer. Die graad 12 leerders in die skole is in twee groepe verdeel, gebaseer op hulle slaagsyfers, dit wil sê, diegene met 'n hoë slaagsyfer en die met 'n lae slaagsyfer. Hierdie groepe was ten opsigte van hulle biografiese en interne faktore vergelyk wat aan die leerders en hulouers verwant was. Die data was aan logistiese regressie analise onderwerp ten einde vas te stel watter van bogenoemde faktore die groeplidmaatskap van die leerder beduidend kan voorspel. 'n Groot aantal faktore was gevind wat beduidend tot die voorspelling van slaagsyfers bygedra het. Jonger leerders was meer geneig om aan die groep leerders met 'n hoë slaagsyfer te behoort, terwylleerders wat beplan om verder te studeer, sowel as dié wie se ouers getroud was, meer geneig was om tot die groep leerders met 'n lae slaagsyfer te behoort. Tesame met hierdie biografiese faktore, is sekere interne faktore ook gevind om beduidend te wees. Swak kommunikasie tussen leerders en hulouers, sowel as 'n negatiewe verhouding tussen leerders en onderwysers, is gevind om tot positiewe akademiese prestasie te lei. Leerders wie se ouers 'n negatiewe persepsie van die skoolklimaat het, was geneig om meer tot die groep met 'n lae slaagsyfer te behoort.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectAcademic achievementen_ZA
dc.subjectHigh school students -- Education -- South Africa -- Free Stateen_ZA
dc.subjectDissertation (M.Sc. (Psychology))--University of the Free State, 2001en_ZA
dc.titleCharacteristics of learners and parents as predictors of high school pass ratesen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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