Learning motivation and time concept of learners from low socio-economic environments
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Date
2009
Authors
Grobler, Rina
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
English: Due to an unsatisfactory learner performance in many schools in South Africa a need
was identified to explore some of the factors that might influence learner performance.
The objective of this investigation was first to study school learners’ concept
of time, coupled with their learning motivation, in secondary schools located in low
socio-economic environments in Gauteng and, secondly, to investigate whether
there were differences between the perceptions of learners in schools located in both
informal and formal housing environments.
Afrikaans: Weens die onbevredigende leerderprestasie in baie skole in Suid-Afrika is ’n behoefte geïdentifiseer om sommige van die faktore wat leerderprestasie mag beïnvloed te ondersoek. Die doelstelling van hierdie ondersoek was eerstens om skoolleerders se tydkonsep, tesame met hulle leermotivering, in hoërskole geleë in lae sosio-ekonomiese omgewings in Gauteng te bestudeer. Tweedens, om ondersoek in te stel na moontlike verskille tussen die persepsies van leerders in skole geleë in informele en formele behuisingsomgewings.
Afrikaans: Weens die onbevredigende leerderprestasie in baie skole in Suid-Afrika is ’n behoefte geïdentifiseer om sommige van die faktore wat leerderprestasie mag beïnvloed te ondersoek. Die doelstelling van hierdie ondersoek was eerstens om skoolleerders se tydkonsep, tesame met hulle leermotivering, in hoërskole geleë in lae sosio-ekonomiese omgewings in Gauteng te bestudeer. Tweedens, om ondersoek in te stel na moontlike verskille tussen die persepsies van leerders in skole geleë in informele en formele behuisingsomgewings.
Description
Keywords
Low socio-economic environments, Secondary school learners, Learner performance
Citation
Grobler, R. (2009). Learning motivation and time concept of learners from low socio-economic environments. Acta Academica, 41(4), 92-112.