Exploring the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness
Loading...
Files
Date
2022
Authors
Bosch, Levina Catherina
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The premise of this study is to explore the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness. In order to understand the complexity of this study, it is important to note the past inequalities and the effect of it on children, specifically on their concentration levels within the classroom and the changes it brought to where the education system is today. This background gave way to the purpose of this study to determine the influence of neurofeedback training on Grade R learners’ concentration levels for school readiness, as well as to determine the experience teachers have with learners’ concentration levels in school. Furthermore, I want to establish how teachers perceive neurofeedback and the implementation thereof. This will indicate if it would be possible to implement neurofeedback training into the South African educational system and to determine the support teachers need to do so. A mixed method approach was followed, whereby the research adopts an embedded convergent research design, whereby qualitative and quantitative research data are embedded in a larger design. The sampling utilizes a simple multi-stage purposeful random sample design. The first stage is a random selection and the following stage is purposive selection of participants (Onwuegbuzie & Collins, 2007). The population involved all Primary Schools from the Motheo District, in the Free State Province, South Africa, who were willing to take part in this study. The data gathered from the questionnaires was analysed by a statistician with the program called Python to the point where the data could be represented in graph form. The data from the document analysis was done, were a six (6) page report, received from the qualified occupational therapist. The data from the focus group interview was also interpreted in conjunction with the data found from the document analysis to clarify, support and strengthen the results found. Literature was also collected with regard to theories and aspects of concentration, child development, as well as neurofeedback, and the necessary inferences and conclusions drawn. Findings from the study were significant and positive in terms of the possible implementation of Brain Gain Neurofeedback training into the South African school curriculum as well as the need, almost desperation, that were identified that exist among teachers.
Description
Thesis (Ph.D.(Psychology of Education))--University of the Free State, 2022