Faktore wat aanleiding gee tot die hoë druipsyfer onder graad 10-leerders aan die gekombineerde skool te Luckhoff
| dc.contributor.advisor | Kotze, C. J. | |
| dc.contributor.author | Janse van Vuuren, A. C. | |
| dc.date.accessioned | 2018-02-02T06:16:10Z | |
| dc.date.available | 2018-02-02T06:16:10Z | |
| dc.date.issued | 2005-11 | |
| dc.description.abstract | English: Article 1: When up to 50 % of the grade 10 learners in the country fail, it's catastrophic. The percentage has been repeated during the past few years, it did not happen only once. Most of the learners that failed in grade 10 come from a poor environment. Such an enyironment seldom effects only one aspect of the learner's life. The aim of this research is to determine which factors have a negative influence on the learners academic performance. The researcher tried to determine whether there is a relevance between the poor environment of the learners and the OBE-system. According to the findings of the researcher's literature studies factors within the poor environment of the learners do influence their academic performance and it attribute to them not reaching the outcomes set by the OBE-system. The learners within the poor environment live in unstable conditions, they also have few chances in life. These learners live in a disturbed environment that effects them negatively. This environment where there are few chances for the learners, leads to deprivation and negligence. Within this poor environment cultural different education occurs and it also accumulate to the ,difficulties for the learners in their academic performance. The learners' self concept are directly influenced by their situation and environment. The learners have a low self concept and they show a lack of communication skills. On account of their external locus of control they do not accept responsibility for their poor academic performances. Besides their physical shortcomings, these learners also show shortcomings in their education. Learners within the poor environment also have to deal with the reality of HIV / AIDS and unwanted pregnancies among the teenagers. All these factors mentioned above play an important role when it comes to OBE. Although the OBE-system was not implemented properly, the other factors also contribute to the poor academic performarn;:e of the learners. Multi-cultural classes in the school cause problems for, the learners who have to attend these classes. The shortage of facilities increase the learners' poor situation, because it cause problems for them in the school. The lack of discipline and the overworked teachers are also contributing factors that cause the learners to perform poorly within the OBE-system. The learners are directly influenced by these factors. These learners are the victims of their circumstances and it emerges in their academic performance. As the school is also situated within this poor environment, these circumstances and factors that influence the learners academic performance are also transferred to the school situation. The learners cannot afford to buy the basic necessities fof school. They cannot afford research material to meet the demands set by the OBE-system. Therefore these learners enter the gr. 10 with huge shortcomings. These learners urgently need help to overcome the stumbling block that prevent them from achieving academic success. Article 2: The culture of poverty in our country is a social problem effecting a high percentage of people. This phenomenon is clearly visible in the community of Luckhoff with its lack of jobs and all the social and welfare problems. By means of an empirical investigation the relation between the poor environment of the learners and the OBE-system, as possible factors leading up to the high percentage of failures among grade 10-learners is being investigated. The South African Police keeps documents of all the crimes committed by the youth. The local Health Clinic keeps files on all the cases of illness, pregnancies, rape and assaults reported and treated where the youth was concerned. A self structured questionnaire was completed by the parents, educators and learners who have failed grade 10. A report on the academic performance of grade 10-learners in the Free State was provided by the Department of Education. The findings and conclusions made from the data confirms that the learners who live within p poor environment are negatively effected by the OBE-system, on account of their circumstances. Their circumstances prevent them form reaching the outcomes set by the OBE. The academic performance of these learners is a cause for great concern. Educators indicated that the performance of these learners ranges from below average to weak. Most of the parents of these learners had little of no scholastic training. Their domestic lives are unstable, incomplete and emotional security is absent. The learners have a low self concept and they lack the motivation to succeed in their academic performance. In order to make a positive turnabout in their academic performance teachers and parents will have to take hands to motivate and aid these learners to succeed. Furthermore, it is important that steps should be taken to address this serious problem. | en_ZA |
| dc.description.abstract | Afrikaans: Artikel 1: Wanneer meer as 50 % van die gr. 10-leerders landswyd druip, is dit 'n ramp. Hierdie hoe druipsyferpersentasie word al die afgelope paar jaar herhaal, dis nie slegs 'n eenmalige gebeurtenis nie. Die meeste van die leerders wat gedruip het, woon in 'n milieu-geremde omgewing. So 'n omgewing affekteer selde net een aspek van 'n leerder se lewe. Die doel van die ondersoek was om aan die hand van geselekteerde bronne ondersoek in te stel na die faktore van die milieu-geremdheid wat die leerders se akademiese vordering nadelig beïnvloed. Die navorser het ook gepoog om vas te stel of daar 'n verband bestaan tussen die milieu-geremdheid van die leerders en die UGO-benadering. Volgens die navorser se bevindinge uit die literatuurstudie beïnvloeq faktore binne die milieu-geremde omgewing wel die leerders se skolastiese vordering en dit dra daartoe by dat die uitkomste van die UGO-benadering rue bereik kan word nie. Sommige van die leerders binne dre milieu-geremde situasie se leefwereld is onstabiel, gebrekkig en kansarm. Leerders binne die milieu-geremde situasie se leefwereld word versteur en hulle word negatief daardeur beinvloed. Hierdie kansarme situasie stel die leerders ook bloot aan deprivasie en verwaarlosing. Binne hierdie milieu bestaan daar ook 'n kultuuranderse opvoedkundige peil wat nog struikelblokke in die leerders se skolastiese vordering akkumuleer. Die leerders se selfkonsep word direk beïnvloed deur sy omstandighede en leefwereld. Die leerders het meestal 'n swak selfkonsep en hul kommunikasie vermoens is ook swak. As gevolg van hul eksteme lokus van kontrole aanvaar hulle nie verantwoordelikheid vir hul swak skolastiese vorderings nie. Behalwe hul fisiese tekortkominge wat duidelik toon, het hierdie leerders geweldige opvoedings- en onderwysagterstande. Leerders binne die milieu-geremde situasie het ook te doen met die werklikheid van MIV/VIGS en buite-egtelike kinders. Swangerskappe onder tieners kom al hoe meer voor. Al die bogenoemde faktore speel 'n groot rol binne die UGO-benadering. Buiten die feit dat die onderwysstelsel nie goed geimplementeer is of uitgevoer word nie, is daar ook antler probleme wat bydraend is tot die leerders se swak skolastiese vordering. Multi-kulturalisme veroorsaak probleme vir die leerders in 'n klas waar dit voorkom. 'n Gebrek aan fasiliteite vererger die leerders se milieugeremde situasie, want dit word oorgedra na die skoolsituasie. 'n Gebrek aan dissipline en oorlaaide onderwysers is nog faktore binne die UGO-benadering wat vir die leerders probleme veroorsaak. Die leerders word direk daardeur beïnvloed. Hierdie leerders is dus slagoffers van hul omstandighede wat manifesteer in hul swak akademiese vordering. Hierdie faktore wat die leerders binne hul geremde-milieu affekteer, is ook relevant in die skool. Aangesien die skool binne 'n milieu-geremde omgewing gelee is, word die geremdheid oorgedra na die skoolsituasie. Die leerders kan byvoorbeeld nie bekostig om die basiese skryfbehoeftes of hulpmiddels te koop ofte bekom, wat noodsaaklik is binne die UGO-benadering nie. Al hierdie faktore dra daartoe by dat die uitkomstes wat deur die UGO-benadering vereis word, moeilik bereik kan word. Die leerders betree dus gr. 10 met 'n groot agterstand. Die leerders binne 'n milieu-geremde situasie sal dus drasties hulp moet ontvang om die struikelblokke wat hul akademiese vordering rem, te oorkom. Artikel 2: Milieu-geremdheid is 'n maatskaplike probleem wat die grootste persentasie van ons land se inwoners affekteer. Die fenomeen is duidelik sigbaar in die Luckhoff-gemeenskap met sy werkloosheid en baie sosiale en maatskaplike probleme. Deur middel van 'n empiriese ondersoek is die verband tussen die milieu-geremde situasie van die leerders en die UGO-benadering as moontlike aanleidende faktore tot die hoe druipsyfer van die graad 10-leerders, ondersoek. Die navorsingsgroep het bestaan uit twee groepe van graad 10-leerders van 2004 en 2005 wat gr. 10 gedruip het. Die Suid-Afrikaanse Polisie dokumenteer alle misdade wat deur die jeug gepleeg word. Die plaaslike Gesondheidskliniek dokumenteer weer alle siektes, swangerskappe, verkragtings en aanrandings waarby die jeug betrokke is. Selfgestruktureerde vraelyste is deur die leerders, ouers en onderwysers van die betrokke leerders, voltooi. 'n Verslag oor die skolastiese vordering van graad 10-leerders in die Vrystaat is van die Departement van Onderwys verkry. Die bevindinge en afleidinge wat gemaak is uit die data, bevestig dat die leerders wat binne 'n milieu-geremde situasie is, as gevolg van hul omstandighede, benadeel word deur die UGO-benadering. Hulle omstandighede maak dit vir hulle moeilik om aan die vereistes wat deur die UGO-benadering aan hulle gestel word, te bereik. Die akademiese vordering van hierdie leerders is kommerwekkend. Opvoeders het aangedui dat al hierdie leerders vanaf ondergemiddeld tot swak presteer. Die meeste van die ouers het min of geen skoolopleiding nie. Hul gesinslewe is onstabiel en emosionele sekuriteit en ondersteuning ontbreek. Die leerders se selfkonsep is laag en die motivering tot suksesvolle studies ontbreek. Om enige positiewe bydrae te maak tot 'n ommekeer in die leerders se skolastiese vordering, sal onderwysers ep ouers nou moet saamwerk om die leerders te motiveer om sukses fe behaal. Noodsaaklike stappe sal geneem moet word om hierdie emstige probleem aan te spreek. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/7763 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Poor environment | en_ZA |
| dc.subject | Self concept | en_ZA |
| dc.subject | Locus of control | en_ZA |
| dc.subject | Deprivation | en_ZA |
| dc.subject | OBE-system | en_ZA |
| dc.subject | Multi-cultural | en_ZA |
| dc.subject | Academic performance | en_ZA |
| dc.subject | Grade 10-learners | en_ZA |
| dc.subject | School failure -- South Africa -- Luckhoff | en_ZA |
| dc.subject | Education, Secondary -- South Africa -- Luckhoff | en_ZA |
| dc.subject | Dissertation (M.Ed. (Psychology of Education))--University of the Free State, 2005 | en_ZA |
| dc.title | Faktore wat aanleiding gee tot die hoë druipsyfer onder graad 10-leerders aan die gekombineerde skool te Luckhoff | en_ZA |
| dc.type | Dissertation | en_ZA |