A pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings
- Authors: Kierman, Wynsome Doreen
- Date: 1991
- Subjects: Children -- Language -- Research Children -- Language -- Study and teaching -- Research Cognition in children Communicative competence in children -- Research English language -- Study and teaching (Primary) -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1704 , http://hdl.handle.net/10962/d1003587
- Description: This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
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- Date Issued: 1991
A study of the relationship between personality factors and attitudes towards perceived problem animals in white small-stock farmers of the Eastern Cape
- Authors: Van Rensburg, Eureta Janse
- Date: 1991
- Subjects: Conservation of natural resources -- South Africa Farmers -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1782 , http://hdl.handle.net/10962/d1003667
- Description: This study explores a possible relationship between personality factors and attitudes towards perceived problem animals in a sample of 17 white, male, full-time small- stock farmers in the Eastern Cape district of Cradock. Personality factors were analysed by means of Cattell's l6 Personality Factor Questionnaire, standardised for South Africa. Attitudes were determined by qualitative analysis of data from semi-structured interviews. Specific personality factors associated with positive and negative attitudes towards 'problem animals', including Lynx Felis caracal, eagles and vultures, were identified. Demographic and situational influences and certain world views associated with environmental attitudes are also discussed. Re-orientation of perspectives are recommended for farmers, conservationists and environmental educators.
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- Date Issued: 1991
A study of the suitability of a modern African novel such as "Things fall apart" by Chinua Achebe for black pupils in Ciskeian schools in contrast to a prescribed novel such as "Silas Marner" by George Eliot
- Authors: Daley, Nirmala
- Date: 1991
- Subjects: Eliot, George, 1819-1880. Silas Marner -- Study and teaching Black people -- Education -- South Africa English literature -- Study and teaching -- South Africa Achebe, Chinua. Things fall apart -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1784 , http://hdl.handle.net/10962/d1003669
- Description: The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.
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- Date Issued: 1991
An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools
- Authors: Robinson, Margaret
- Date: 1991
- Subjects: AIDS (Disease) -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1348 , http://hdl.handle.net/10962/d1001414
- Description: Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
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- Date Issued: 1991
An investigation into the relationship between kinesthetic sensitivity and balancing ability in pre-school children
- Authors: Burger, Laetitia Mary
- Date: 1991
- Subjects: Motor ability in children Perception in children Preschool children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1615 , http://hdl.handle.net/10962/d1003497
- Description: The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.
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- Date Issued: 1991
An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa
- Authors: Robertson, Sally-Ann, 1952-
- Date: 1991
- Subjects: Elementary school teachers -- Training of -- South Africa , Teachers -- Training of -- South Africa , Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2008 , http://hdl.handle.net/10962/d1015891
- Description: This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.
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- Date Issued: 1991
Computer-based remediation in Cape Senior Certificate standard grade mathematics
- Authors: Elgie, Brian James
- Date: 1991
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching -- Audio-visual aids Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1458 , http://hdl.handle.net/10962/d1003339
- Description: This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.
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- Date Issued: 1991
Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools
- Authors: Thorpe, Robert Nicholas
- Date: 1991
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1522 , http://hdl.handle.net/10962/d1003404
- Description: To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.
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- Date Issued: 1991
History resource materials in Transkei senior secondary schools : their availability and use
- Authors: Flatela, Andile Thaddeus L L
- Date: 1991
- Subjects: History -- Study and teaching (Secondary) -- South Africa -- Transkei Experiential learning -- Education (Secondary) -- South Africa -- Transkei Teaching -- Methodology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1556 , http://hdl.handle.net/10962/d1003438
- Description: This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
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- Date Issued: 1991
The contribution of meditative experiences to personal growth : a case study
- Authors: Knight, Zelda Gillian
- Date: 1991
- Subjects: Meditation Self-actualization (Psychology)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1466 , http://hdl.handle.net/10962/d1003347
- Description: A three month meditation programme based on Joseph Goldstein's (1976) instructions and discourses given at a Vipassana meditation retreat was implemented among four 17 year old white English-speaking school girls at a private non-racial co-educational high school in South Africa. The meditation experiences of all four subjects were noted, hut only one subject's meditative experiences were documented and used as a case study to explore their use as a tool for personal growth within the framework of ego-psychology and transpersonal psychology. It is concluded that the subject, who meditated on a daily basis, experienced personal growth primarily from the ego-psychology perspective and, it is interesting to note, less so from the transpersonal perspective. Three bypotheses have been put forward for this. Firstly, the actual length of the meditation programme may have been too short, and secondly, the daily meditation sessions too brief to facilitate a process of personal growth and development from within the trans personal psychology framework. Thirdly, the subject was an adolescent school girl and thus may not have been developmentally ready in terms of reaching a level of cognitive, emotional, social and spiritual maturity necessary to experience identification to the transpersonal self.
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- Date Issued: 1991
The effect of teaching text organisation on reading in English as a second language
- Authors: Silburn, Gail Deirdre
- Date: 1991
- Subjects: English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1372 , http://hdl.handle.net/10962/d1001438
- Description: This research investigated the effect of teaching text organisation on reading in English second language to schoolgirls. All subjects underwent a training programme of five one-hour sessions on consecutive school days. The experimental group were trained in the use and recognition of top-level organisation as a reading strategy, based on work done by Bartlett (1978) and Carrell (1985). The control group were trained in unrelated grammar exercises. A pre-test was administered to each group before their programme began. Post-test 1 was administered immediately after the training was completed, and Post-test 2, three weeks later. These tests required a written recall of two passages once they had been read, and an answer to a question on their organisation. The null hypotheses stated that the experimental group's training in the use and recognition of top-level organisation as a reading strategy would make no difference in their ability to read and recall information or to recognise and use top-level organisation in their recalls. For the quantity of information recalled, no differences were found in the Pre-test and Post-test 1; a statistically significant difference was found in Post-test 2 in favour of the experimental group. For the quality of information recalled, the control group remembered more top-level idea units in the Pre-test; there was no difference in Post-test 1; the experimental group did better in three out of five levels in Post-test 2. There was no difference in the Pretest in either group's use of the passage's top-level organisation to structure recalls, but the experimental group did better in both post-tests. The control group did better in the Pre-test in recognising the passage's top-level organisation, but the experimental group did better in both post-tests. The null hypotheses were rejected as the experimental training made a difference, although this difference only became apparent three weeks later, and not immediately after the training. The experimental group's nullifying the control group's Pre-test advantage in Post-test 1 and surpassing it in Post-test 2, powerfully supports Bartlett's and Carrell's findings that teaching the strategy did make a difference and that this effect could be maintained over three weeks
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- Date Issued: 1991