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A socio-pedagogic description of factors that influence scholastic achievement of secondary school pupils in Kwandebele

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dc.contributor.author Masilela PJ en
dc.date.accessioned 2016-09-22T12:40:41Z
dc.date.available 2016-09-22T12:40:41Z
dc.date.submitted 1988 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/154879
dc.description.abstract It has been noted that performance of secondary pupils, especially in standard 10, has not risen to expectations despite the application of measures such as supervision, inspection, guidance, in-service training, circulars and distance training of teachers. It has become clear that factors within society in relation to achievement of secondary school pupils should be researched so as to form a basis on which measures at guidance, pupil assistance, instruction, teaching and supervision can be carried out. Two research instruments, namely, literature review and an empirical field investigation are used. There are five distinct samples to which questionnaires and interviews have been administered. Data has been tabulated and duly discussed. Percentages are used to analyse the pupils' response whilst statistical methods such as means, weighted means, variance and standard deviation are employed in the analysis of data from the school committee members, teachers, principals and inspectors' responses respectively. The principal findings of the study are: pupils' self-concepts play an important role in education. Experience of failure lowers a pupil's self concept as well as his attempts at future tasks. Parental educational level is positively related to academic success at school. Pupils from educated families are more likely to be successful at school than children whose parents are uneducated. A place of study and a desk with sufficient light is likely to promote a pupil's scholastic performance. First born pupils tend to perform better at school than later borns. Regular school attendance is positively related to succeeding at school. Boys seem to pass at a higher qualitative rate than girls throughout the secondary course. Stereotyping by society seems accountable for the lower performance of girls. Absenteeism from school by both teachers an pupils lowers the standard of work. en
dc.language English en
dc.subject Education en
dc.subject Sociopedagogics (from primary to secondary level) (from primary to secondary level) en
dc.subject 025 Sociology en
dc.title A socio-pedagogic description of factors that influence scholastic achievement of secondary school pupils in Kwandebele en
dc.type Masters degree en
dc.description.degree M Ed en


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