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n Educare - Die bepaling van 'n realistiese prestasievlak

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Abstract

The aim of the investigation was to determine which variables can be used to account for the largest proportion of the variance in achievement and which instruments can be used to measure these variables. A sample of 124 grade 11 learners (61 boys and 63 girls) was used in the investigation. General Intelligence, Aptitude, Self-concept, Motivation, Interest (brain-reference) and Study-orientation were used as prediction variables. Achievement was used as the criterion variable. In total 64% of the variance in achievement could be accounted for by the prediction variables of which General Intelligence, Study-orientation and Gender accounted for 50%. A further 10% was accounted for by Brain-preference (A), Calculations and Short-term Memory. The remaining variables accounted for an additional 4% of the variance in achievement. Finally, the educational value of realistic achievement levels was discussed.

Die doel van die ondersoek was om te bepaal watter veranderlikes gebruik kan word om die grootste proporsie van die variansie in prestasie te verklaar en watter instrumente kan gebruik word om die veranderlikes te meet. 'n Steekproef van 124 graad 11 leerders (61 seuns en 63 dogters) is in die ondersoek gebruik. As voorspellings veranderlikes is Intelligensie, Aanleg, Selfkonsep, Motivering, Belangstelling (breinvoorkeur) en Studie-oriéntasie gebruik. Die kriteriumveranderlike was prestasie. In totaal kon 64% van die variansie in gemiddelde prestasie deur die voorspellings veranderlikes verklaar word, waarvan Algemene Intelligensie, Studie-oriéntasie en geslag 50% verklaar het. Die bepaling van 'n realistiese prestasievlak 165.10% is verklaar deur Breinvoorkeur (A), Berekeninge en Korttermyngeheue. Die oorblywende veranderlikes het 'n addisionele 4% van die variansie in prestasie verklaar. Die opvoedkundige waarde van realistiese prestasievlakke word ten slotte bespreek.

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/content/educare1/30/1/EJC31726
2001-01-01
2016-12-04
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