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n Health SA Gesondheid - Academic achievement and time concept of the learner : research

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Abstract

The time concept and academic achievement of a group of high school learners were investigated and the results are described in this article. The focus was on: the differences between the time concept of high achievers and the time concept of low achievers; the differences in the time concept of high achievers and low achievers according to their mother tongue; and the educational implications of the findings with respect to the learners. These learners' time concept was measured by the application of a structured questionnaire. A group of 1 436 learners were involved in this research. Their academic achievements were rated on a scale of 0 to 100. Two groups were identified: high achievers and low achievers. A difference was found in the time concept of these two groups. Furthermore, the learners were divided into their various mother tongue groups that would give an indication of their time concept with which they grew up. The Afrikaans- and English speaking high achievers were more future directed, more conscientious in their time management, experience less anxiety about the future, were less focussed on the present and were more content with the present and the past than the low achievers. Among the learners with an African language no statistical significant difference were found between the high and low achievers, only 15,3% of them were high achievers. The learners with an African language need to be assisted to develop a linear and integrated time concept. Only then these learners will be able to actualise their full potential.

Die tydkonsep en akademiese prestasie van 'n groep hoërskool leerders is ondersoek en die resultate is beskyf in hierdie artikel. Die fokus was op: die verskille tussen die tydkonsep van hoë presteerders en die tydkonsep van lae presteerders; die verskille in die tydkonsep van hoë en lae presteerders verdeel volgens hulle moedertaal; en die opvoedkundige implikasies van bevindings vir leerders. Hierdie leerders se tydkonsep was gemeet deur die toepassing van 'n gestruktureerde vraelys. 'n Groep van 1 436 leerders is in hierdie ondersoek betrek. Hulle akademiese prestasies is gegradeer van 0 tot 100. Twee groepe is geïdentifiseer: hoë presteerders en lae presteerders. 'n Verskil is gevind in die tydkonsep van hierdie twee groepe. Verder is die leerders volgens hulle onderskeie moedertaalgroepe verdeel wat 'n aanduiding sou gee van die tydkonsep waarmee hulle grootgeword het. Die Afrikaans- en Engelssprekende hoë presteerders is meer toekomsgerig, meer konsensieus in hulle tydbestuur; ervaar minder toekomsangs, is minder op die hede gerig en is meer tevrede met die hede en verlede as die lae presteerders. By die Afrikataalleerders is geen statisties beduidende verskil gevind tussen die hoë en lae presteerders nie, slegs 15,3% van hulle is hoë presteerders. Die leerders met 'n Afrikataal moet begelei word om 'n lineêr en geïntegreerde tydkonsep te ontwikkel. Slegs dan sal hierdie leerders by magte wees om hulle volle potensiaal te aktualiseer.

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/content/health/6/1/EJC35177
2001-03-01
2016-12-05
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