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dc.contributor.advisorDu Toit-Brits, C.
dc.contributor.authorVan Zyl, Chris-Mari
dc.date.accessioned2017-04-07T09:39:28Z
dc.date.available2017-04-07T09:39:28Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10394/21203
dc.descriptionMEd (Curriculum Development), North-West University, Potchefstroom Campus, 2016en_US
dc.description.abstractHierdie verhandeling het die verband tussen sosio-ekonomiese agtergrond, leermotivering en selfgerigtheid in leer ondersoek. Selfgerigte leer is as een van die mees snelgroeiende navorsingsareas in die afgelope veertig jaar getipeer (Guglielmino, 2013). Die Fakulteit Opvoedingswetenskappe op die Potchefstroomkampus van die Noordwes-Universiteit het in 2008 selfgerigte leer as ʼn strategiese prioriteit bestempel (Reitsma et al., 2012). Selfgerigte leer kan as ʼn essensiële vaardigheid in die 21ste eeu beskou word en dit impliseer dat die verkryging van skoolvakkennis alleen nie voldoende is nie (Mentz, 2014); vaardighede soos kritiese denke, hulpbron-identifisering en verantwoordelikheid om te leer behoort beklemtoon te word. Verder kan ʼn student met ʼn hoë selfgerigtheidsvlak in leer opvoedkundige doelwitte stel en bereik asook geleenthede buite die formele onderwys suksesvol benut, wat dienooreenkomstig tot beroepsukses en ekonomiese groei kan lei (Mulube & Jooste, 2014). Alhoewel die waarde van selfgerigte leer oorbeklemtoon kan word, vind studente dit moeilik om die akademiese pas vol te hou met die sprong van sekondêre onderwys af na tersiêre onderwys. Dit blyk dat eerstejaarstudente op papier vir universiteittoelating kwalifiseer, maar in werklikheid nie oor die vereiste akademiese vermoëns (waaronder ons selfgerigte leer kan klassifiseer) beskik nie (Rossouw, soos aangehaal deur Anon., 2013a). Ongeag die gebrek aan selfgerigteleer-aktiwiteite by sekondêre onderwys lys De Lange et al. (2010) verskeie faktore wat onderrig-leer (so ook selfgerigte leer) van ʼn student kan beïnvloed, naamlik ongerieflike stapafstande van die huis af na die onderwysinstelling, MIV/Vigs, wees-agtergrond, armoede, kosskaarste, ouers of voogde wat ongeletterd is, ongelyke hulpbronverspreiding en die negatiewe persepsies oor die waarde van onderwys. Uit bostaande uiteensetting is dit voor die hand liggend dat sosio-ekonomiese agtergrond moontlik ʼn invloed op ʼn student se selfgerigtheid in leer kan uitoefen. Alhoewel sosio-ekonomiese agtergrond van ʼn student selfgerigtheid in leer kan beïnvloed, bestaan daar ʼn hiaat in die literatuur rakende ʼn bepaalde konteks (sosio-ekonomiese agtergrond) en die verband daarvan met selfgerigtheid in leer, spesifiek met betrekking tot eerstejaaronderwysstudente. ʼn Bykomstige aspek wat in hierdie studie gedek is, is dat leermotivering die dryfveer is agter die uitvoering van selfgerigteleer-aktiwiteite (Regan, 2003; Van Bommel et al., 2015). Alhoewel leermotivering as een van die gewildste navorsingsdimensies op die gebied selfgerigte leer uitgeken word, is die verband tussen die geval (sosio-ekonomiese agtergrond en leermotivering) en die fenomeen (selfgerigte leer of selfgerigtheid in leer) nog nie nagevors nie. Daarom is daar besluit om ʼn empiriese ondersoek uit te voer om die verband tussen sosio-ekonomiese agtergrond, leermotivering en selfgerigtheid in leer van eerstejaaronderwysstudente, spesifiek op die Potchefstroomkampus van die Noordwes-Universiteit, te probeer interpreteer en verklaar. In ʼn poging om bovermelde verband te probeer interpreteer en verklaar het hierdie studie ʼn interpretivistiese kwalitatiewe navorsingsontwerp gevolg. Hierdie studie het ʼn instrumentele geval (sosio-ekonomiese agtergrond en leermotivering) en die verband met die fenomeen (selfgerigte leer of selfgerigtheid in leer) ondersoek. Die persepsies van eerstejaaronderwysstudente en dosente/navorsers in die fokusarea ‘Selfgerigte Leer’ is ingesamel ten einde te verseker dat betekenisvolle data bekom kon word vir data-analise en interpretering. Bepaalde kriteria was neergepen vir die doelgerigte steekproefneming van deelnemers. Data-insameling het deur semigestruktureerde individuele onderhoude geskied omdat dit my, as navorser, in staat gestel het om die navorsingskonteks deur die oë van die deelnemer te kon sien. ʼn Proses van diskoersanalise is gevolg ten einde merkers te identifiseer. Merkers is gegroepeer in betekenisvolle kategorieë ten einde die ingesamelde data te kon interpreteer. Die belangrikste navorsingsbevindinge van hierdie studie omsluit die volgende: a) Eerstejaaronderwysstudente het ʼn wanopvatting van wat selfgerigte leer behels en sien dikwels selfgerigte leer as geïsoleerde leer. Eerstejaaronderwysstudente behoort dus ingelig te word oor die aard van selfgerigte leer. b) Dosente behoort ook ingelig te word oor die holistiese aard van selfgerigte leer sodat hulle selfgerigte leer reg kan toepas. Meer bystand moet ook aan dosente verleen word rakende die suksesvolle implementering van selfgerigte leer in klasse. c) Dosente behoort ook selfgerigte leer in alle modules en fases van die BEd-kursus te implementeer. d) ʼn ‘ONSheid’-benadering rakende selfgerigte leer behoort in ag geneem te word waar die onderwysinstelling, dosente en eerstejaaronderwysstudente selfgerigte leer as ʼn vennootskap benader. e) Daar behoort ʼn “pedandragogy”-model (Samaroo et al., 2013) gevolg te word by die Fakulteit Opvoedingswetenskappe op die Potchefstroomkampus van die Noordwes-Universiteit. f) Selfgerigte leer moet as die impetus agter onderrig-leer beskou word omdat dit as ʼn vereiste dien vir lewenslange leer. g) Selfgerigte leer VIR onderrig-leer, selfgerigte leer AS onderrig-leer en selfgerigte leer IN onderrig-leer perspektief moet gebruik word om selfgerigtheid in leer van eerstejaaronderwysstudente te bevorder. ʼn Platform vir die bevordering en ontwikkeling van selfgerigte eerstejaaronderwysstudente behoort ontwerp te word. h) Dosente behoort: entoesiasme by eerstejaaronderwysstudente te kweek rakende selfgerigte leer, selfgerigte leerrolmodelle te wees en ʼn positiewe klaskamerklimaat te skep wat selfgerigte leer aanmoedig. i) Leermotivering is die dryfveer wat ongeag sosio-ekonomiese agtergrond, eerstejaaronderwysstudente in staat kan stel om selfgerig te leer. j) Sosio-ekonomiese agtergrond en leermotivering is inherent in eerstejaaronderwysstudente se selfgerigtheid in leer en/of hulle gereedheid vir selfgerigtheid in leer. k) Die persoonlike ingesteldheid van eerstejaaronderwysstudente moet positief teenoor selfgerigte leer wees. l) Selfgerigte leer moet as ʼn betekenisvolle ontwikkelingsreis na volheid met deernis beskou word. This dissertation investigated the relation between socio-economic background, learning motivation and self-directedness in learning of first-year teacher students. Self-directed learning is characterized as one of the fastest growing areas of research in the past forty years (Guglielmino, 2013). The Faculty of Education Sciences at the Potchefstroom Campus of North-West University identified self-directed learning in 2008 as a strategic priority (Reitsma et al., 2012). Self-directed learning can be regarded as an essential skill in the 21st century and it implies that the acquisition of school subject knowledge alone is not sufficient (Mentz, 2014); skills such as critical thinking, resource identification and responsibility to learn should be emphasized. Furthermore, a student with a high level of self-directedness in learning, can set educational objectives and also reach these objectives as well as successfully make use of opportunities beyond the boundaries of formal education, which can accordingly lead to career success and economic growth (Mulube & Jooste, 2014). Although the value of self-directed learning can be overstated, students find it difficult to keep up the academic pace with the leap from secondary to tertiary education. It turns out that first-year students qualify on paper for university admission, but in fact they cannot acquire the necessary academic skills (including self-directed learning) (Rossouw, quoted by Anon., 2013a). Despite the lack of self-directed learning activities in secondary education De Lange et al. (2010) mention several factors that can affect teaching and learning (as well as self-directed learning) of a student, namely awkward walking distances from home to educational institutions, HIV/AIDS, orphanage background, poverty, food scarcity, parents or guardians who are illiterate, uneven resource distribution and the negative perceptions regarding the value of education. From the above statement it is evident that socio-economic background may have an effect on a student's self-directedness in learning. While socio-economic background of a student can affect their self-directedness in learning, there is a gap in literature pertaining to a specific context (socio-economic background) and its relation to self-directedness in learning, specifically with regard to first-year teacher students. An additional aspect covered in this study is that learning motivation is the driving force behind the implementation of self-directed learning activities (Regan, 2003; Van Bommel et al., 2015). Although learning motivation is characterized as one of the most popular research dimensions in the area of self-directed learning, the relation between the case (socio-economic background and learning motivation) and the phenomenon (self-directed learning or self-directedness in learning) has not been researched. Therefore it was decided to carry out an empirical study to explain and interpret the relation between socio-economic background, learning motivation and self-directedness in learning of first-year teacher students, particularly on the Potchefstroom Campus of North-West University. In an attempt to explain the above context and interpret this study, an interpretivist qualitative research design was followed. This study therefore investigated an instrumental case (socio-economic background and learning motivation) and its relation with the phenomenon (self-directed learning or self-directedness in learning). The perceptions of first-year teacher students and lecturers/researchers in the focus area ‘Self-directed Learning’ were collected in order to ensure that meaningful data could be obtained for data analysis and interpretation. Certain criteria were penned down for the purposive sampling of participants. Data collection occurred through semi-structured individual interviews because it enabled me, as a researcher, to see the research context through the eyes of the participants. A process of discourse analysis was followed in order to identify markers. Markers were grouped into meaningful categories in order to interpret the collected data. The main research findings of this study included the following: a) First-year teacher students have a misconception of what self-directed learning entails and they often see self-directed learning as isolated learning. First-year teacher students should therefore be informed about the nature of self-directed learning. b) Lecturers should also be informed about the holistic nature of self-directed learning so that they can apply self-directed learning correctly and more assistance should be given to staff regarding the successful implementation of self-directed learning in classes. c) Lecturers should also implement self-directed learning in all modules and phases of the BEd course. d) A ‘WE-ness” theory of self-directed learning should be taken into account where the educational institution, lecturers and first-year teacher students approach self-directed learning as a partnership. e) A pedandragogy model (Samaroo et al., 2013) should be followed by the Faculty of Education at the Potchefstroom Campus of North-West University. f) Self-directed learning is an impetus for teaching-learning because it is a prerequisite for lifelong learning. g) Self-directed learning FOR teaching-learning, self-directed learning AS teaching-learning and self-directed learning IN teaching-learning perspective should be used to promote self-directedness in learning of first-year teacher students. A platform should be designed for promoting and developing self-directed first-year teacher students. h) Lecturers should: cultivate enthusiasm for self-directed learning among first-year teacher students, should be self-directed learning role models and should create a positive classroom climate that encourages self-directed learning. i) Learning motivation is the driving force, regardless of socio-economic background of first-year teacher students, to enable them to learn in a self-directed manner. j) Socio-economic background and learning motivation is inherent in a first-year teacher student's self-directedness in learning and/or their readiness to self-directedness in learning. k) The personal mind-set of first-year teacher students must be positive towards self-directed learning. l) Self-directed learning must be seen, with compassion, as a meaningful development journey to fullness.en_US
dc.language.isootheren_US
dc.publisherNorth-West University (South Africa) , Potchefstroom Campusen_US
dc.subjectKontroleen_US
dc.subjectLeeren_US
dc.subjectLeerdersen_US
dc.subjectLeermotiveringen_US
dc.subjectOnderwysersen_US
dc.subjectSelfgerigte leeren_US
dc.subjectSelfgerigtheiden_US
dc.subjectSelfregulerende leeren_US
dc.subjectSosio-ekonomiese agtergrond en studenteen_US
dc.subjectControlen_US
dc.subjectLearningen_US
dc.subjectLearnersen_US
dc.subjectLearning motivationen_US
dc.subjectTeachersen_US
dc.subjectSelf-directed learningen_US
dc.subjectSelf-directednessen_US
dc.subjectSelf-regulating learningen_US
dc.subjectSocio-economic background and studentsen_US
dc.titleDie verband tussen sosio-ekonomiese agtergrond, leermotivering en selfgerigtheid in leer van eerstejaaronderwysstudenteen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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