| dc.description.abstract | Die doel van die onderhawige studie was drieledig. Eerstens, om die invloed van geslag, ras en
sosio-ekonomiese status (SES) op die visueel-motoriese integrasie status van nege- tot 10-jarige
leerders, woonagtig in die Noordwes Provinsie van Suid-Afrika, te bepaal. Tweedens, wat die
longitudinale invloede van SES op veranderinge in visueel-motoriese integrasie is. Laastens, om
verbande vas te stel tussen akademiese prestasie in afsonderlike leerareas met visueel-motoriese
integrasie, visuele persepsie en motoriese koördinasie vaardighede asook om die invloed van
geslag en SES op die akademiese prestasie in die verskillende individuele leerareas by nege- tot
10-jarige leerders woonagtig in die Noordwes Provinsie van Suid-Afrika.
Dié navorsing vorm deel van die longitudinale NW-CHILD studie (Child-Health-Integrated-with
Learning and Development). Basislynmetings is in 2010 uitgevoer (leerders in Graad 1), die
eerste opvolgmetings in 2013 en weer in 2016. Daar is gepoog om dieselfde leerders van 2010
weer tydens die opvolgmetings te her-evalueer. Skole se armoede-klassifikasie is verteenwoordig
van Kwintiel 1 tot Kwintiel 5 en is verdeel in slegs ʼn hoë en ʼn lae SES-groep. Doelstellings 1 en
3 het slegs van die 2013 se opvolgmetings gebruik gemaak, waar die ondersoekgroep (9.9 jaar
±0.42) in Graad 3 of -4 was. Doelstelling 1 het ʼn totaal van 865 leerders (457 seuns en 408
meisies) gehad met 325 van die leerders in die hoë SES-groep (180 seuns, 145 meisies) en 540 in
die lae SES-groep (seuns 277, meisies 263). In die totale ondersoekgroep was 24.05% van die
leerders blank en 75.95% swart. Die hoë SES groep word opgemaak uit 208 blank- (119 seuns,
89 meisies) en 117 swart leerders (61 seuns en 56 meisies), waar die lae SES uit 100% swart
leerders opgemaak word. Vir doelstelling 3 was daar twee minder leerders (863 leerders, 453
seuns en 410 meisies) in die ondersoekgroep gewees as gevolg van uitstaande akademiese punte.
Van dié leerders het 37.66% (n=325) in ʼn hoë SES-groep voorgekom en 62.34% (n=538) in die
lae SES-groep. Doelstelling 2 het van beide die 2010 en 2013 metings gebruik gemaak, maar
slegs op dié leerders wat tydens beide toets geleenthede teenwoordig was. Daar is 573 leerders
(282 seuns, 291 meisies) tydens hulle Graad 1 jaar geëvalueer (6.9 jaar ±0.38) en weer
gedurende hulle Graad 3/4 skooljaar in 2013 (9.9 jaar ±0.42). Die “The Developmental Tests of
Visual-Motor Integration, Fourth Edition (VMI-4)” is gebruik om die leerders se visueelmotoriese
integrasie status te bepaal. Akademiese prestasie is deur 2013 se Junie-skooleksamen
en Jaarlikse Nasionale Assessering (ANA) uitslae bepaal.
Die “Statistica for Windows” Statsoft-rekenaarprogrampakket is vir dataverwerking gebruik.
Data is eerstens vir beskrywingsdoeleindes deur rekenkundige gemiddeldes ( X ), minimum en
maksimum waardes en standaardafwykings (sa) ontleed. Vir die eerste doelstelling is die invloed
van geslag, ras en SES op visueel-motoriese integrasie status vir die groep bepaal deur ʼn
onafhanklike t-toets. Tweerigting-frekwensietabelle het die leerders in verskillende
vaardigheidsklassifikasies vir visuele-motoriese integrasie, visuele persepsie en motoriese
koördinasie geplaas. Doelstelling 2 het afhanklike t-toetse gebruik om betekenisvolle
binnegroepverskille te bepaal vir die groep asook per SES. Tweerigting-frekwensietabelle het
betekenisvolle longitudinale tussen-klas-verskuiwings in groep en per SES bepaal. Onafhanklike
t-toetsing en effekgroottes is verder gebruik om groepsverskille ten opsigte van die VMI-4
resultate te bepaal. Spearman se rangorde korrelasiekoëffisiënt is gebruik om betekenisvolle
verwantskappe tussen die skoolleerareas en visueel-motoriese integrasie, visuele persepsie en
motoriese koördinasie vaardighede vir doelstelling 3 te bepaal. ʼn Stapsgewyse regressie analise
is laastens gebruik om statisties en prakties betekenisvolle afhanklikheid te bepaal tussen
afhanklike veranderlikes (Junie-skooleksamens en ANA leerareas) met die onafhanklike
veranderlikes (visueel-motoriese integrasie, visuele persepsie, motoriese koördinasie, geslag en
SES).
Resultate het getoon dat nege- tot 10-jariges (onafhanklik van geslag, ras of SES) hoofsaaklik in
die gemiddelde vaardigheidsklas (standaardtelling 83-117) vir visueel-motoriese integrasie
(92.92±14.82), visuele persepsie (85.90±39.99) asook motoriese koördinasie (93.29±13.32)
presteer. Hoewel die groep as geheel gemiddelde prestasie in dié vaardighede getoon het, word
daar ook grootliks leerders in die ondergemiddelde en ver ondergemiddelde klasse (Klas 4 en 5)
verteenwoordig wanneer die groep ontleed word per geslag, ras en SES. Visueel-motoriese
integrasie word deur ʼn meerderheid meisies (27.61% vs. 19.64%), swart- (24.24% vs. 20.67%)
en lae SES-leerders (25.84% vs. 19.25%) in die ondergemiddelde klasse verteenwoordig.
Visuele persepsie toon die grootste verteenwoordiging van leerders in die ondergemiddelde
Klasse 4 en -5, met ʼn meerderheid van seuns (47.87% vs. 47.87%), swart leerders (56.62% vs.
17.78%) en lae SES-leerders (60.56% vs. 23.6%). Die meerderheid verteenwoordiging in die
ondergemiddelde Klasse vir motoriese koördinasie, was deur die meisies (22.6% vs. 20.6%),
swart- (24.24% vs. 12.98%) en lae SES-leerders (26.21% vs. 13.66%). Lae SES het die grootste
negatiewe invloed op visueel-motoriese integrasie status uitgeoefen (ras verskille korreleer met
SES) terwyl geslag die kleinste invloed uitgeoefen het. Visuele persepsie het die grootste
ontwikkelingsveranderinge getoon tydens die drie jaar toets-interval en motoriese koördinasie
die minste. Hoewel hoë SES-leerders deurlopend beter standaardtellings behaal het, toon lae
SES-leerders groter ontwikkelingsveranderinge in visuele-motoriese integrasie (p=0.041; 88.24
na 89.85), visuele persepsie (p=0.001; 69.91 na 71.91) en motoriese koördinasie (p=0.663; 89.69
na 90.04). Die regressie analiese toon bydrae deur visueel-motoriese integrasie, visuele
persepsie, motoriese koördinasie en geslag tot akademiese prestasie as klein (R2≥1%) of nie in
alle leerareas betekenisvol nie (≤1%). Visueel-motoriese integrasie se grootste (en enigste)
betekenisvolle bydrae is gelewer tot die Junie-skooleksamen se Wiskunde (3.3%) en visuele
persepsie tot ANA se Engels (4.1%). Motoriese koördinasie het deurlopend die grootste bydra tot
Afrikaans (6.2%, 9.3%) gelewer. Die onafhanklike veranderlikes toon aansienlike gesamentlike
bydraes (aangepaste R2≥25%) tot Junie-leerareas (Engels 26.7%; Natuurwetenskappe 27.7%;
Gemiddeld 30%) asook ANA (Wiskunde 27.8%; Engelse 25%). Telkens was SES die grootste
bydraer tot hierdie variansie vir Junie- (22.1-26.4%) en ANA- (18.50-24.5%) leerareas. Hoewel
klein (≥1%), toon geslag bydraes tot meeste Junie- (Afrikaans 1.9%; Engels 2.5%; Tswana
2.7%) en ANA- (Afrikaans 3.9% en Engels 1.9%) taal-leerareas.
The objective of this study was threefold. Firstly, to determine the influence of gender, race and
socio-economic status (SES) on the visual-motor integration status of nine- to 10-year old
learners, living in the North West Province of South Africa. Secondly, the longitudinal
influences of SES on changes in visual-motor integration status. Finally, to determine
correlations between academic achievement in the compulsory individual learning areas with
visual-motor integration, visual perception and motor coordination skills as well as the influence
of gender and SES on nine- to 10-year-old learners living in the North West Province of South
Africa.
This research forms part of the longitudinal NW-CHILD study (Child-Health-Integrated-with
Learning and Development). Baseline measurements were done in 2010 (learners in Grade 1),
the first follow-up in 2013 and again in 2016. An attempt was made to re-evaluate the same
learners from 2010 during the follow-up. School poverty classification represents Quintile 1 to 5
and is divided into a high and a low SES group. To determine objectives 1 and 3, only the 2013
follow-up measurements were used, when the learners (9.9 years ±12.42) were in Grade 3 or -4.
A total of 865 learners (457 boys and 408 girls) were used to determine objective 1, where 325
learners represented the high SES group (180 boys, 145 girls) and 540 the low SES group (boys
277, girls 263). In the total study population, 24.5% of the learners were white and 75.95%
black. The high SES-group is made up of 208 white- (119 boys, 89 girls) and 117 black learners
(61 boys and 56 girls), where the low SES group is compiled of 100% black learners. Objective
3 had two less learners (863 learners, 453 boys and 410 girls) representing the study population
due to outstanding academic scores. Of these learners 37.66% (n=325) were in the high SES
group and 62.34% (n=538) in the low SES group. Lastly, to determine objective 2, both the 2010
and 2013 measurements were used, but only measurements of those learners who were presents
at both where used. A total of 573 learners (282 boys, 291 girls) were evaluated during their
Grade 1 year (6.9 years ± 0.38) and again during their Grade 3/4 school year in 2013 (9.9 years ±
12:42). The Developmental Tests of Visual-Motor Integration, Fourth Edition (VMI-4) was used
to determine the learners' visual-motor integration status and academic achievements by using
the 2013 June school examination and Annual National Assessment (ANA) results.
The "Statistica for Windows" Statsoft computer software package was used for data processing.
Data was firstly analysed for descriptive purposes by using arithmetic means (M), minimum and
maximum values and standard deviations (SD). For the first objective, an independent t-test was
used to determine the influence of gender, race and SES on visual-motor integration status. Twoway
frequency tables placed learners in different skills classifications for visual-motor
integration, visual perception and motor coordination. Objective 2 used dependent t-tests to
determine significant longitudinal differences within the group and per SES. Two-way frequency
tables determined significant longitudinal intermediate class shifts in the group and per SES.
Independent t-tests and effect sizes determined group differences with regards to VMI-4 results.
Finally, Spearman’s rank order correlation coefficient determined significant relationships
between school learning areas and visual-motor integration, visual perception and motor
coordination skills for Objective 3. A Stepwise regression analysis determined statistically and
practically significant dependency between dependent variables (June school examinations and
ANA learning areas) with the independent variables (visual-motor integration, visual perception,
motor coordination, gender and SES).
Results showed that nine to 10-year old learners (regardless of gender, race or SES) mainly
tested in the average proficiency class (standard score 83-117) for visual-motor integration
(92.92±14.82), visual perception (85.90±39.99) and motor coordination (93.29±13.32). Although
the group as a whole showed average skills levels in all three these skills, there were high
percentage representations of learners in the below average and far below average classes (Class
4 and 5) when the group is analysed by gender, race and SES. Visual-motor integration was
represented by a majority of girls (27.61% vs. 19.64%), black (24.24% vs. 20.67%) and low SES
learner (25.84% vs. 19:25%) in the below-average Classes. Visual perception showed the
greatest percentage (in comparison to visual-motor integration and motor coordination) of
learners in the below average Class 4 and 5, with a majority representation of boys (47.87% vs.
47.87%), black learners (56.62% vs. 17.78%) and low SES learners (60.56% vs. 23.6%). The
majority representation in the below-average Classes for motor coordination was the girls
(22.6% vs. 20.6%), black (24.24% vs. 12.98%) and low SES learners (26.21 vs. 13.66). Low
SES exerted the biggest negative influence on the visual-motor integration status (race
differences correlates with SES), while gender exerted the least. Visual perception showed the
greatest developmental changes and motor coordination the least over the three-year test interval.
Although high SES learners consistently achieved higher standard scores, low SES learners
showed greater developmental changes in visual-motor integration (p=0.041; 88.24 to 89.85),
visual perception (p=0.001; 69.91 to 71.91) and motor coordination (p=0663; 89.69 to 90.04).
The regression analysis showed contributions from visual-motor integration, visual perception,
motor coordination and gender to academic achievement as small (R2≥1%) or non-significant in
all subjects (≤1%). Visual-motor integration's biggest (and only) significant contribution was to
the June school examination’s Mathematics (3.3%) and visual perception to ANA's English
(4.1%). Motor coordination was throughout the largest contribution to Afrikaans (6.2%, 9.3%).
The independent variables showed significant joint contributions (adjusted R2≥25%) to June-
(English 26.7%, Science 27.7%; Average 30%) and ANA (Mathematics 27.8%, English 25%)
learning areas. SES was the largest contributor to this variance for June (22.1-26.4%) and ANA
(18.50-24.5%) subjects. Although small (≥1%), gender showed contributions to most June
(Afrikaans 1.9%, English 2.5%, Tswana 2.7%) and ANA (Afrikaans 3.9% and English 1.9%)
language learning areas | en_US |
