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dc.contributor.authorScheepers, Erremina Isabella
dc.date.accessioned2013-06-20T07:42:31Z
dc.date.available2013-06-20T07:42:31Z
dc.date.issued1995
dc.identifier.urihttp://hdl.handle.net/10394/8608
dc.descriptionSkripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1995
dc.description.abstractThis study is scientifically aimed at the problematic question of the present situation regarding the climate in the Bible Education classroom in secondary schools. A possible cause of the problems experienced with Bible Education and the negative view prevalent with regard to the subject, can be ascribed to the prevailing climate in the Bible Education classroom in the secondary school. An empirical study was conducted by means of a structured questionnaire distributed to the Bible Education teachers and a stratified sample of ten pupils per class at four Afrikaanse secondary schools. The four schools were chosen at random and served as test sample. According to the answers of the respondents, it became clear that the present classroom climate puts a very high premium on rules and control in the classroom. Therefore it would appear as if a lot of work needs to be done concerning the mutual relationship between teacher and pupil for the effective improvement of the climate in the classroom.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.subjectAcademic abilityen_US
dc.subjectBehaviour developmenten_US
dc.subjectClassroom climateen_US
dc.subjectClassroom environmenten_US
dc.subjectReligious aimsen_US
dc.subjectMoral educationen_US
dc.titleKlasklimaat by Bybelonderrig in sekondêre skoleafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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