Druiping by Bruin leerlinge in Promosa : 'n psigometriese ondersoek
The purpose of the investigation was to obtain a psychological evaluation of coloured pupils who failed. Chapter One stipulates the goals of the investigation and explores the literature concerning failure and aspects dealing with pupils who failed. A review of the conceptions and extent of failure among the different population groups in South Africa are given. The experience of failure by die pupil who failed, teachers, friends and parents, and the characteristics and aspects to be found in the pupil who failed, are then discussed. The aspects covered are interpersonal and family relations, socio-economical and cultural aspects, and personality characteristics. This is followed by a discussion of the causes of failure, as well as preventive and reductive measures. The methods of investigation are discussed in Chapter Two. The structure of the experiment, the subjects, the psychometrical instruments and the statistical methods used are covered. Twenty coloured pupils who failed are compared with twenty-three coloured pupils who passed. The investigation consisted of the following: a. The Survey of Study Habits and Attitudes (SSHA) to determine the study habits and -attitudes of the coloured pupils who failed. b. The High School Personality Questionnaire (HSPQ) and Group Personality Projective Test (GPPT) to determine a possible personality structure of the coloured pupils who failed. c. The High School Interest Questionnaire to determine a possible interest profile of the coloured pupils who failed. d. The Cattell Culture Fair Intelligence Test (Scale 3) for measuring the intellectual capability of the coloured pupils who passed and failed. The results are then discussed in Chapter Three. No significant differences were found between the coloured pupils who passed with respect to study habits and attitudes and interest. However, on the whole the coloured pupils who failed seem to tend to have bad study habits and attitudes, as well as a lack of interest. Significant differences were found in the personality evaluation, as well as in the verbal intellectual capability of the coloured pupil who failed and those who passed. No significant differences were found in the non-verbal intellectual capabilities. . The investigation and conclusions are summarized in Chapter Four. The most important conclusions are the following: * Although differences were found, these are not significant enough to establish a personality structure of the coloured pupil who failed. No clear profile can be attributed to the personality of the coloured pupil who have failed. * The poor socio-economical conditions and cultural and educational backwardness of the coloured population group, are factors that must be taken into consideration. These aspects of the coloured population group still demand urgent and close attention. * The coloured educational system justifies more financial support as well as educational and extra-mural facilities.
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