Die invloed van skoolwisseling op die skolastiese prestasie van leerlinge in standerds 3, 4 en 5
Coetzee, Carel Johannes Lubbe
MetadataShow full item record
1. AIM OF STUDY: It is usually taken for grru1ted that pupils who frequently change from one school to another will experience, to a lesser or greater degree, various types of learning difficulties. When a pupil is underachieving and it is known that he/she has changed schools this factor is very often taken as the main reason for the learning problems and other possible reasons are ignored. The changing of schools as the cause of learning difficulties is thus over emphasized. When a pupil changes from one school.to another, it sometimes happens that the determining factors for scholastic achievement are more favourable in the new school than they were in the previous one. Under such circumstances it can be expected that the pupil's scholastic achievement would improve rather than regress. The following goals have been set in this study: (a) To determine whether all pupils, who change from one school to another, will regress in their scholastic achievement; (b) to determine what steps can be taken to avoid or remedy learning problems which may occur as a result of pupils changing from one school to another; (c) to examine the effectiveness of these precautions and remedial actions. 2. STUDY METHOD: Two study methods were used. Firstly a study of literature was made and secondly an empirical research was carried out. The study of literature was undertaken to discover the factors which influence the scholastic achievement of pupils. Attention was paid to the physical, cognitive, social, language and religious development of the child up to approximately 14 years of age; physical and psychological factors arising from the child's personality; the influence of the milieu and the influence of the school on the scholastic achievement of pupils. A reasoned summary was compiled as to the degree to which these factors were influenced by pupils changing from one school to another. The empirical research took place in standards 3, 4 & 5 in an Afrikaans medium school with an enrolment of more than 750 pupils. This particular school was chosen because special attempts were being made by teachers to anticipate learning problems which might occur as a result of changing schools. In each standard there were 5 experimental groups, viz. pupils who had attended three or more schools, pupils who had changed from one school to another during the previous 3 years, pupils who had experienced changing schools but who had attended the same school during the previous 3 years, pupils who had changed schools at least 5 times, and pupils who had changed schools during the year of the investigation. There was a control group in each standard made up of pupils who had never changed schools. 3. IMPORTANT COUCLUSIONS: (a) At the particular school at which the research was undertaken, it was found that the relationship between a pupil's scholastic achievement and I.Q. was the same for pupils who bad changed schools as for pupils who had attended only one school. (b) The results of the empirical research proved, however, that the more often a pupil changed schools, the worse was the effect on his scholastic achievement. (c) Pupils in std. 5 revealed greater benefit from steps taken by teachers to help newcomers, than those in std. 3 and 4. (d) If the necessary steps are taken, pupils, who change from one school to another, can successfully be aided to overcome a great deal of the learning problems which might be experienced.
- Education