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dc.contributor.advisorPreller, S.J.
dc.contributor.authorKruger, Hendrik Barnardus
dc.date.accessioned2014-01-24T09:28:34Z
dc.date.available2014-01-24T09:28:34Z
dc.date.issued1972
dc.identifier.urihttp://hdl.handle.net/10394/9992
dc.descriptionProefskrif (DEd)--PU vir CHO, 1973
dc.description.abstractIn this study the possibility of predicting academic success at first year university level by means of the discrepancy between nonverbal and verbal intelligence test scores, is investigated. Firstly the problem is stated and the purpose and programme of the research are outlined. A closer look at various points of view on intelligence is given in the next chapter. Nonverbal and verbal intelligence is discussed. The hypotheses is that nonverbal intelligence relates more closely to the concrete in the field of intellectual activity, while the verbal intelligence deals with the symbolic and abstract. It is further stated that nonverbal intelligence resembles more closely the hereditary intelligence than the verbal, which is to a greater extent the result of non-genetic factors. Academic achievement and the various influences on it are described. The relationship between factors influencing the verbal intelligence and factors influencing academic achievement is pointed out. It is reasoned that negative influences will prevent the verbal intelligence from developing to the same or a higher level than the nonverbal intelligence. The same influences will prevent the student from achieving academically as could have been expected from his I. Q. Positive environmental influences will stimulate the actualisation of genetic intelligence and will also lead to relative better academic achievement. In the empirical research first year students with a discrepancy of 10+ between nonverbal and verbal I. Q. scores are grouped. Groups with a higher nonverbal score are designated as negative groups and those with higher verbal scores as positive groups. By means of the Wilcoxon Matched- Pairs Signed Ranks Test these groups are compared with groups consisting of students with a discrepancy of less than 10 between nonverbal and verbal I.Q. scores. The results show that only the largest negative group, which is a combination of men and women groups from various degree courses, achieves academically lower than the control group. The result is reliable within the 0, 05 level of confidence.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.subjectVoorspelling van akademiese prestasieen_US
dc.subjectIntelligensietoetseen_US
dc.titleDie voorspelbaarheid van akademiese prestasie deur die verskille tussen nie–verbale toetsintelligensieprestasiesafr
dc.typeThesisen_US
dc.description.thesistypeDoctoralen_US


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