Modification, elaboration and empirical evaluation of the De Goede learning potential structure model : rising above adversity

Pretorius, Dirk J. (2014-12)

Thesis (MCom)--Stellenbosch University, 2014.

Thesis

ENGLISH ABSTRACT: The current study is an attempt to acknowledge the existing inequalities South Africa faces, while presenting a solution to reach the ideal of equal opportunities so many South Africans strive for each day. The catalyst for the current study is the observed shortage in skills, knowledge and general abilities among those South Africans who were previously denied developmental and equal educational opportunities. Through addressing the challenges faced by those most at risk of not achieving learning performance success, an attempt is launched to uncover the factors that should be considered when evaluating learning potential. The study is directly aimed at addressing the failures of previous affirmative development attempts. The core belief of the author remains in line with the current government‟s view, namely that successful affirmative development is the most effective way to correct the injustices of the South Africa‟s past. Through scientific assistance to the corporate sector, Industrial Psychologists can play a leading role by using the practice of selection as a vehicle to drive the process of affirmative development in a responsible manner through selective developmental opportunities. The author has attempted to identify cognitive and non-cognitive learning performance variables that are to be considered when considering learning performance success. The current study is an elaboration of previous research presented by De Goede (2007) that was based on the findings of Terry Taylor (1989, 1992, 1994, 1997). The current learning potential structural model is an elaboration of the De Goede (2007) learning potential structural model. The author has proposed additional non-cognitive variables as an attempt to gain a more thorough understand with respect to what constitutes success in learning performance. By adding more variables to the existing nomological network that constitute learning performance, the author attempted to uncover a more holistic insight into the construct of learning performance success. The research was conducted using a sample of 395 grade 9 school learners from previously disadvantaged communities in the Cape Town area, including Bonteheuwel, Mannenberg and Goodwood. All the learners in the sample group successfully completed term 1 and 2 passing English first language, Afrikaans second Language, Mathematics and Science. The proposed hypothesised expanded learning potential structural model was empirically evaluated. The fit of the measurement model achieved exact fit. The researcher extended the investigation by considering the full range of fit indices, standardised residuals, modification indices and parameter estimate. From the results obtained the researcher modified the structural model, by removing one of the interaction effects. The results of the final revised structural model achieved good fit. Only five of the paths in the final model were empirically corroborated. Support was found, indicating that a statistical significant positive relationship exist between Learning Motivation and Tenacity, Conscientiousness and Resilience, Parental Quality and Learning Motivation, Grit and Cognitive Engagement as well as Grit and Learning Motivation. In addition to these findings, the researcher also presented some limitation to the research methodology, practical implications as well as recommendations for future research.

AFRIKAANSE OPSOMMING: Die huidige studie verteenwoordig „n poging om erkenning te gee aan die heersende ongelykhede wat Suid-Afrika in die gesig staar, terwyl „n oplossing gesoek word om die ideaal van gelyke ontwikkeling, waarna soveel Suid-Afrikaners elke dag streef. Die katalisator vir die huidige studie is die waargenome ongelykhede in vaardighede, kennis en algemene vermoëns onder daardie Suid-Afrikaners van wie ontwikkeling- en gelyke opvoedingsgeleenthede weerhou is. Deur die huidige uitdagings aan te spreek, wat die individue in die gesig staar met die grootste risiko om nie leerprestasie-sukses te behaal nie, word „n poging geloods om die faktore te identifiseer wat oorweeg behoort te word wanneer leer potensiaal geëvalueer word. Hierdie studie is direk daarop gemik om die mislukkings van vorige regstellende aksie pogings aan te spreek. Die outeur se kernoortuiging is in lyn met die huidige regering se sienswyse, naamlik dat „n suksesvolle regstellende ontwikkelingspoging die mees effetiewe manier is om die ongeregtelikhede van Suid-Afrika se verlede te korrigeer. Deur wetenskaplike ondersteuning aan die korporatiewe sektor, kan Bedryfsielkundiges „n leidende rol vervul deur die gebruik van seleksiepraktyke wat daarop afgestem is om die proses van regstellende aksie aan te dryf op „n verantwoordelike manier, deur selektiewe ontwikkelingsgeleenthede. Die outeur het gepoog om kognitiewe en nie-kognitiewe leerprestasie-veranderlikes te identifiseer wat oorweeg moet word ten einde leerprestasie-sukses te bevorder. Die huidige studie is ‟n uitbreiding van vorige navorsing deur De Goede (2007) gebaseer op die bevindinge van Terry Taylor (1989, 1992, 1994, 1997). Die huidige leerpotensiaal strukturele model is „n uitbreiding van De Goede (2007) se leerpotensiaal strukturele model. Die outeur het addisionele nie-kognitiewe veranderlikes voorgestel in „n poging om dieper insig te verkry in dit wat leerprestasie-sukses konstitueer. Deur die toevoeging van meer veranderlikes tot die bestaande nomologiese netwerk wat leerprestasie konstitueer, poog die outeur om „n meer holistiese insig te openbaar in die konstruk van leerprestasie-sukses. Die navorsingstudie was toegepas om n groep van 395 graad 9 skooliere van voorheen benadeelde gemeenskappe in die Kaapstad omgewing, insluitend Bonteheuwel, Mannenberg en Goodwood. Al die leerlinge in die steekproef het kwartaal 1 en 2 suksesvol geslaag met die vakke Engels eerste taal, Afrikaans tweede taal, Wiskunde en Wetenskap. Die voorgestelde leerpotensiaal strukturele model was empiries ge-ëvalueer. Die passing van die metingsmodel het n presiese passing getoon. Die navorser se ondersoek is uitgebrei deur die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse en parameter skattings te oorweeg. Die resultate het daartoe gelei dat die navorser besluit het om „n wysiging te maak deur een van die interaksie- effekte te verwyder. Die resultate van die finaal-gewysigde strukturele model het n goeie passing getoon. Slegs vyf van die bane in die finale model kon empiries bevestig word. Ondersteuning is gevind wat aantoon dat a statisties beduidende positiewe verhouding bestaan tussen Leer Motivering en Volharding, Pligsgetrouhied en Veerkragtigheid, Ouer Ingesteltheid en Leer Motivering, Volharding en Kognitiewe Inspanning, so wel as Volharding en Leer Motivering. Die navorser het addisioneel tot hierdie bevindinge, ook sekere beperkinge van die navorsings metodiek, praktiese implikasies van die studie, asook toekomstige navorsing bepreek.

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