Die middel-adolessent se wiskundeprestasie: Die rol van emosionele intelligensie en studie-oriëntasie
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Die middel-adolessent se wiskundeprestasie: Die rol van emosionele intelligensie en studie-oriëntasie The mid-adolescent’s achievement in maths: The role of emotional intelligence and study orientation | |
| Creator | Erasmus, Petro | |
| Description | Hierdie artikel het ten doel om oorsigtelik ’n insae te bied in die bevindinge van ’n studie (kwantitatief-kwalitatief) wat veral gefokus het op die mate waartoe ’n kombinasie van komponente van emosionele intelligensie en dimensies van studie-oriëntasie middel-adolessente se wiskundeprestasie voorspel, asook hoe die prestasies van verskillende geslag- en graadgroepe (in hierdie studie verteenwoordig) in dié opsig vergelyk. Altesaam 435 leerlinge in graad 9 en graad 11 aan die drie Engelsmedium-hoërskole in die Mafikeng-area het aan die studie deelgeneem. Die kwantitatiewe komponent van die studie het bestaan uit die implementering van twee gestandaardiseerde vraelyste. Leerders is gevra om ’n EI-vraelys, naamlik die Bar-On EQ-i:YVTM en die studie-oriëntasievraelys in wiskunde (SOW) te voltooi, terwyl die kwalitatiewe tegniek wat in hierdie studie geïmplementeer is, fokusgroeponderhoude was. Die resultate dui daarop dat ’n kombinasie van die komponente van emosionele intelligensie en die dimensies van studie-oriëntasie as moontlike voorspellers van die middel-adolessent se wiskundeprestasie beskou kan word. Die volgende emosionele intelligensie (EI)-komponente het as voorspellers van wiskundeprestasie na vore getree: algemene gemoedstoestand, aanpasbaarheid en intrapersoonlike gedrag. Die volgende studie-oriëntering in wiskunde (SOW)-dimensies was voorspellers van wiskundeprestasie: probleemoplossing, studiegewoontes, inligtingverwerking en wiskundeangs. Temas wat uit die kwalitatiewe aspek van hierdie studie na vore getree het as moontlik bydraend tot leerders se ontoereikende wiskundeprestasie in Suid-Afrika, verwys spesifiek na uitdagings op makrovlak, naamlik in die maatskaplik ekonomiese kontekste; op mesovlak, naamlik die skool en gesin; en op mikrovlak – wat verwys na persoonlike invloed. Die volgende temas het tydens die triangulasieproses in sowel die kwalitatiewe asook kwantitatiewe resultate gemanifesteer: geslag; studiegewoontes; rol van emosies; die verband tussen probleemoplossing, dissipline en klaskamerbeheer; en die rol van stres en wiskundeangs in die middel-adolessent se wiskundeprestasie. This study (quantitative-qualitative) focused especially on the extent to which (a combination of facets of) emotional intelligence (EI) and study orientation predict(s) the mathematics achievement of middle-adolescents, and also compared the performance of the different gender and grade groups (represented in this study). Altogether 435 learners in Grade 9 and Grade 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires: an EI questionnaire, the Bar-On EQ-i:YVTM, and the study orientation questionnaire in mathematics (SOM). The qualitative technique implemented in the study was focus group interviews. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent’s mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: general mood, adaptability and intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: problem-solving behaviour, study habits, information processing and mathematics anxiety. Themes that emerged from the qualitative aspect of this study as potential contributors to learners’ inadequate mathematics achievement refer specifically to challenges in South Africa at the macro level: mainly the input of the national government (and by default the Department of Education); on meso level: mainly factors related to the school and family; and on micro level: personality factors of the learner The following themes manifested in both the qualitative and quantitative results during the process of triangulation: gender, study habits, role of emotions, the relationship between problem-solving, discipline and classroom management; and the role of stress and maths anxiety in the maths achievement of the middle adolescent. | |
| Publisher | AOSIS | |
| Date | 2013-12-19 | |
| Identifier | 10.4102/satnt.v32i1.418 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 32, No 1 (2013); 10 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 32, No 1 (2013); 10 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/418/1608
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/418/1609
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/418/1610
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/418/1607
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