Motivering, houding en studiemetodes as bepalende faktore in akademiese prestasie / Willie Johannes Bruwer

• Main Author: Bruwer, Willie Johannes
• Language: other
• Published: Potchefstroom University for Christian Higher Education 2014
• Online Access: http://hdl.handle.net/10394/10045

This research arose from the problem of academic under achievement at university. In this research the role of motivation, attitude and study habits were investigated. A specific questionnaire was compiled for this research, because existing questionnaires do not cover the field of research well enough, and also because the part played by motivation was not sufficiently taken into account. After a pilot study had been done, irrelevant questionnaire items were eliminated. In the final investigation 1734 students of the Potchefstroom University were involved. These students were divided into 126 sub-groups. Differently from most other researches of this kind, not only first year students were involved, but also second and third year students. From the research it became apparent that motivation, attitude and study habits play a determining part in academic achievement. Throughout, an exceptionally high correlation with academic achievement was found. It became evident that motivation and attitude are more important than mere methods of study. An interesting finding is that the study pattern remains largely the same from the first to the third year of study. The correct motivation, attitude and study habits are therefore also for second and third year students of the greatest importance. No differences could be established in connection with the study pattern, between students taking a degree and diploma students. With regard to the two sexes, the study pattern is to a large extent the same, except that motivation, in the case of men in their third year, shows no relation to achievement. The study pattern is also the same in the different faculties, with the exception that motivation, in the case of students in the Faculty of Natural Sciences, shows no relation to academic achievement. Another interesting finding is that the well-motivated student realises the value of study methods, and develops effective study methods. As a result of the research, several recommendations were made, for instance, that with regard to the problem of academic under achievement, the part of motivation, attitude and study habits, should be thoroughly taken into account. The attitude of the student towards his studies must especially receive attention. Guidance to students through a guidance bureau should be given special attention. The lecturing staff of universities should be enlarged so that the lecturers would be able to pay more personal attention to the study problems of students. Guidance at High School level ought to be focussed on influencing future students, so that they would go to universities as well-motivated students. === Proefskrif--PU vir CHO