| Summary: | The aim of this research was to determine:
* whether independent study as a method of study has any influence on the achievement of hostel pupils;
* if there is a meaningful difference between the achievements
of a voluntary - and a formal study group;
* if pupils who differ on the bases of intelligence, sex, method
of studying and standard, perform differently.
The literary survey which was undertaken, consisted of the following
sections:
1. The hostel as educational institution:
A hostel is seen as an institution for the broad education of the
child and should provide the opportunity for studying.
The contribution of the housemaster receives special mentioning
and is discussed in full.
To create a heal thy atmosphere of studying in a hostel depends
mainly on contributions made by the staff as well as the pupils.
The contributions of pupils are determined by the influence of
peer groups that reveal themselves in two aspects namely: the
hostel group and the room group. It is especially the room group
that exerts the bigger influence on study as a whole. The influence exerted, can either be positive or negative. To promote positive influence through the peer group should be the main concern of
all housemasters involved.
In modern times the conventional study hall is still considered as
the only place in which studying can be done. The study hall as
an ideal place of studying is looked at critically.
The presumption that the achievement of pupils in hostel are weaker
than that of day scholars is furthermore investigated and reasons
for this assumption are mentioned. More and more boarders are restricted and subjected to rules of which the most are unnecessary.
2. Independent studying principles: A brief survey of the historical background of independent studying
is given, wherein it was determined that independent studying was
introduced as a learning method (at the University of Oxford) as
early as 1624.
Motivation for the use of independent studying is deferred from the
fact that the secondary pupil in a hostel is more and more subjected
to consistency. Independent studying as a learn- and work method
takes into consideration the fact that as the child grows to adulthood greater responsibility must be accepted.
The aims of independent studying are circumstantially discussed.
Special attention was devoted to the following: individual freedom
and differences, individual responsibility, stronger focus
on the aims of instruction and the place of the teacher and housemaster.
3. Independent studying: implementation:
Reasons for the implementation of independent study as learn- and
work method are pointwise summarised.
The organisation of independent studying is discussed and the different forms in which independent studying can be implemented are indicated.
Practical suggestions are given to be put in practice whenever the
implementation of independent studying as a method of work is considered
in a hostel.
Independent study makes provision for the gifted pupil to develop
his talent to the best of his ability. It is furthermore indicated
that independent study as a learn- and work method makes provision
for the talented-, average- as well as the less talented pupil.
A precondition for the successful implementation of an independent
studying program, is that special attention should be given to the
environment of learning. The implementation of a hostel-library is
highly recommended.
All innovations are subjected to problems and independent study
as learn- and work method is not free from this. The problems
are failures of independent studying are discussed.
Homework must be complementary to school work and this principle; is
acknowledged by independent studying as work-method. The aims
of homework are discussed and how independent studying as work-method
will make provision for it.
When independent studying as learn- and work-method is initially
implemented, a certain degree of disruption of pupils take place.
Supervised independent studying is recommended as a forerunner to
independent study as learn- and work-method.
The difference between independent studying and conventional education takes us to the problem of evaluation. Here, as in conventional education, the evaluation of personality remains a problem,
and will remain so, till such time as objective tests can be
devised.
The results of the research work on independent studying revealed
the following: (a) positive results, (b) negative results,
(c) those with no significant difference at all. Although
negative results were found during the course of the literary revue,
no writer has rejected independent studying as innovative nonsense.
The second part of the study involved the method of research.
This research 1vas aimed at determining empirically what the
influence of wider freedom of studying has on the hostel pupils' scholastic performance.
The subjects tested consisted of hostel pupils (boys and girls) of
a rural secondary school.
The population of hostel pupils was divided into experimental and
control groups by means of a random sampling table.
The experimental group was allowed to study independently and given
the opportunity of a free choice of time and space for studying,
for one term. No other hostel rules were changed. The control
group continued with the arrangement for studying, according to
existing rules.
The experimental group received no tuition as far as the principles
of independent studying are concerned and no extra-ordinary measures
of punishment were taken.
The data collected consisted of:
* Scholastic achievements which were derived from the term's
schedules of marks;
* the S.S.H.B.-questionnaire by moans of which the study methods
of the subjects were determined;
* the I.Q.-readings of subjects, according to the Ed. lab. card
of every subject;
* the standard into which subjects are divided, according to
the school's class registers.
Here-after all these data were processed by moans of the following
statistical techniques:
1. simple analysis of variance, by means of which it is
determined whether there was a marked difference between the
average scholastic performance of the experimental and control
groups, during the term, or not;
2. two-way analysis of variance, to determine the interact ion
between the type of study and intelligence, sex, study method
and standard;
3. the t-test for correlated data, by moans of which it is
determined whether there is a significant difference between
the scholastic performance of the subjects, during the
experimental term and the rest of the year, for the experimental
group.
The conclusions to which these experiments have led can be summarised
as follows:
1. No significant difference has been found (p>0,25) between
the experimental and control group with regards to
performance in the experimental term. The main hypothesis
cannot be rejected. There was no difference in the school-achievement
of the experimental group achievement therefore was not
adversely influenced by the experimental variable.
2. No interaction between the type of studying and intelligence,
sex, and standard could be found (p >0,25).
On the 5 percent level of significance, interaction could
be noticed between the type of study and study method.
3. A significant difference (p< 0,005) was found in the average
performance of the individual subjects tested in the
experimental group, with regard to the performance during the
experimental term and the other three terms.
Recommendations:
1. According to the results of this experiment it is clear that
independent study as work method should be implemented in
hostels.
2. Guidance and tuition in the principles of independent studying
should be a prerequisite to success.
3. The implementation of unrestricted studying in the hostel
is absolutely dependent on the correct disposition of the
parents. The parents should be acquainted with the
principles of independent studying in order to eliminate positive
negativeness from their side.
4. When the option of time of studying and space is totally
implemented, the pupil does not progress satisfactorily,
should be transferred to restricted study in order to
comply with certain predetermined requirements.
5. Unrestricted studying could commence by initially only
allowing those pupils who have complied with the stipulated
requirements. This method of action, will motivate those
who were debarred from this privilege to aspire to it, and
to those who are allowed, to endeavour to stay in it.
In order to create or enhance a better study-environment, the study
hall should be converted into a “learning centre” by means of the
provision of a hostel library and separate cubicles for study.
All hostel-pupils should have the privilege to organise, or rig
their own bedrooms out as studies.
Ultimate remarks:
Very little value can be attached to restricted study. This research
has indicated that unrestricted study has no detrimental influence
on scholastic performance. It has probably a positive effect on
various other aspects of the developing child. The most important
is that the hostel scholar learns to accept responsibility.
If he has the (limited) opportunity to make decisions, it could
possibly lead to a greater sense of responsibility, motivation and self-discipline.
The question arises however: why must hostel pupils be absolutely
restricted to a compulsory time of study and space, if the same and
better results could be achieved by free choice of time und space
for study. === Thesis (MEd)--PU vir CHO
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