Die verband tussen emosionele intelligensie, studie-oriëntasie in wiskunde en die middel-adolessent se wiskundeprestasie (Afrikaans)

Abstract

lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is reeds onderneem om hierdie verskynsel te verklaar omdat wiskundeprestasie van kardinale belang is vir enige ontwikkelende land. Navorsing het onder meer aangetoon dat wiskundeprestasie op skoal een van die beste voorspellers van sukses op tersiere vlak is en dat daar 'n statistiese betekenisvolle verband bestaan tussen wiskundeprestasie en aspekte van studie-orientasie in wiskunde (insluitende studiegewoontes, wiskunde-angs, houding jeens wiskunde, effektiewe tydsbestuur, ouerverwagting, asook leerders se sosiale en ervaringswereld in wiskunde). Verskeie ander faktore beïnvloed ook wiskundeprestasie, met inbegrip van bekwaamheid, belangstelling, leerders se agtergrond en die gehalte van onderrig. Oor die afgelope 20 jaar fokus navorsers op onder meer die invloed van sosiale, kognitiewe en metakognitiewe, konatiewe en affektiewe fasette van prestasie in wiskunde. Die doel van hierdie studie was om ondersoek in te stel na die fasette van emosionele intelligensie en die dimensies van studie-orientasie in wiskunde wat moontlik 'n rol kan speel in die middel-adolessent se wiskundeprestasie. Die studie het veral gefokus op die aard van emosionele intelligensie en studie-orientasie in wiskunde, die aard en betekenis van wiskundeprestasie, die mate waartoe ('n kombinasie van fasette van) emosionele intelligensie en studie-orientasie middeladolessente se wiskundeprestasie voorspel en hoe verskillende taal-, geslag- en graadgroepe (in hierdie studie verteenwoordig) se prestasie in hierdie opsig vergelyk. Die studie het plaasgevind vanuit 'n sosio-konstruktivistiese paradigma wat uit die interpretivistiese paradigma ontwikkel het. Seide kwantitatiewe en kwalitatiewe datainsamelingstegnieke (KWAN-kwal) is in hierdie studie ge"implementeer ten einde die moontlike verband tussen emosionele intelligensie, studie-orientasie in wiskunde en die middel-adolessent se wiskundeprestasie te ondersoek en te beskryf. Altesaam 435 leerlinge in graad 9 en 11 aan die drie Engelsmedium-hoerskole 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 El-vraelys, naamlik die Bar-On EQ-i: YV™ en die Studieorientasievraelys in Wiskunde (SOW) te voltooi. Kwalitatiewe tegnieke wat in hierdie studie ge"implementeer is, sluit in fokusgroeponderhoude, observasie, veldnotas en die gebruik van 'n reflektiewe joernaal. Daar is een fokusgroeponderhoud by elk van die drie deelnemende skole gevoer om die leerders wat aan die navorsing deelgeneem het se menings en opinies rakende wiskunde en wiskundeprestasie te peil. Die resultate het aangedui daarop dat 'n kombinasie van die fasette van emosionele intelligensie en die dimensies van studie-orientasie as moontlike voorspellers van die middel-adolessent se wiskundeprestasie beskou kan word. Die volgende Elkomponente het as voorspellers van wiskundeprestasie na vore getree: Algemene gemoedstoestand, Aanpasbaarheid en lntrapersoonlike gedrag. Die volgende SOW dimensies was voorspellers van wiskundeprestasie: Probleemoplossing, Studiegewoontes, lnligtingverwerking en Wiskundeangs. Temas wat uit die kwalitatiewe aspek van my studie na vore getree het as moontlik bydraend tot leerders se ontoereikende wiskundeprestasie, verwys spesifiek na uitdagings op makro-, meso- en mikrovlak binne die Suid-Afrikaanse konteks. ENGLISH : There is both internationally and nationally great concern about the poor achievement of learners in mathematics. Inadequate performance in mathematics is a substantial problem in post-apartheid South Africa. Numerous studies have been undertaken to explain this phenomenon, since mathematics achievement is of cardinal importance to any developing country. Research has shown inter alia that mathematics achievement at school is one of the best predictors of success at tertiary level and that there is a statistically significant correlation between mathematics achievement and aspects of study orientation in mathematics (including study habits, mathematics anxiety, attitude towards mathematics, effective time management, parents' expectations, learners' social world and mathematics experience). Various other factors also affect mathematics achievement, including competence, interest, learners' background and the quality of tuition. Over the past 20 years, researchers have focused on issues such as the impact of social, cognitive and metacognitive, conative and affective facets on achievement in mathematics. The aim of this study was to examine the facets of emotional intelligence and the dimensions of study orientation in mathematics that might play a role in the mathematics achievement of the middle adolescent. The study focused especially on the nature of emotional intelligence and study orientation in mathematics, the nature and meaning of mathematics achievement, the extent to which (a combination of facets of) emotional intelligence and study orientation predict(s) the mathematics achievement of middle-adolescents and also compared the performance of the different language, gender and grade groups (represented in this study). The study was based on a socio-constructivist paradigm, which had developed from the interpretivist paradigm. Both quantitative and qualitative data-gathering techniques (QUAN-qual) were implemented so as to examine and describe the possible relationship between emotional intelligence, study orientation in mathematics and the mathematics achievement of the middle adolescent. Altogether 435 learners in Grades 9 and 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. Learners were asked to complete an El questionnaire, the Bar-On EQ-i: YV™, and the Study Orientation Questionnaire in Mathematics (SOM). Qualitative techniques implemented in the study included focus group interviews, observation, field notes, and the use of a reflective journal. One focus group interview was conducted at each of the three participating schools to gauge the views and opinions of learners participating in the research on mathematics achievement. 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 my study as potential contributors to learners' inadequate mathematics achievement refer specifically to challenges at the macro, meso and micro level within the South African context.