The use of time series analysis as an analytical and predictive model for share prices on the Johannesburg Stock Exchange

Abstract

In this research the need for a statistically standardised instrument for the identification and interpretation of cognitive learning and motivation strategies in the natural sciences is investigated. Specific reference is made to senior secondary learners in the Pretoria region receiving first language education, as a target group. A definite distinction is made between qualitative and quantitative analyses to compile a standardised questionnaire which can be used in practice. During the qualitative analyses (theoretical grounding) it is indicated that the cognitive learning and motivation in a subject could be influenced by the teacher as subject didacticion. Subject didactics as a science and autonomous subject discipline is briefly described, furnishing guide lines for the eventual design of an effective teaching-learning situation in a subject. The teaching-learning situation is unique with regard to the nature and structure of the subject, in this instance Natural Science, taking into consideration possible preferences of the teacher as well as the development niveau of the learners. IVA critical review of cognitive learning and motivation is given, with the emphasis subsequently transferred to the deductive identification, analyses and classification of cognitive learning and motivation strategies in natural sciences. In the quantitative analyses of this research the construction validity of an existing diagnostic instrument (LEMOSS questionnaire: Leaming and Motivation Strategies in Science) is investigated by means of a factor and item analysis with 984 respondents, when the final instrument (LEMOSS (ii) questionnaire) was compiled and an evaluation is given as to the reliability and validity of the instrument. The LEMOSS (ii) questionnaire distinguishes between four cognitive learning and three motivation strategies as follows: cognitive learning provides for the problem solution and answering strategies, critical thinking and concept forming strategies, planning, organisational strategies, and monitoring and understanding strategies where motivation consists of subject content, intrinsic and extrinsic motivation. The new questionnaire is a further pilot investigation verified with 30 domestic science and natural science learners. The purpose was to verify the utilisation possibilities and limitations of the instrument in practice and to make recommendations for further research.