Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 10 of 34
-
ItemNo Preview AvailableDesign influences on domestic architecture in New South Wales and Victoria 1788-1890(Melbourne State College, 1977)
-
ItemThe Maori and his culture(Melbourne State College, 1977)
-
ItemNo Preview AvailableThe architecture and design of Charles Rennie Mackintosh (1868-1928)(Melbourne State College, 1977)
-
ItemThe buildings and monuments of Kew : their ornamentation and decoration from mid Nineteenth to early Twentieth centuries(Melbourne State College, 1977)
-
ItemRelationships between extraversion, neuroticism, trait anxiety and trait curiosity(University of Melbourne, 1977)Three personality scales measuring four constructs were administered to a group of 230 second year teachers' college students. The results of the testing were then submitted to correlational and factor analysis to investigate four hypotheses. These were: (i) that Trait Anxiety non-reversed items measured substantially the same construct as measured by E�senck's Neuroticism scale; (ii) that Trait Anxiety non-reversed items measured a different construct to that measured by Trait Anxiety reversed items; (iii) that Trait Curiosity non-reversed items measured a different construct to that measured by Trait Curiosity reversed items; (iv) that Trait Anxiety reversed was substantially the same construct as Trait Curiosity non-reversed. The analyses provided only equivocal support for hypothesis (i) and none at all, surprisingly, for the intuitively plausible hypothesis (iv). Hypotheses (i�) and (iii) received very strong support. The vexed question of the disappearance of the reversed item factors in the second order solution is raised. A case is argued that the phenomenon can be understood in statistical terms as an artifact of the analyses. Finally, a suggestion is made for a new relationship between personality theory and measurement.
-
ItemThe effect of success and failure on self concept and anxiety( 1977)While there is considerable evidence of the relationship between self-concept and achievement, there is little experimental evidence of the effect of achievement on self-concept. Morrison (1973) provided such evidence, and the purpose of this study was to attempt to replicate Morrison's findings with regard to the effect of success and failure on self-concept with subjects of a younger age. In so doing a number of methodological improvements were made in order to more clearly establish the relationship between anxiety and self-concept, and to clarify the role of sex differences. The subjects of this study were 176 Form Three (Nineth Grade) students selected from four Melbourne metropolitan secondary schools. The experiment investigated the effects of success and failure as determined by performance on an anagram task on self-concept, as measured by the semantic differential, and on anxiety, as measured by a brief form of the STAI A-State Scale. Post-test scores were covaried for pre-test scores. The experiment provided strong support for the hypothesis that general self-concept changes as a result of a single experience of success or failure. Subjects who experienced success saw themselves more positively, while subjects who experienced failure saw themselves more negatively. R further experience of success and failure also had a highly significant effect on self-concept, with success following failure and failure following success being particularly effective in producing changes in self-concept. A similar pattern of results occurred in the case of anxiety. There is a strong indication that changes in anxiety and self- concept occurred independently. No significant sex differences were found. Support was also provided for the hypothesis that the response made to the anagram task would generalize to other similar stimuli. The highly significant results were discussed in the light of the probable self-concept development of subjects of this age. The effectiveness of success following failure, and failure following success in producing changes in self-concept and anxiety may have resulted from the difference between the level of expectation and subsequent achievement. Stimulus generalization was discussed as a potentially profitable area of future research regarding the relationship between self-concept and achievement.
-
ItemSelfoverestimation and scholastic success( 1977)Three weeks before the end of year final assessments at school, 133 boys from forms one, three and five at a Victorian secondary school produced a self rating (SR) in six areas, general academic ability, industriousness in maths and in English, friendliness, and predicted final mark in maths and in English. Each student also rated all other members of his class in these six areas. The composite of these scores produced a group rating (GR) of each student in each of the six areas. The SR was then compared with the GR. If the SR>GR the student was defined as overestimating himself. The other two possible outcomes of this comparison were SR=GR (realistic) or SR
-
ItemAn analysis of the recent reform movement in education, with special reference to Victorian secondary schools in the late nineteen sixties( 1977)The school reform movement in the nineteen sixties accompanied unprecedented change in culture and society. Curriculum reform was attempted throughout much of the developed world; in Victoria, the Curriculum Advisory Board was formed, and the Education Department initiated the Curriculum Reform Project for secondary schools. But the reform movement was complex; there were several distinct groups within it (deschoolers, educational technologists, and liberal humanists) whose aims and methods were often contradictory. The major reform philosophy in Victoria was liberal humanist and expressed most notably in the writings of the Director of Secondary Education, R.A. Reed, whose Curriculum Reform Project was not necessarily successful in its own terms, but nevertheless had a significant effect on secondary schooling in Victoria. The reform movement demonstrated how complex is the phenomenon of educational change; it is obviously more complicated than is suggested by the ideas of circular change or pendulum swing, and is perhaps best seen as resulting from the disturbance of equilibrium in a strong field of forces. Attempted liberal reform in Australia has led to the formation in 1973 of the Australian Council for Educational Standards, a group dedicated to the resistance of reform. There is presently a crisis in education, a crisis marked by uncertainty. The crisis should be resolved by encouraging alternatives in education, and by reorganizing educational institutions so that they can become more flexible and adaptable.
-
ItemChildren's television behaviour, its antecedents and relationships to school performance : a study of the television viewing behaviour of children in grade 6 of state primary schools in the metropolitan area of Melbourne( 1977)The purposes of the investigation were to present a description of the pattern of television viewing of children in Grade 6 in state primary schools in the metropolitan area of Melbourne; to examine the nature of the relationships between factors found to be relevant in explaining television viewing behaviour; and to examine the relationship between television viewing behaviour and school achievement. An exploratory investigation was undertaken within the broader context of the educational environments of the home, the school and the peer group, but also incorporating the media as an important component. The investigation was undertaken with the realization that these components were interrelated in a complex manner to affect the socialization process and educational outcomes. The pattern of television viewing was described using simple descriptive statistics and bivariate correlations. Causal path models of the relationships between father's occupational status, intelligence, parental control of television viewing, peer group association, self esteem, television viewing time and school achievement were hypothesised and tested using multiple regression analysis. In addition, canonical correlation analysis was used to examine the relationship between sex, father's occupation, intelligence, self esteem, peer association and parental control as the predictor set and time viewed in nine program categories, time viewed for the four channels, and other aspects of television behaviour forming the three sets of criterion variables. The study confirmed the important influence that television had on the lives of children and showed father's occupational status, intelligence, peer association and parental control of television viewing to be important influences on the amount of television viewed; sex was found not to be related to the amount of television viewed but was related to program choice and other aspects of viewing behaviour. Self esteem appeared not to influence the time spent watching television. Overall school achievement as rated by teachers appeared not to be affected by the amount of television viewing and tentative support was found for a positive relationship between television viewing and performance on a test of comprehension in social studies. The study showed that the application of the multivariate techniques of path analysis using multiple regression analysis and canonical correlation analysis to be appropriate feasible and necessary for the effective examination of the complex relationships which existed in this field of research. Questions suggested for further exploration include the relationship between self esteem and the use of television as a mechanism for escape; the relationship between the type of program viewed and the components of school performance; and the factors which influence parental control of children's television viewing. Parental control of television viewing is also suggested as a key variable for manipulation in order to consciously influence the quantity and type of television viewing undertaken by children.
-
ItemReligious development of senior students in Catholic schools( 1977)The purpose of this study was to review the educational policy which has been traditionally held by the Congregation of Christian Brothers of involvement in schools which are predominantly single-sex boys' schools. This policy has recently been questioned by some Australian Catholic educational authorities who sought the involvement of members of the Congregation in some co-educational schools. Two major studies had been previously carried out in New South Wales, the first in girls' schools and the second in boys' schools, with both groups containing coincidentally some co-educational schools. Those two studies focussed, among other aspects of schools, on the religious outcomes of senior students. It became then the function of this study to replicate part of those New South Wales studies among senior students in a variety of Catholic schools in Victoria and Tasmania. Whereas the schools in the former studies were selected at random, the schools in this study were selected on the basis of their belonging to a group of either single-sex or co-educational schools. The two single-sex schools, one for boys and one for girls, were matched with a co-educational school in a location sufficiently restricted to form a geographical cluster. This step was taken to minimise the influence on religious development, which was the major dependent variable, of some other intermediate variables. The major dependent variable of religious development was treated under several headings or dimensions. These included Religious Beliefs and Understanding; Moral and Religious Attitudes and Values; Religious Practice; and Influences on Religious Development. Other dependent variables which were studied Were complementary to the main headings and included pre-Vatican and post-Vatican theological concepts; Religious Values; and various statements expressing Moral and Religious Attitudes. The basic independent variable used was the type of school which the students attended, that is, single-sex or co-educational. Some other intermediate variables considered as having some effect on the dependent variables were the sex of the students, the locality of the schools, the socio-economic status of the parents, the country of origin of the parents, the religiosity of the parents. The inclusion of these variables took this study beyond the limits which had been set for the variables in the New South Wales projects. The study employed such statistical procedures as frequencies; mean and standardised scores; t-tests and analysis of variance; levels of significance; coefficients of correlation; and regression and factor analysis. The evidence from the enquiry suggests that for all practical purposes there is no difference among the senior students of various types of Catholic schools in those elements of religious development which constituted the material of the research instrument. The weight of the evidence favours neither single-sex schools nor co-educational schools to the disadvantage of the other type. The alternative hypothesis was worded in favour of single-sex schools but the evidence does not support the claim of its advantages. Proponents of both types of school, should re-assess the views held on the effectiveness of such arrangements. On the other hard, this is only one of several reasons why the Christian Brothers maintain single-sex schools in normal circumstances, and these reasons need to be considered in their own right.