An evaluation of a youth counselling programme incorporating feuerstain's concept of mediated learning experience
Date
1995
Authors
Burkhalter, T
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Abstract
The primary aim of the study was to investigate the effect of
participation in a Youth counselling programme incorporrating mediated
learning experience, on the locus of control and self-concept of the
group of children participating. It was hypothesised that the children
would display a more internal locus of control and a more positive self-concept all completion of the programme. The secondary aim of the
study was to assers the value of including mediated learning
experience into the Youth Counsellor's programme. The subjects were
drawn from children attending a language enrichment programme at the
Division of Specialised Education (university of the Witwatersrand),
and were divided into control and experimental groups on the basis of
their involvement in a Youth Counselling programme at the same
institution. The youth counsellor's were volunteers drawn from
stUdents enrolled in the Guidance Methodology course as part of their
post-graduate Teacher's Diploma. The data for the primary aim was
collected throngh pre- and posttest administration of the Nowicki-
Strickland Locus of Control Scale for children, the Coopersmith Self-
Esteem Inventories and the Draw-A-Person Test. Data for the secondary
aim was collected through a questionnaire administered to the
counsellors after completion of the programme, and through a
qualitative analysis of their Final Reports. Results of the study
indicate inconclusive results with respect to locus of control and
self-concept, and suggest further research to validate the crosscultural
application of the questionnaire measures utilised. With
regard to the inclusion of mediated learning experience, the
qualitative results indicate a favourable response to the approach,
but also suggest modifications to the structure of the programme to
facilitate greater cohenence and tangibility regarding it's goals.
Description
A research report submitted to the Faculty of Education,
University of the Witwatersrand, in partial fulfillment
of the requirements for the degree of Master of Education
(Educational Psychology)
Johannesburg, 1995