CROSS-CULTURAL-COMPARISON OF EFFECTS OF INSTRUMENTAL ENRICHMENT ON CHILDREN IN A SOUTH-AFRICAN MINING TOWN

Feuerstein's theory of Structural Cognitive Modifiability, its constru ct of Mediated Learning Experience, and its vehicle of thinking skills development, Instrumental Enrichment (IE), have been widely discussed and researched. This study assessed the effectiveness of IE for prima ry school pupils, combined with concurrent provision to their teachers of training in Mediated Learning Experience and of curriculum package s embodying IE concepts. The effectiveness of the programme for groups of African, 'Coloured', and white English-speaking and Afrikaans-spea king fifth grade pupils in the segregated schools of a South African m ining town was assessed. The post-intervention improvements for all gr oups on cognitive measures were significant, with varying results on s cholastic, creativity and self-concept measures. For the African group , the improvements were significantly greater than for the others, whi ch was expected in terms of their educational deprivation under aparth eid. The value of IE, and of this particular model of implementation, for children of various cultural groups, is discussed.