Factors Associated with High School Learners' Poor Performance: A Spotlight on Mathematics and Physical Science

Autor/inn/en	Makgato, Moses; Mji, Andile
Titel	Factors Associated with High School Learners' Poor Performance: A Spotlight on Mathematics and Physical Science
Quelle	In: South African Journal of Education, 26 (2006) 2, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Student Attitudes; Teacher Attitudes; Mathematics Achievement; Science Achievement; Low Achievement; Focus Groups; Teaching Methods; Pedagogical Content Knowledge; Motivation; Laboratories; Parent Role; Language Usage; Grade 11; Grade 12; School Districts; Semi Structured Interviews; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lehrerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; psychologische; Motivation (psychologisch); Laboratory; Laboratorium; Parental role; Elternrolle; Sprachgebrauch; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; School district; Schulbezirk; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study, using a non-experimental, exploratory and descriptive method, established learners' and educators' views about factors that contribute to poor performance in mathematics and physical science. Participants were purposefully selected from seven schools with poor pass rates in District 3 of Tshwane North. Focused group interviews with ten Grade 11 learners from each school were used as a means to collect data. In addition, one-on-one semi-structured interviews were conducted widi ten educators from the participating schools. Results indicated that two factors were identifiable. The first identified to have a direct influence related to teaching strategies, content knowledge, motivation, laboratory use, and non-completion of the syllabus in a year. The second factor, associated with indirect influences, was attributed to the role played by parents in their children's education, and general language usage together with its understanding in thee two subjects. Recommendations as well as suggestions for further research aimed at addressing the identified factors are advanced. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01