NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1112719
Record Type: Journal
Publication Date: 2016-Sep
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1696-2095
Resilient Learners in Schools Serving Poor Communities
Frempong, G.; Visser, M.; Feza, Nosisi; Winnaar, L.; Nuamah, S.
Electronic Journal of Research in Educational Psychology, v14 n2 p352-367 Sep 2016
Introduction: Through the education for all initiative, a number of education systems have been able to provide access to their students at the basic education level. The major challenge is that most of these learners, especially, those from poor families who attend schools with limited resources are often not successful. However, in South Africa, quite a few of these learners succeed against all odds. We characterized these students as resilient and wonder what drives their success. Method: Our analysis employed the South Africa 2011 Trends in International Mathematics and Science Study (TIMSS) and simple descriptive statistics to profile these resilient students. TIMSS was conducted by the International Association for the Evaluation of Educational Achievement (IEA). The TIMSS data included information on learners' socioeconomic background characteristics, their mathematics and science achievement, and their schooling characteristics. Using these data, we were able to estimate learners' socioeconomic status that was used as a proxy of poverty. We used a crosstabulation to identify poor learners in poor schools who were successful learning mathematics and developed the characteristics of these learners. Results: Our profile indicates that a typical resilient learner is a girl who does not speak the language of classroom instruction at home. This learner tends to not only value and like mathematics but also expressed confidence about her ability to learn mathematics. Discussion and Conclusion: The current South Africa policy to improve learning outcome for the poor tend to emphasise improvement of resources in schools serving the poor. Our findings demonstrate the importance of non-cognitive skills in developing resilience and the need to include professional development initiatives for teachers to develop capabilities to help learners to develop these skills.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A