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ERIC Number: EJ1150397
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Factors Associated with High School Learners' Poor Performance: A Spotlight on Mathematics and Physical Science
Makgato, Moses; Mji, Andile
South African Journal of Education, v26 n2 p253-266 2006
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A