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Mahlomaholo, S. "Grade 12 examination results' top 20 positions : the need for the creation of sustainable learning environments for social justice in all schools." Journal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/608.
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Published ArticleWhy do African learners continue to be underrepresented in the top 20 positions of the Grade 12 examination results, and what can be done to remedy the situation? Yosso's notion of community cultural wealth shows that it is because our education continues to exclude the African learners' ways of knowing and being that the situation remains as it is. Analysing discourses of top performing white former Grade 12 learners, their teachers, their parents and their former African classmates, indicate that including modes of knowing of all learners in the curriculum irrespective of their race, class, disability or gender may help to create more socially just schooling, which is reflective of sustainable learning environments.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.
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In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Zin, Than Than. "Comparing 12 finite state models of examinee performance on multiple-choice tests." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-05042006-164507/.
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Mutshaeni, Humbulani Nancy. "An analysis of factors influencing Grade 12 results." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-172624/.
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Magadla, Andiswa Antonette. "Improving Free State matriculation results : a total quality management approach / A. Magadla." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4433.
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The aim of the study was to establish the possible causes of poor Grade 12 results in
physical science in South Africa and to apply a total quality management (TQM) approach
to suggest a solution. The literature study indicates that resources, preparation or subject
knowledge, commitment and support affect the quality of performance.
The research was done in one school district (cluster). Following the literature study a
questionnaire was distributed to 150 science teachers from 31 schools and the response
rate was 73% (113 responses). The questionnaire tested the respondents' perception on
the availability of resources and the support received by them, the support given to
learners and their level of preparation and subject knowledge. From this, as well as from
the biographical information from the questionnaire, certain conclusions were made about
the reasons for poor performance of learners in science examinations.
It could be concluded from the analysis of the results that limited support to teachers and
support to learners are important factors contributing to a poor Grade 12 pass rate. The
pass rate also correlates positively with experience levels of teachers. Although 39% of
teachers are unqualified or under-qualified, no significant correlation could be found
between pass rate and level of qualification. Analysis of the effect of commitment on pass
rate was inconclusive.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.
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Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.
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Kutame, A. P., S. Mokeena, and Ntambudzeni Grace Mukhethoni. "Factors affecting grade 12 learner’s performance in life sciences at Luvuvhu Circuit." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1787.
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A thesis submitted in accordance with the requirements for the Master’s Degree in Education at the University of Zululand, 2019.The challenge of underperforming learners undermines the intention of the government to see that each and every child is educated. Underperformance in some subjects, including Life Sciences, in Grade 12 in the Luvuvhu Circuit is still a problem. The aim of this study was to investigate the factors affecting performance of Grade 12 learners at Luvuvhu Circuit. The performance of the learners is not acceptable to the level of contributing to quality overall results. A qualitative research design was used in this study and data was collected through face-to-face semi-structured interviews. Interviews were tape-recorded and notes-taking done to add the interviews. Purposive sampling procedure was followed in selecting participants for this study. Data was collected from teachers who teach Life Sciences in Grade 12 at Luvuvhu Circuit. The results showed that learners’ performance was due to lack of labs, late arrival of the common tasks, absenteeism, substances abuse, location of schools and others. It is recommended that the Department should make provision of laboratories at various schools within the circuit, common tasks to be distributed and administered simultaneously at various circuits. The findings provided recommendations that will be shared not only at Luvuvhu Circuit but also throughout the entire education system to reduce the high failure rate in Grade 12 learners in Life Sciences. Areas of focus identified might also be shared with the subject advisors at district level.
National Research Foundation
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Bezuidenhoudt, Anthea. "Exploring Grade 12 biology teachers' perceptions and experiences of the dissemination and utilization of Examiners' reports in the Khomas region of Namibia: a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017332.
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Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.
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Sikhombo, Zonke Nonhle. "Academic performance of Grade 12 learners in accounting in the Zululand District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1717.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on perspectives on Accounting teaching and the way these problems are approached globally. A qualitative approach was used to investigate factors that affect learner’s performance. Five schools were selected in the Zululand districts. Ten teachers were interviewed. The data were analysed and findings revealed that Grade 12 learners’ performance is inadequate. In order to make a quantum leap and to arrive at creative solutions to the challenges, participants were interviewed regarding the phenomenon. The findings reveal that teachers have inadequate necessary teaching skills and that the subject is sometimes taught by teachers who do not dispose of the necessary expertise in Accounting. Schools also lack resources and economic deficits hamper quality teaching in the rural areas. The main recommendations arising from this study suggest that the Department of Basic Education should also review the time allocated per period to extend the time spent on Accounting. The focus should be also on Grade 10 and 11 Accounting learners to lay the foundation for teaching and learning Accounting in Grade 12. Accounting teachers should be provided with stronger content workshops, at least twice per term.
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Bali, Mbulelo. "An analysis of Grade 12 national examinations marking memoranda on the topic of measurement in Mathematical Literacy using a mathematical modelling framework." University of the Western Cape, 2017. http://hdl.handle.net/11394/6022.
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Magister Educationis - MEd (Mathematics)The research study conducted an in-depth analysis of the national marking memoranda on the topic of measurement in Mathematical Literacy. The object of analysis was the grade 12 national examinations. The purpose of Mathematical Literacy, according to the Department of Basic Education (DBE), is to equip learners with competencies that will enable them to use elementary mathematical concepts and skills to make sense of, participate in and contribute to the twenty-first century world characterised by numbers, numerically based arguments and data represented and misrepresented in a number of ways. With such competencies learners will in future become responsible individuals, contributing workers and participative critical citizens on social and political issues.
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Simons, Marius Derick. "An Ethnomethodological analysis of learners' ways of working in a high-stakes Grade 12 Mathematics National Senior Certificate (NSC) Examination: The case of Trigonometry." University of the Western Cape, 2016. http://hdl.handle.net/11394/5690.
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In South Africa the National Senior Certificate (NSC) examination is the capping external
examination taken at the culmination of twelve years of schooling. Levels of success in the
examination offer examinees access to a variety of career options. High levels of success in
the mathematics examination are a pre-requisite for entry into studies linked to so-called elite
careers. However, performance of examinees in the NSC Mathematics examination is not of a
requisite standard and only a few examinees achieve results that fall within the high levels of
the achievement bands.
In order to give mathematics teachers and others insight into performance in the NSC
Mathematics examination, various forms of feedback are provided. One purpose in doing so
is to provide teachers with an understanding of the examinees' ways of working in order for
them to adjust their classroom practice to address mistakes displayed in the work of the
examinees. The feedback provided is primarily of a superficial kind with the mere listing of
such mistakes. The purpose of this study was to investigate whether or not it is possible to
analyse the production of the responses of examinees in the NSC mathematics examinations
more meaningfully.
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Nxumalo, Duduzile Bonakele. "Factors contributing to poor Matriculation performance at schools in uMkhanyakude District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1566.
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A dissertation submitted to the Faculty of Education in fulfillment of the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education
at the University of Zululand, 2017High rate of poor performance in matric level is a serious problem not only in uMkhanyakude district but in the whole world. One would say effective teaching and efficient management of schools is the answer to the problem and schools need more information about these two factors which form the summary of the findings. This study succeeded in getting the views from both learners and educators which means it is also important to understand what learners perceive as the factors of poor academic performance in the schools where they are as well. In this study Grade 12 learners perceptions were analysed. Learners in matric and educators teaching them from eight high schools participated in this study. The major factors contributing to poor matriculation performance according to learners are lack of resources, lack of support by parents in their learning, poverty, not being sure about group studying, not having a good command of a teaching and learning language and not prac-tising it. They seemed afraid to talk about their teachers .The educators perceptions tallied with those of educators, that is , lack of resources , focusing on Grade 12 instead of becoming serious from the lowest grades indicating poor management of schools, learners’ lack of mo-tivation and willingness to learn, lack of parental involvement, poor study skills in association with school readiness , lack of support by the district and circuit officials , CAPS concepts as not clear to simplify their teaching , qualifications seeming to be not at the level where the teacher would be in apposition to understand clearly the subject content he or she teaches. A culture of high expectancy on the part of educators, parents and managers at all levels may be the key to influencing the rates of success.
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Barnard, Stefanus van Rooyen. "An investigation into the impact of the use of an integrated learning system on mathematics standard grade paper 2 marks of grade 12 learners of one high school in the Nelson Mandela Metropolitan area." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/248.
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The aim of this study was an exploration of the relationship between the use of an Integrated Learning System (ILS), entitled Master Maths, as a supplement to traditional mathematics instruction, and mathematics achievement as measured by the Paper 2 marks of the National Mathematics Examinations for standard grade learners in grade 12. The use of technology in education has increased over the past decade. One way of integrating technology into instructional programmes has been through the use of Integrated Learning Systems (ILSs). The review of the literature traces the history of computer-assisted instruction as conducted on ILSs. The review of recent research studies focuses on the impact of ILSs on learner achievement in mathematics internationally and in the South African context. This study used quantitative and qualitative methods to research the impact of the Master Maths programme on mathematics achievement. Twenty-six learners of the 133 standard grade learners from one high school in New Brighton, Port Elizabeth were selected for each of the experimental and control groups. The experimental group worked on the Master Maths programme for twelve sessions of three hours each. The results of the quantitative analysis show that the intervention did not make a significant difference to the experimental group. The Master Maths programme led to only a 0.56% increase in the marks of the experimental group. The qualitative analysis drew a comparison between the modules of the Master Maths programme and the relevant examination questions in terms of content covered and cognitive levels. The researcher used Bloom’s Cognitive Taxonomy to evaluate the cognitive levels. The data show that it was easier for the learners to obtain higher marks in the module tests than in the examination questions. The data indicate that the module tests were easier than the examination questions in that the cognitive levels of the module tests were lower. The data confirm that there is a gap between the acquisition and evaluation of core skills tested by the modules used in the intervention and the wider knowledge and skills tested in the examination.
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Tedesco, Marick Rozek. "The influence of reading and math skill on the multiple choice mathematics problem solving performance of fourth-grade students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018396.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-117). Also available for download via the World Wide Web; free to University of Oregon users.
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Tuta, Thamsanqa Clifford. "Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/889.
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Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
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Ip, Chung Yan. "An analysis of gender and performance for students writing the British Columbia grade 12 provincial exams." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32004.
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Research on gender performance generally focuses on how boys and girls perform on standardized tests. Recent trends indicate that boys are doing worse than girls statistically in the areas of literacy and to a certain degree in the sciences. In British Columbia, students write provincial exams (standardized tests) at the end of a course. The exams count as 40% of their final grade. This study focuses on assessing whether there are significant differences in the mean scores of boys and girls over ten school years, from 1995-2005, in six provincial exam subjects: Biology 12, Communications 12, English 12, History 12, Principles of Mathematics 12, and Physics 12. Data were obtained from the Ministry of Education through Edudata. Independent t-tests were chosen to assess whether there were significant differences between male scores and female scores for each of the exams written for each school year. Findings from these analyses indicated that there were significant differences on mean scores in exams between males and females. Female students perform higher in Physics 12, Principles of Mathematics 12, English 12, and Communications 12 while male students perform higher in History 12. In Biology 12, there were years where males performed higher and other years where females performed higher.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Njeya, Emily Motlalepule. "Parents' perceptions on the causes of poor performance in grade 12 at Sehlabeng High School in Manyatseng." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/52.
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McGrath, Dawn L. "The relationship between grade level and performance of students with the most significant cognitive disabilities as measured with ISTAR (Indiana Standards Tool for Alternate Reporting) : implications for policy decisions." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336623.
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Mcengwa, Nomzi Florida. "An investigation into the language factors affecting performance of grade 12 English second language learners in the Qumbu District." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006622.
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This study set out to investigate reading ability and language proficiency as factors that affect the performance of grade 12 English Second Language (ESL) learners. It was prompted by a deep concern about the poor reading ability and language proficiency of grade 12 ESL learners. While studies have been carried out on factors affecting the performance of grade 12 ESL learners, few studies have looked at the impact of reading and language proficiency in South African schools especially in the Qumbu district. This study has gathered data on factors affecting the performance of grade 12 ESL learners. The study seeked to: (a) investigate the extent to which reading ability affects the performance of grade 12 ESL learners, (b) establish the extent to which language proficiency affects the performance of grade 12 ESL learners, (c) ascertain differences in the reading ability of learners in the selected schools, (d) ascertain differences in the language proficiency of learners in the selected schools and (e) ascertain differences in the June and September performance scores of learners in the selected schools. The study employed the quantitative method in order to manage the data collection. The researcher used a survey design. The stratified random sampling procedure was used to select participants from the four senior secondary schools i.e. two in the rural areas and two situated in the urban areas, with 30 learners in each school. Data was mainly collected through standardized tests administered on sampled ESL learners. The researcher analyzed the data collected by means of Statistical Package for Social Sciences. Findings were that both Rural Schools performed better than both Urban Schools in Language Proficiency. In Reading Ability when Urban Schools are combined, they performed better than rural schools. The researcher made a few recommendations.
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Emsley, Maletsema Ruth. "Experiences of Grade 12 EFAL teachers' Assessment of Literature Set-works in Limpopo Secondary Schools." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/3057.
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Thesis (PhD. (Education)) --University of Limpopo, 2017.South Africa has embarked on the official inclusion of school-based assessment in all subjects for transforming once-off pen and paper testing to redress the past rigid, norm-referenced, unreliable and non-transparent discriminative educational assessment in schools. The introduction does not only aim at offering constant constructive feedback to learners to improve performance, but it also assists teachers to diagnose, facilitate and improve on their assessment methods, to report learner performance to relevant stakeholders like parents, schools, districts and lastly national departments of education and to inform teaching and more assessments. Over and above it forms 25% of the total mark for all subjects in further education and training including Grade 12. There is compelling empirical evidence that school-based assessment positively influences the performance of learners in large scale assessments. In spite of its significance, the school-based assessment of literature set-works has received scant attention in secondary schools. Despite the local and international interest and implementation of school-based assessment nowadays, its administration in South Africa schools still remains a challenge. This study therefore followed an interpretive qualitative approach to respond to the question: What are the experiences of English first additional language teachers in assessment of literature set-works in secondary schools in Limpopo province? The teacher self-efficacy theory guided this study. It was not only used to substantially explain the stature of a literature teacher, but also to generate strategies to promote teacher flexibility and application of assessment practices in English first additional language. The theoretical and practical implications of self-efficacy theory are discussed in terms of their relevance to both the literature teacher and school-based assessment expectations. Multiple qualitative data collection methods of focus group interviews, openended questionnaires, documents and field notes were employed to strengthen findings in a natural setting. Respondents were selected through the purposive sampling. Five districts of Limpopo province were sampled for this study: four focus group interviews were conducted, 139 open-ended questionnaires were returned and documents relevant to answering the research question were analysed. Data were transcribed and then analysed by the Tesch (1990) method (as in Creswell 1994) of qualitative data analysis and constant comparison method. Teachers operating in the assessment of English first additional language have acknowledged the importance of school-based assessment, moderation and literature set-works, however they still feel literature assessment in schools does not receive the attention it deserves. The qualitative data revealed that teachers face various challenges in the implementation of school-based assessment of literature set-works. Most teachers through their responses still face challenges of time, resources and curriculum advisory support, inability to design their own literature set-works tasks, learner illiteracy and lack of teacher efficacy. Moreover, teachers are keenly dependent on previously written question papers. Findings have further shown that teachers suffer the pressures of authorities who impose extra assessment work on them and the selected literature prescribed works that stay for too long in the curriculum – these comprise the programme of assessment. These findings, although they may not be generalised, might contribute to prospect future research and educational change in assessment of literature set-works in schools. Various recommendations have been made for educational stakeholders in further research prospects and future improvement on assessment of literature set-works in schools emphasizing the independence of English literature setworks
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Majamana, Yanga, S. A. Govender, and N. Maluleke. "Educators’ and learners’ views on factors that contribute to poor performance of grade 12 physical science learners in the uMkhanyakude District in KwaZulu-Natal." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1763.
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A dissertation submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Curriculum and Instructional Studies, Faculty of Education at the University Of Zululand, 2018.Physical Sciences continue to be one of the subjects that yield poor results in Grade 12 every year. Many factors have been said to contribute to the poor Grade 12 results including resources and teaching methods. This study however, investigated the educators’ and learners’ views on factors that contribute to poor performance in Grade 12 from a rural UMkhanyakude district of KwaZulu Natal. A questionnaire with both closed and open-ended questions was used to determine learners’ views, while an interview schedule was used to delve into the educators’ views. Frequency results from learner questionnaires revealed that learners viewed issues such as overcrowded classrooms, lack of parental support, lack of support from education local office, lack of resources, and a negative attitude towards Physical Science as the main factors that contribute to poor performance in Grade 12 Physical Sciences. The inductive analysis of the teachers’ interview transcripts revealed that teachers believed that giving extra support without resources such as well-resourced laboratories, and parental support is sometimes impossible. These key findings can contribute to programmes that seek to strengthen the teaching of Sciences in rural contexts; thus this study makes a contribution to what is known about the factors that contribute to poor performance in Grade 12 in a rural context.
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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.
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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
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Boadzo, Robert Mawuli Kwasi. "Investigation into the factors militating against the performance of grade 12 business studies learners in the Mthatha District of the Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1011276.
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The problem of education in South Africa is neither specialization nor broad education. It is adopting the most suitable curriculum for the improvement of educational provision and increasing the ability to adjust to a constantly changing and evolving economic environment. The curriculum of commercial subjects is appropriate for the overall transformation of the South African society because it holds the progressive development of business and entrepreneurial advancement, thereby pepping up industrial and economic development. The intensity and expectations from schools in terms of good results had been so high that since the advent of the new democratic dispensation in 1994, massive budgetary allocations had been committed to the development of education. This study sampled six high schools from circuit one of the Mthatha District of the Eastern Cape Province of South Africa for the investigation into the performance Grade 12 Business Studies learners. The Study revealed that prior knowledge was the most significant factor in determining a good performance in Business Studies. The conclusion is that on the basis of the research findings the overall development of teaching and learning towards good performance in Business Studies by Grade 12 students can be possible if teachers and students are provided with the required resources.
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Haniff, Ruth Elizabeth. "The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5236.
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The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests. Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school. A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took the timed test for one of the schools. There was no statistically significant difference for three of the schools. A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.ID: 031001291; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Martha Lue Stewart.; Title from PDF title page (viewed March 1, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 132-148).
Ed.D.
Doctorate
Education and Human Performance
Education
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Wilson, William. "Comparison of Traditional Educative Delivery to Online Education in United States History as Measured by Florida's End-Of-Course Examinations in a Large Urban School District in Central Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6385.
Full textAbstract:
Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status.
Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup—overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
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Coffman, Mitchell Ward. "A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students| An Analysis of the 2009 NAEP Data." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163258.
Full textAbstract:
The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.
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Joseph, Vathukattu Kurian. "Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination." Thesis, 2004. http://hdl.handle.net/10210/922.
Full textAbstract:
The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given.Prof. T.C. Bisschoff
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Tigere, Michael Togara. "The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal." Diss., 2016. http://hdl.handle.net/10500/23344.
Full textAbstract:
The National Senior Certificate Grade 12 results in the Pinetown District between 2010 and 2015 revealed that a number of township and rural schools are struggling to obtain an overall 60% pass rate. But some schools in similar circumstances managed to achieve above this pass percentage. The study sought to enquire about the role of school management teams (SMTs) in managing factors that influenced learner academic performance in Grade 12 examinations
The study was conducted in three purposely selected public schools that each surpassed the 60 percent overall pass in the National Senior Certificate (NSC) examinations in the Pinetown District, KwaZulu-Natal. The study employed a qualitative approach and was located in the interpretive paradigm. Data was collected by means of semi-structured interviews and document analysis. The identities of all respondents were protected. Upon analysis of results, several measures the schools applied emerged. Topics for future research are also suggested.Educational Leadership and Management
M. Ed. (Education Management)
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Mbuisa, Mahlatini. "Assisting Grade 12 learners in township schools to perform optimally : a case study in the Tshwane South District of Gauteng Province." Diss., 2016. http://hdl.handle.net/10500/22717.
Full textAbstract:
The aim of this study was to find solutions to problems relating to the fact that many township learners are not optimally prepared for the Grade 12 final examination resulting in them having limited possibilities for further studies and after-school employment. The main research question focused on how Grade 12 learners can be assisted to perform optimally in the final examination. A qualitative research approach was adopted using focus group interviews. School management team members and Grade 12 educators and learners from one township secondary school were selected as participants. The main factors that assist Grade 12 learners to perform optimally in the Grade 12 final examination relate to well executed leadership functions, competent teaching, learner commitment, effective policy implementation and sound school, home and township conditions. A school intervention programme that included formal studying by camping on the school grounds improved Grade 12 performance significantly.Educational Leadership and Management
M. Ed. (Education Management)
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Botha, Sandra Nadene. "The experience of learners who failed their grade 12 preliminary examinations." Thesis, 2008. http://hdl.handle.net/10210/695.
Full textAbstract:
In today’s fast paced technological world learners are under a great deal of pressure to obtain their grade 12 certificates. These learners are also faced with a number of life events that add to the stress they experience during the preliminary and final grade 12 examinations. This stress or anxiety increases when they fail their preliminary grade 12 examinations. This study focuses on these learners and the stress and anxiety that they experience after failing their grade 12 preliminary examinations. Guidelines are suggested to support and prevent learners from failing their grade 12 preliminary examinations. The research design adopted for this study was qualitative, exploratory and descriptive in nature. Phenomenological interviews were used for data collection and field notes were made to support the interviews. The data were analysed and coded with verification from an independent coder. In phase one, three themes were identified, discussed and supported by a literature control. In phase two the findings were used to suggest guidelines for the grade 12 learners. The findings of this study showed that grade 12 learners, writing their examinations, experience stress and anxiety physically, psychologically and emotionally. They describe rather alarming symptoms of this stress and anxiety. The learners also appear to have ambivalent feelings towards their future orientation during this stressful time. The guidelines suggested are aimed at managing the stress and anxiety as well as learning to develop support through effective communication skills and relationship building. It is hoped that application of these guidelines will support learners and prevent failure during the preliminary examinations thereby alleviating much of the stress and anxiety that learners experience during their examinations.Prof. C.P.H. Myburgh
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Carter, Tracey-Ann. "The effect of single sex schooling on girls' achievement in Physical Science." Diss., 2005. http://hdl.handle.net/10500/623.
Full textAbstract:
This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered.
Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively.
There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex.Educational Studies
M.Ed. (Natural Science Teaching)
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Van, Niekerk Celesté. "Student misconceptions in a high stakes grade 12 physics examination." Thesis, 2012. http://hdl.handle.net/10210/6740.
Full textAbstract:
M.Ed.The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.
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Baloyi, Mzamani Reckson. "The development of an outcomes-based grade 12, English as an additional language, question paper." Thesis, 2011. http://hdl.handle.net/10210/3563.
Full textAbstract:
M.Ed.Although the language assessment procedures for South African Grade12 learners have been extensively investigated by language practitioners, additional research is required in order to enhance assessment procedures and questioning techniques so that attitudes, values and learners' observable knowledge be included in testing. This study addresses the deficiencies associated with the existing assessment and evaluation techniques as related to English Second Language examinations. In this regard all aspects of assessment Le. writing, language and literature have been critically analyzed. The gaps that exist between assessment theories and assessing English in practical use have also been investigated, including ways of closing these gaps. The focus of the argument in this research report is that the less effective questioning measures in Grade 12 examinations should be addressed by critically analyzing existing papers and by identifying alternative assessment techniques. An alternative assessment programme incorporating new techniques has thus been formulated, and a pilot project conducted. The results from the pilot project, including learners' critical analysis of current assessment practice and educator responses have been analyzed and documented. The major findings were that: ~ The examinations encouraged learners to write in only a limited range of genres. The tasks set were appropriate as there was an assessment of the knowledge and skills that learners require beyond the classroom. ~ The literature papers focused too narrowly on intensive reading of short extracts from text.
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Nyathi, T. T. "Academic performance of Grade 12 learners in Bushebuckridge district." 2006. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000708.
Full text
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Masetla, Modjadji Amanda. "Factors leading to poor performance of grade 12 learners." Diss., 2013. http://hdl.handle.net/11602/91.
Full text
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Heese, Brian. "Effects of the elimination of Grade 12 Provincial Exams in Chemistry, Biology, and Physics on teachers in a British Columbia School District." Thesis, 2015. http://hdl.handle.net/1828/6321.
Full textAbstract:
From 1983 until 2011 Grade 12 students in the Canadian province of British Columbia were required to write provincial exams in a wide variety of academic subjects, including Biology 12, Chemistry 12, and Physics 12. These government-administered exams may be considered “high stakes” in that they counted for 40% of a student’s mark, were used in part to determine post-secondary admissions and scholarships, and the publicly-available exam results were used in highly publicized school “ranking” systems. A large volume of research literature suggests high stakes exams of this nature dictate the manner in which courses are delivered as teachers feel obliged to “teach to the test” in order to maximize the grades students receive on these exams.
A major gap in the literature appears to be an examination of the effects on teacher behaviours and practices when a long-standing high-stakes testing program is eliminated. The decision made by the British Columbia Ministry of Education to remove provincial exams in secondary science at the Grade 12 level in August of 2011 created a unique and original opportunity to examine teacher pedagogical practices following the removal of subject-specific exams. Specifically, the question considered in this investigation centred upon the effect(s) the elimination of provincial exams in Biology 12, Chemistry 12, and Physics 12 had on the pedagogy and work environment of teachers in one British Columbia school district.
This investigation followed case study methodology. The primary source of data was interviews with teachers who had experience teaching the three aforementioned courses in both the time of mandatory exams and following exam elimination. Interviews were semi-structured and focussed on the effects of the removal of Grade 12 exams on teacher pedagogy and general practices, classroom resource and time allocation, relations with colleagues, perceived student responses to courses, and exam data usage.
The findings from this research suggest that, contrary to popular discourse, exam-generated data is not a valuable pedagogical resource for teachers and a high-stakes exam is not required to ensure full curricular coverage by teachers. In fact, the results suggest the opposite: curricular coverage is enhanced in the absence of a high-stakes exam. Further, not having to spend classroom and external time preparing students for exams has allowed teachers to implement and explore a greater diversity of pedagogical avenues not utilized during the time of exams. Teachers also spoke of reduced pressures in the absence of an exam. Finally, findings of this investigation suggest the presence of an exam greatly affected the way teachers both assessed and motivated students, effects that continue to have repercussions following elimination of provincial exams.Graduate
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Tshiovhe, Elizabeth Takalani. "Learner performance in accounting grade 12 in the Vhembe District." Diss., 2013. http://hdl.handle.net/11602/102.
Full text
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Dikgale, Margaret Mosibudi. "Factors affecting academic performance of Grade 12 learners in Mogalakwena Circuit." Thesis, 2012. http://hdl.handle.net/10386/712.
Full textAbstract:
Thesis (MPA.) -- University of Limpopo, 2012The aim of this is to investigate the factors which play a role in the poor performance of the Grade 12 in the secondary schools in the Mogalakwena Circuit of the Limpopo Province. The researcher engaged a qualitative type of methodology. An interview schedule was compiled. A semi-structured interview was conducted on the subject of research. Secondary schools were sampled for the interview process. Data were analyzed manually and mechanically. Factors affecting learner performance were found to be basic. The human and material demands were found to be inhibiting learning. Solutions from within and without the schools were recommended to help reduce the problem of Grade12 failure rate.
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Newell, Fiona Anne. "Transformation of organic chemistry for teaching and learning: an analysis of Grade 12 South African textbooks and examination guidelines." Thesis, 2012. http://hdl.handle.net/10539/11901.
Full textAbstract:
In the context of educational transformation in South Africa the organic chemistry
content of science textbooks needs to be mediated by the authors of the books
profoundly and flexibly so as to provide for the diverse abilities and backgrounds of
South African learners. This mediation requires critical interpretation of the
curriculum documents [examination guidelines], representation and selection of the
instructional ideas by using pedagogical content knowledge [PCK] so as to make the
content accessible to the learners and to help them prepare for examinations. The
purpose of this content analysis which used PCK as a theoretical framework was to
establish how the grade12 organic chemistry content has been transformed for
teaching and learning by the textbook authors and what teaching methods have
been used, as not all the textbooks seem to cover the same content. To capture the
PCK of the authors a representation of the content or CoRe was used for each of the
books analysed using the Big Ideas from the text as well as the Bishop and Denley’s
six knowledge bases of PCK. The study showed that although all the books analysed
showed evidence of the authors’ PCK none of them mediated the content sufficiently
to cater adequately for the learners’ needs.
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Mamba, Andile. "Learners’ errors when solving algebraic tasks : a case study of grade 12 mathematics examination papers in South Africa." Thesis, 2013. http://hdl.handle.net/10210/8552.
Full textAbstract:
M.Ed. (Mathematics in Education)In spite of the efforts of the South African government, the Gauteng Department of Education and many business and private funders to place a high emphasis on mathematics performance, the mathematics achievement of South African learners is still less than desirable. In fact, the results of the three Third International Mathematics and Science Study (TIMSS) (Howie, 2001, 2003) reports in 1995, 1999 and 2003 reported South African learners as the lowest performing in those tests; performing well below the international average amongst the countries that participated. The Southern African Consortium for Monitoring Quality 2004 and Center for Development in Education 2004, 2010 and 2011 reports results show similar results (Moloi, 2005). The research study sought to get a deep understanding of why learners1 continue to perform poorly, and what the factors are which contribute to poor performance. While there are a number of factors responsible for the poor performance, one of the least researched areas is answered examination scripts. This research entailed a detailed error analysis of four items of the 2008 mathematics paper 1 senior certificate examination scripts, to see the trends and patterns of written responses with regards to the types of errors made by learners. The study was aimed at investigating South African Grade 12 learners‘ errors exhibited when solving quadratic equations, quadratic inequalities and simultaneous equations. Findings of this investigation shed light of the kind of knowledge learners bring into their learning experiences and this knowledge affects how they encode and later retrieve new information learned (Davis, 1984). While the study was not a mixed methods one, the data was analysed quantitatively using frequency counts and qualitatively by studying selected learners‘ solution of examination tasks. The study also identified common errors in the learners‘ work. The four items analysed in the study comprised of questions from three important areas of algebra namely: quadratic equations, quadratic inequalities and simultaneous equations. The scripts were analysed for carelessness, conceptual and procedural errors. The learner misconceptions were discovered in learners‘ work; v these comprised the notions of equality and inequality, the construct of the variable, order of operations, factorisation, and solution of equations instead of inequalities. From this, the researcher noted that learners' learning difficulties are usually presented in the form of errors they show. Not all the errors that learners had are the same; some errors in procedures can simply be due to learners' carelessness or overloading working memory (Davis, 1984). Some errors in procedures can be caused by faulty algorithms or "buggy algorithms". Other errors can have certain conceptual basis and can be termed as ‗misconceptions‘. The results obtained indicated a number of error categories under each conceptual area, namely, quadratic equations and inequalities and simultaneous equations. Some errors emanated from misconceptions. Under the conceptual areas indicated above, the main reason for misconceptions seemed to be the lack of understanding of the basic concepts including numbers and numerical operations; functions; the order of operations; equality; algebraic symbolism; algebraic equations, expressions and inequalities; and difference between equations, expressions and inequalities. The abstract nature of algebraic expressions posed many problems to learners such as understanding or manipulating them according to accepted rules, procedures, or algorithms. Inadequate understanding of the uses of the equal sign and its properties when it is used in an equation was a major problem that hindered learners from solving equations correctly. The main difficulty in inequalities was manipulating the inequalities correctly and converting the inequality to an equation. Recommendations to the mathematics educational community based on this research were made.
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Ndlovu, Vusumuzi. "Grade 10-12 learners' attitude towards mathematics and how the attitudes affect performance." Thesis, 2017. https://hdl.handle.net/10539/25733.
Full textAbstract:
A research report submitted to the school of Education, University of Witwatersrand, in partial fulfilment for the requirements for the degree of Master of Education by coursework and research report.
Johannesburg, March 2017The role of learner attitude in the learning of mathematics has given rise to numerous research on the subject with most research providing several empirical evidence on the relationship between learner attitude towards mathematics and their performance in the subject. The present study was designed so as to explore the influence of some attitude dimensions that learners have towards mathematics and relate these attitudes measures to the performance of the learners and also find out if some of these attitudes factors are gender related. The study was carried out in one of the Soweto schools; a total of 231 learners from Grade 10 – 12 were involved in the completion of a questionnaire, followed by interviews with 10 learners across the three grades. Therefore, a mixed method approach (quantitative and qualitative methods of collecting data) was used. The instrument used for the questionnaire was tested for reliability using Cronbach’s alpha and the correlations established between the various attitudes measures and the June examination scores for the learners. This revealed some mixed results ranging from a general weak correlation between attitude and the performance of the learners in lower grades to generally high positive correlation in the higher grades, consistent with existing literature on attitude and performance. It was also found that gender played a major role in learner attitudes which was not very consistent with most existing literature on gender and attitude towards the learning of mathematics. The study also unveiled some external factors that could affect learners in the learning of mathematics including the teacher, pressure from other learners and the community in general, as well as school policy on the choice of mathematics and mathematical literacy.
MT 2018
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Jackson, M. M. "An investigation into the factors contributing to the poor performance of grade 12 (COSC) learners in Lesotho." Thesis, 2009. http://hdl.handle.net/10530/965.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfilment requirement for
the Degree of Master of Education in the Department of Educational Psychology and
Special Education at the University of Zululand, South Africa, 2009.The performance of learners in national tests and examinations is broadly used as an indicator of the effectiveness of the school (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:39). According to Bernard (1999:28) learners test results have become such an accepted indicator of school performance that for manY,a school with high test scores is per force a good school. Often, academic results constitute the only criterion by which the success of a school is measured even to the extent that solely on this basis schools are labelled as effective or ineffective, resulting in unpleasant outcomes for the school regarded as 'failing' schools (Naidu etsl, 2008:39). This trend is manifested in Lesotho in the uproar generated by publication of case (Grade 12) examination results (setot, 1999:2).
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Baloyi, Mbhazima Samuel. "The management of curriculum delivery as an aspect of learner performance in grade 12." Thesis, 2008. http://hdl.handle.net/10210/674.
Full textAbstract:
The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery.Prof. B.R. Grobler
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Yu-Yi, Yeh, and 葉裕益. "12-Grade Students’ Learning Performance and Cognitive Errors in the Confidence Interval and Prior Knowledge." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94136974590731227024.
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Dlamini, Reuben Bafana. "Exploring the causes of the poor performance by Grade 12 learners in Calculus-based tasks." Diss., 2017. http://hdl.handle.net/10500/23618.
Full textAbstract:
The study attempted to determine the causes of poor performance among Grade 12 learners in tasks involving calculus, especially in cubic graphs and the application of differential calculus. The study was conducted in three schools of the Msukaligwa 1 Circuit in the Gert Sibande District, Mpumalanga Province in South Africa.
Differential calculus is a branch of mathematics that is concerned mainly with the study of the rate of change of functions with respect to their variables especially through the use derivatives and differentials. Students have difficulties in learning and mastering this section of calculus as is revealed by examiners’ and moderators’ reports year after year. The purpose of this study was to investigate the possible reasons for the poor performance by Grade 12 learners in calculus-based tasks, especially in cubic graphs and the application in optimisation.
The study sought to investigate the causes of the poor performance by Grade 12 learners in tasks based on these two subtopics of calculus. Three schools were selected by means of purposive sampling: one former model C, one Mathematics, Science and Technology Academy (MSTA) and one other school that does not fall in either of these two categories. This enabled the study to have participants from diverse backgrounds.
A qualitative research design was used. Data was collected using learners’ scripts for the three formal tasks: May common test, June (midyear) and Trial (preparatory) examinations. Only the questions involving cubic graphs and the application of calculus were part of the study. Analysis was done in order to determine learners’ challenges, common mistakes, and misconceptions, but also of good responses given by learners.Mathematics Education
M. Ed. (Mathematics Education)
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Rammala, Mokgaetsi Salome. "Factors contributing towards poor performance of grade 12 learners at Manoshi and Mokwatedi High Schools." Thesis, 2009. http://hdl.handle.net/10386/224.
Full textAbstract:
Thesis (M.Dev) --University of Limpopo, 2009.The purpose of this study was to investigate factors contributing towards the poor performance of Grade 12 learners at two selected high schools, which fall within low quintiles in Limpopo Province. Specifically, the study focused on low Grade 12 outputs in relation to access to university. Due to the exploratory nature of the study and the holistic approach that was undertaken both the home and school environments were targeted as points of investigation. Multiple methods of data collection were used. First, data were collected through individual interviews with learners, educators, principals, and parents. Second, an observation method was used to collect data, such as, time management by learners, their behavioral patterns inside and outside the classroom and in the schoolyard. Finally, document analysis was used to analyse the attendance and performance of learners on attendance registers, quarterly and half yearly schedules, and mark sheets. Key findings of this research suggest that the home environment of learners is not educationally supportive due to poverty, which includes factors such as parents’ low-level of education, high unemployment rate, child-headed families, unpredictable home environment, emotional problems and issues relating to gender roles. In the school environment, the study showed the following causative factors: lack of facilities, unavailable learner support materials, lack of discipline, English as a medium of instruction, heavy workload due to rationalisation and redeployment of educators, and confusion with regard to the application of the new curriculum (National Curriculum Statement). As a result, the study concluded that both home and school environment factors collaborate in producing poor Grade 12 results in the schools. Recommendations are made for attention to be given to these factors by all educational stakeholders. Directions are suggested for future research on poor performance and university access.
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Debba, Rajan. "An exploration of the strategies used by grade 12 mathematical literacy learners when answering mathematical literacy examination questions based on a variety of real-life contexts." Thesis, 2011. http://hdl.handle.net/10413/5814.
Full textAbstract:
With the introduction in 2006 of the school subject Mathematical Literacy (ML) in the further Education and Training band, there have been expectations that such a subject will develop responsible citizens, contributing workers and self-managing people. The extent to which the subject can meet these aims is dependent on the ways in which the subject is assessed which influences the focus of ML in the classrooms. With this in mind, this study set out to explore the ways in which a class of Grade 12 learners engaged with a preparatory examination designed and administered by the KZN Department of Education.
This is a qualitative study carried out with seventy-three grade 12 mathematical literacy learners from an urban school in North Durban. The purpose of this research is to explore the learners’ engagement with the examination tasks, thereby identifying possible factors which influence learners’ success in these items. Data were gathered from a document analysis of the 2009 KZN Trial Examination question paper and marking memorandum; 73 learners’ written responses to the examination tasks, and interviews with ten of these learners. The purpose of the document analysis was to identify contexts in which learners performed well or poorly, as well as to assess the design of the instrument. Semi-structured interviews were conducted individually with ten learners and video recorded. The purpose of the interviews was to explore some of the factors which influenced their written responses. The findings revealed that the task design was problematic for learners in terms of the order of the questions and the placement of the crucial information necessary to answer the questions. Some tasks also contained errors. The complexity of the scenario in terms of the amount of information, the language used, and the presence of distracters further influenced the way in which learners responded to the task. Learners’ personal experience of the context also affected the way they interpreted and responded to the task. Factors that constrained learners’ success in the examination task included poor conceptual understanding, misconceptions and language-related misinterpretation. It was also found that learners did not consider it a priority to make sense of the context: they focused on identifying formulae or information that could be used to present answers with little concern about the reasonableness of their responses. Some strategies used by learners in responding to the task included number grabbing, guessing without checking, scanning for crucial information and assumption-making.
The study recommends that provincial examination papers be subject to the same stringent moderation requirements of the national examinations. It also recommends that should diagrams be used, they must be relevant to the context and should not conflict with the subject matter. The use of contexts should cater for alternate answers and multiple approaches and the marking memorandum should be flexible to accommodate these multiple approaches. Care must be taken in the presentation and placement of crucial information, so that learners do not miss the information they need to answer the questions. When familiar contexts are being used, task designers should also consider whether learners’ everyday experiences may conflict with these scenarios.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Ratshivhadelo, T. A. "Performance of Grade 12 learners in physical sciences subject within Sekgosese East Circuit in Mopani District." Diss., 2013. http://hdl.handle.net/11602/120.
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Sinyosi, Livhalani Bridget. "Factors affecting grade 12 learners' performance in mathematics at Nzhelele East circuit : Vhembe District in Limpopo." Diss., 2015. http://hdl.handle.net/10500/20245.
Full textAbstract:
The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners.
The researcher set out to answer the following question
What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province?
The following points will also be taken into consideration during this research.
How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa?
What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools?
What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools?
THE AIMS AND OBJECTIVES
Aim
This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa.
Objectives
The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province.
Based on the above question the following were findings of the research.
• Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular.
• A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions.
• Mathematics is a compulsory subject in most education systems around the world.
• There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world.
• There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments.
• The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined.
• Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics.
• The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education.
• Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa.
• Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics.
• Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships.
• There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa.
Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools.
This study therefore concluded thus:
• Learner-based factors
Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics.
• Teacher-based factors
Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics.
• School Management Teams (SMTs) factors
This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised.
RECOMMENDATIONS
Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented:
• Recommendations to the Department of Education
This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year.
• Recommendations to the School Management Teams (SMTs)
The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents.
• Recommendations to the teachers
The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics.
• Recommendations to the learners
Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa.
SUGGESTION FOR AREAS NEEDING FURTHER STUDY
There is a need to conduct follow-up research on:
• applied strategies and instrument to improve learner attitude towards mathematics.
• Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Chili, Sibongile Ntombizakithi. "The teacher's perception of the impact of poverty on academic performance on grade 11 & 12 learners." Thesis, 2006. http://hdl.handle.net/10413/3844.
Full textAbstract:
This research project attempts to investigate what happens to a learner's performance at school when he / she comes from a poor family background. It addressed the critical questions. The data was collected from learners of KwaMgaga High School, at Umlazi, an African township 30 km south of Durban. This is a case study research and both quantitative and qualitative methods were used in order to collect data although qualitative research methodology dominated the study. Issues of poverty and academic performance were investigated in the countries outside South Africa as well. Data was analyzed using descriptive statistics. The research findings emanating from the data proves that, indeed poverty impacts negatively on academic performance. Secondly learners from impoverished backgrounds experience many problems that affect their performance at school. If a child lives in poverty, he \ she is likely to perform poorly at school.Thesis (M.Ed.) - University of KwaZulu-Natal, Westville, 2006.