Roots and Wings: Understanding What Derails Learners' Performance in Life Sciences in Rural Schools in South Africa
DOI:
https://doi.org/10.31949/ijeir.v4i2.13693Abstract
This study aims to explore the factors that affect learner performance of grade 10 life sciences learners in selected schools in Chris Hani East District of South Africa. The study was framed within the roots and wings concept as a compelling metaphor for understanding the educational journey in life sciences education The study was based on the theoretical framework of social constructivism. The data was collected using interpretivist qualitative case study methods. The focus of this study was on both life sciences teachers and learners. Four schools in the Chris Hani East district were selected using purposeful sampling. Four life sciences teachers were purposefully chosen from the sample schools (schools A, B, C, and D), and twelve learners were chosen randomly from the selected schools. The interview schedule served as the primary tool for data collection. Thematic analysis was employed to analyse the data and identify themes. The study found that multiple interrelated factors, including resource limitations, language barriers, socioeconomic challenges, and ineffective teaching methods influence the performance of Grade 10 life sciences learners. The study suggests enhancing life sciences education through continuous professional development programs, effective teaching strategies, curriculum delivery, and adoption and implementation of innovative technology in life sciences classrooms
Keywords:
life science, performance, teachers, learners, grade 10Downloads
References
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