Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa
- Authors: Eesuola, Omobola Foluke
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/10497 , vital:35497
- Description: This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Eesuola, Omobola Foluke
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/10497 , vital:35497
- Description: This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics.
- Full Text:
- Date Issued: 2018
Strategies teachers use to enhance grade 7 learners' reading comprehension skills in first additional language : four primary schools in Fort Beaufort
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Date Issued: 2018
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