Correction to: Implementing a parental involvement policy to enhance Physical Sciences learner’s academic achievement in rural secondary schools     

Zenda  Rekai 《Educational Research for Policy and Practice》2021,20(2):145-145

Educational Research for Policy and Practice - The article Implementing a parental involvement policy to enhance.  相似文献   

Impact of the Learner-Educator Ratio Policy on Learner Academic Achievement in Rural Secondary Schools: A South African Case Study     

Rekai Zenda 《Africa Education Review》2020,17(3):37-51

Abstract

Over the last two decades, the rapid growth of learner enrolments in schools in most countries, including South Africa, has brought many challenges, such as a high learner-educator ratio (LER). The purpose of the study reported on was to explore an LER policy that can enhance learner academic achievement in physical sciences. Effective learning demands opportunities for learners to become actively involved in their physical sciences education. Thus, the physical sciences educator should not only act as a lecturer and transmitter of knowledge, but also as a facilitator, an enabler and an empowerer. The research used qualitative research and cultural-historical activity theory as the theoretical framework, viewing learning and teaching as a social process in which the interaction between the learners is the focus and smaller class size is transformative for both learners and educators. Data was collected from physical sciences teachers, principals and curriculum advisers through face-to-face interviews. The study concluded that large class sizes affect the implementation of practical activities and discipline may be adversely affected. Based on the findings of the study the following recommendation was made: the Department of Basic Education should reduce the LER to 30:1 or fewer learners in a class to allow for group activities and learner-centred science.  相似文献   

Implementing a parental involvement policy to enhance Physical Sciences learner’s academic achievement in rural secondary schools     

Zenda  Rekai 《Educational Research for Policy and Practice》2021,20(2):125-143

In many countries, including South Africa, the underperformance of Physical Sciences learner’s is a great concern. The purpose of this study was to find out how the academic achievement of science learners can be addressed through implementing a parental involvement policy. The policy on parental involvement can only be successful if there is an effort to ensure effective participation of parents in school activities, which includes helping learners with homework, discussing learners’ behaviour with teachers, motivating learners and communicating about and participating in science activities. This was a qualitative research study and the cultural–historical activity theory (CHAT) acted as a lens and offered a broad approach to analysing a parental involvement policy and the contexts of science learning. The research was conducted in rural public secondary schools and data were collected by means of face-to-face interviews. The study recommends that parents need training and development to perform their functions optimally in science activities. Effective communication between parents and the school and providing assistance to child-headed families are imperative.

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