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The impact of language factors on learner achievement in science

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dc.date.accessioned 2018-03-16 en
dc.date.accessioned 2020-11-13T16:18:59Z
dc.date.available 2020-11-13T16:18:59Z
dc.date.issued 2018-06-06 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/12294
dc.description.abstract South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural and economic capital, and other school and classroom factors to Science achievement. The analysis identified specific language and/or contextual factors having the biggest influence on learner achievement. This was achieved through secondary analysis of South African Grade Nine (N = 12,000) data from the Trends in International Mathematics and Science Study (TIMSS) 2011. Multiple-regression modelling using contextual and achievement data suggested that home- and school-language equivalence and how frequently learners used the school language at home were strongly associated with the Science achievement results of Grade Nine learners in South Africa. Several other language factors that could be seen as cultural capital, beyond broader economic capital, some classroom-related contextual conditions and selected school-level factors, also showed strong influences. It is concluded that language, teacher training, and broader economic policy changes and their thorough implementation are required to address these concerns. en
dc.format.medium Print en
dc.subject LEARNER PERFORMANCE en
dc.subject SCIENCE en
dc.subject LANGUAGES en
dc.subject SCIENCE ACHIEVEMENT en
dc.title The impact of language factors on learner achievement in science en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 38(1) en
dc.BudgetYear 2017/18 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle South African Journal of Education en
dc.ArchiveNumber 10243 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=19712 en
dc.PageNumber Online en
dc.outputnumber 9196 en
dc.bibliographictitle Prinsloo, C.H., Rogers, S.C. & Harvey, J.C. (2018) The impact of language factors on learner achievement in science. <i>South African Journal of Education</i>. 38(1):Online. en
dc.publicationyear 2018 en
dc.contributor.author1 Prinsloo, C.H. en
dc.contributor.author2 Rogers, S.C. en
dc.contributor.author3 Harvey, J.C. en


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