Home and school environmental determinants of science achievement of South Africa students

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dc.date.accessioned 2022-08-17T15:15:36Z
dc.date.available 2022-08-17T15:15:36Z
dc.date.issued 2017-03-06 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/10776
dc.description.abstract Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence students draw resources vary. This paper investigates school and home environments to determine what resources influenced science achievement. Multiple regression analyses were conducted on data from 11,969 South African Grade Nine students, who participated in the Trends in International Mathematics and Science Study in 2011. The findings reveal that both the school and home environments play important roles in students' science achievement, with the strongest associations exhibited with: speaking the language of the test at home, home assets, and the condition of school buildings. Implications for policy are discussed. en
dc.format.medium Print en
dc.publisher Education Association of South Africa (EASA) en
dc.subject SCIENCE ACHIEVEMENT en
dc.subject HOME ENVIRONMENT en
dc.subject SCHOOLS en
dc.title Home and school environmental determinants of science achievement of South Africa students en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 37(1) en
dc.BudgetYear 2016/17 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle South African Journal of Education en
dc.ArchiveNumber 9634 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=17827 en
dc.PageNumber 1-10 en
dc.outputnumber 8524 en
dc.bibliographictitle Juan, A. & Visser, M. (2017) Home and school environmental determinants of science achievement of South Africa students. South African Journal of Education. 37(1):1-10. http://hdl.handle.net/20.500.11910/10776 en
dc.publicationyear 2017 en
dc.contributor.author1 Juan, A. en
dc.contributor.author2 Visser, M. en


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