Barriers to high performance in physical science among learners : a case of selected Township secondary schools in South Africa

Abstract

The quality of matric results for Physical Sciences in South Africa is very poor and as a result few learners are able to meet the admission requirements to study careers related to Physical Science at tertiary institutions. The study investigated barriers to high performance of Physical Science learners at the township secondary schools in the Tshwane West District, in the Gauteng Province. Using a qualitative approach and a case study design, samples were chosen purposefully involving three secondary schools in the Tshwane West District. The schools that obtained a high pass rate in the Physical Science Grade 12 in the year 2017 were identified. Grade 11 and 12 Physical Science teachers and learners participated in this study. The data were collected by means of semi-structured interviews, and Physical Science lesson observation. The semi-structured interviews were conducted with four Physical Science teachers including Heads of Department (HODs) from the three selected secondary schools and 15 Physical Science learners in Grade 11 and 12. The data were analysed manually. The data were categorised according to themes, and then coded by hand and supported by the literature review. The anonymity of all participants was protected. Upon analysis of the results, some contributory barriers of high performance in Physical Science were identified from the three township schools, and these include inability to finish Grade 12 curriculum in time, parents forcing learners to do Physical Science in the senior grades (particularly in Grades 11 and 12), lack of motivation, learners with a negative attitude towards the subject, poverty, crime and dysfunctional Physical Science laboratories. Recommendations for improvement in the areas identified were provided. The Curriculum Developers of the Department of Education must review the Physical Science curriculum, particularly with the view of reducing the number of topics covered in Grades 11 and 12. Poverty and crime must be attended to as learners cannot learn when they are hungry and in an unsafe environment. It was also recommended that the Department of Education must assist in provision of resources necessary to teach Physical Science efficiently.