Dynamics influencing learners` performance at science fairs in Limpopo Province of South Africa.

Abstract

Rural and urban learners from primary and secondary schools participate in science fairs all over the world, but their performance differs. To investigate the dynamics influencing the performance of rural and urban learners at science fairs, specifically in the Limpopo province of South Africa, an interpretive paradigm was used because it allowed the rich qualitative data with subjective experiences of the participants to be interpreted within the social contexts of the learners and teachers. The subjects of the study were rural and urban school learners, teachers, mentors, judges, parents, school principals and Department of Science and Innovation (DSI), the Department of Basic Education, the Eskom Expo for Young Scientists (EEYS) managers. The cultural-historical activity theory (CHAT) theoretical framework was used to analyse data and to show the tensions between the subjects, resources and the science fairs. The research instruments used to collect data were: personal meaning mapping, focus group discussions, observation protocol, physics test, interviews and researcher notebook. Trustworthiness was adhered to by establishing credibility, transferability, dependability, confirmability and authenticity. All 40 participants were purposefully selected. They comprised of 12 learners (six from rural schools and six from urban schools), nine managers representing the sponsors and partners of the science fair, and three judges. From both the rural and urban areas, two school principals, two teachers, two mentors and two parents were selected. This study supports the findings of other studies on the dynamics influencing learners` performance at science fairs. In addition, this research has established a connection between science clubs and the learners` participation and performance in science fairs, weaknesses of science fair organizers for not reaching out to all rural learners, and not giving material support, training on scientific research skills to those they reach. The study revealed the negative impact of verbal and written communication on learners` performance. As a result, using vernacular language may be useful to the learners’ performance Further research is recommended to explore the views and reasons of learners and teachers who stopped participating in the science fairs.