The role of learners' and parental socio-economic conditions in teaching and learning of science subjects at Mandlethu FET School

Abstract

A survey was conducted at Mandlethu FET School in Mpumalanga, South Africa, with the aim of assessing the role of learners’ and parental socio-economic conditions in teaching and learning of science subjects at Mandlethu FET School. A total study population of 126 interviewees, made up of male and female science learners (n=63) and their parents (n=63), were randomly sampled, whereby selected interviewees were given structured questionnaires to fill in, with the assistance of the school management. This amounted to 21 science learners and 21 parents each from learner Grades 10, 11 and 12, respectively. Data obtained was analyzed through descriptive statistics using sample means, frequencies and percentages. The results indicate that 66.7% of the parents were unemployed, while those who were employed were either casual workers, domestic workers or owned grocery shops and, as such, had limited sources of income. This implied that the majority of the parents were not economically empowered and, as such, were unable to provide basic school necessities such as stationery and books for their children except moral support by encouraging them to study. Thus, one possible outcome of this low socio-economic status is that children are likely to spend time helping with household activities after school instead of concentrating on their studies. 2 This practice left the learners poorer in their pursuit of basic science education and had an effect on South Africa’s ability to attain the Millennium Development Goals of improving science education.