Impact of the Learner-Educator Ratio Policy on Learner Academic Achievement in Rural Secondary Schools: A South African Case Study

Autor/in	Zenda, Rekai
Titel	Impact of the Learner-Educator Ratio Policy on Learner Academic Achievement in Rural Secondary Schools: A South African Case Study
Quelle	In: Africa Education Review, 17 (2020) 3, S.37-51 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zenda, Rekai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2019.1588748
Schlagwörter	Foreign Countries; Teacher Student Ratio; Rural Schools; Secondary School Students; Science Achievement; Physical Sciences; Class Size; Teaching Methods; Class Activities; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrer-Schüler-Relation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschüler; Natural sciences; Naturwissenschaften; Naturwissenschaft; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Over the last two decades, the rapid growth of learner enrolments in schools in most countries, including South Africa, has brought many challenges, such as a high learner-educator ratio (LER). The purpose of the study reported on was to explore an LER policy that can enhance learner academic achievement in physical sciences. Effective learning demands opportunities for learners to become actively involved in their physical sciences education. Thus, the physical sciences educator should not only act as a lecturer and transmitter of knowledge, but also as a facilitator, an enabler and an empowerer. The research used qualitative research and cultural-historical activity theory as the theoretical framework, viewing learning and teaching as a social process in which the interaction between the learners is the focus and smaller class size is transformative for both learners and educators. Data was collected from physical sciences teachers, principals and curriculum advisers through face-to-face interviews. The study concluded that large class sizes affect the implementation of practical activities and discipline may be adversely affected. Based on the findings of the study the following recommendation was made: the Department of Basic Education should reduce the LER to 30:1 or fewer learners in a class to allow for group activities and learner-centred science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01