- Title
- A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Creator
- Arnolds, Keith Victor
- Subject
- Educational tests and measurements -- South Africa -- Port Elizabeth
- Subject
- Comparative education
- Subject
- Language and languages -- Study and teaching -- South Africa -- Port Elizabeth
- Subject
- Mathematics -- Study and teaching -- South Africa -- Port Elizabeth
- Subject
- Science -- Study and teaching -- South Africa -- Port Elizabeth
- Subject
- Education, Secondary -- South Africa -- Port Elizabeth
- Date Issued
- 2012
- Date
- 2012
- Type
- Thesis
- Type
- Doctoral
- Type
- DEd
- Identifier
- vital:9566
- Identifier
- http://hdl.handle.net/10948/d1016062
- Description
- In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
- Format
- xvii, 328 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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