Home and school resources as predictors of mathematics performance in South Africa
SOURCE: South African Journal of Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): M.Visser, A.Juan, N.Feza
KEYWORDS: ACHIEVEMENT, EDUCATION, HOME ENVIRONMENT, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8537
HANDLE: 20.500.11910/2048
URI: http://hdl.handle.net/20.500.11910/2048
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): M.Visser, A.Juan, N.Feza
KEYWORDS: ACHIEVEMENT, EDUCATION, HOME ENVIRONMENT, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 8537
HANDLE: 20.500.11910/2048
URI: http://hdl.handle.net/20.500.11910/2048
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resources, both tangible and intangible, that impact on their educational experience. While current bodies of literature focus on either school or home resources, this paper looks at both. Multiple regression analyses were conducted on the 2011 Trends in International Mathematics and Science Study (TIMSS) data to determine the resources factors that influence South African learners' performance in mathematics. The findings reveal that both school and home environments play significant roles in learners' mathematics performance. This paper therefore suggests that it is not only the socio-economic factors of schools that impact learners' mathematics performance, but also that higher levels of parental education have a significant positive influence.-
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