When it comes to school science, language can determine success
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): A.Juan, M.Visser
KEYWORDS: EDUCATIONAL REFORM, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-oct-dec-2018/school-science-language
Print: HSRC Library: shelf number 10359
HANDLE: 20.500.11910/12092
URI: http://hdl.handle.net/20.500.11910/12092
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2017
TITLE AUTHOR(S): A.Juan, M.Visser
KEYWORDS: EDUCATIONAL REFORM, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-oct-dec-2018/school-science-language
Print: HSRC Library: shelf number 10359
HANDLE: 20.500.11910/12092
URI: http://hdl.handle.net/20.500.11910/12092
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Learners who have access to tangible educational resources, such as books and computers at home, tend to perform better in science than those who do not. This has been proved by a great deal of international research. It is also true in South Africa, but our research has found that intangible factors also play a role in learners' science achievement. These factors include parental education levels, parental involvement in homework - and, crucially, home language, write Dr Andrea Juan and Mariette Visser.-
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