n South African Journal of Higher Education - Reading ability of in-service science educators : a preliminary study
|Article Title||Reading ability of in-service science educators : a preliminary study|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Affiliations||1 University of Limpopo|
|Publication Date||Jan 2011|
|Pages||1526 - 1540|
Reading ability is fundamental to teaching and learning (AFT 2004). This study assessed the reading ability of 25 in-service science educators at the University of Limpopo for three science texts: Grades 7, 8 and 9, using a cloze test and exploring materials that educators read. The scores were categorised as being independent, instructional and frustrating. The results of One-way ANOVA reveal no significant differences in scores for Grades 7 and 8 texts, but significant differences in scores between Grades 7 and 8 compared to Grade 9 texts. A Tukey (HSD) post hoc test indicates that Grade 9 texts accounted for the main differences, suggesting that educators read Grade 9 texts at a frustration level. The reading ability of most of the educators was at the instructional level. Data from semi-structured interviews suggest that educators do read when preparing for classes. The implications are discussed in the light of improving reading ability of educators at higher education level.
Article metrics loading...