Journal of Educational Studies

This study investigated second language as a barrier to mathematics achievement by learners who use English as a language of learning and teaching in Foundation Phase schools of Mvudi in South Africa. A quantitative survey design was adopted in this study... The population included all teachers in foundation phase schools of Mvudi in South Africa (127). Purposive sampling was employed and a questionnaire was administered to collect data from 46 teachers in schools which used English as a language of teaching and learning. Data was analysed descriptively using the computer programme SPSS version 23; Descriptive statistics; frequency tables and percentages were used in the data analysis to determine the mathematics achievement of learners who use English as a language of learning and teaching. The findings of the study revealed that the LOLT restricts learners from communicating confidently during mathematics activities. There is a need for foundation phase teachers to develop strategies to increase learners’ confidence to participate during mathematics activities. i)Code switching from mother tongue instruction, ii) provision of concrete learning materials, iii) small group work teaching, and iv) active learning, were interventions recommended for teacher development programmes to cultivate confidence among learners to communicate solution to practical communication problems effectively. This it is hoped will improve mathematics achievement by learners for whom English is a second language. Key words: Mathematics achievement, Foundation Phase, Language of teaching and learning, multilingual classrooms, English language learners, home language.

The teaching of sciences in schools is very important for the economic development of any country. The study reported in this article sought to ascertain the preparedness of teachers in teaching Natural Science in selected rural junior secondary schools in the Eastern Cape Province of South Africa. The study was located in the interpretivist paradigm. A qualitative approach was utilised and a case study design was followed. A purposive sample of three school principals, three Natural Science teachers and eighteen Natural Science learners participated in the study. Data were collected through individual interviews with principals and teachers, focus group interviews with learners and lesson observation. Content analysis method was employed to analyse data. The study found that teachers were not adequately prepared and supported to teach Natural Science. There were no professional development programmes for science teachers. The researchers conclude that the effective teaching and learning of Natural Science is severely compromised in instances where teachers who have challenges in both subject content knowledge and pedagogical content knowledge are responsible for the teaching of the subject. The study recommends that specialist science teachers be trained and made available for the teaching of science and such teachers should be professionally developed and supported.

The goal of this study was to research the hypotheses that self-regulated learning (SRL) and time perspectives predict academic performance in second year Economics studies. In the theoretical underpinning self-regulated learning and time perspectives as concepts are clarified, and explored as related to academic performance. Data was analysed using descriptive, correlation analysis and hierarchical regression. A correlation matrix and hierarchical regression revealed that a relationship exists between different aspects of SRL, the future time perspective and academic performance. In conclusion the study recommended that teaching and learning methods should be used to empower students to apply self-regulated learning strategies and to be focused on the future. This could greatly enhance their academic performance.