Educators' perceptions on performance of secondary school learners in mathematics and science in the Mafikeg District of the North West Province

Abstract

The purpose of the study is to determine the perception or views of mathematics and science educators on performance of grade 12 learners in Mafikeng district. Little has been written about secondary school educators' views with regard to performance of learners in Mathematics and Science in developing countries like South Africa. The survey method was used to gather data. A 31 item questionnaire was used to evaluate perception of educators in the areas of: Support for educators, Educator involvement, Conditions for teaching and Educators' perception on how educational change affects performance of learners in Mathematics and Science. The subjects of the study were 89 Mathematics and Science educators in the Mafikeng district. The sample was selected from the 31 high schools including senior secondary schools in the district. The empirical investigation conducted revealed that parental involvement in their children's studies is a serious problem that needs immediate attention, in addition to educator qualifications and lack of learning support materials. The study also revealed that improving performance of learners, responsibility and involvement of educators, learners, parents, government and community is essential. The conclusions drawn from the study show that educators' perceptions on performance of learners in Mathematics and Science entail cooperative and supportive structure, regular communication among staff and monitoring of school work for both educators and learners is very important. It is also important that the findings of the research be implemented to improve learner performance.