Factors Influencing Rural Foundation Phase Learners’ Underperformance in Reading and Mathematics in Primary Schools in South Africa: Teacher Perspectives

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2022-10-01 DOI:10.7459/ct/37.2.06

Julie Shantone Rubbi Nunan

引用次数: 1

Abstract

Foundation phase (grade R to 3) learners’ underperformance against the curriculum is a growing concern in primary school. In South Africa, reports reveal a large number of learners underperforming in Reading and Mathematics. To understand this phenomenon, focus group discussions (FGDs) were held with 17 foundation phase teachers to probe their perspectives for qualitative data collection. Thematic results revealed many factors that could influence learners’ underperformance. Social constructivism and development theories highlighted the importance of scaffolding learning. Education authorities should consider these factors in curriculum design and implementation to mitigate learners’ underperformance in reading and Mathematics in primary schools.

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影响南非农村小学基础阶段学生阅读和数学表现不佳的因素:教师视角

基础阶段（R至3年级）学习者在课程中的表现不佳在小学越来越令人担忧。在南非，报告显示大量学习者在阅读和数学方面表现不佳。为了理解这一现象，与17名基础阶段的教师进行了焦点小组讨论，以探讨他们对定性数据收集的看法。专题研究结果揭示了许多可能影响学习者表现不佳的因素。社会建构主义和发展理论强调了支架式学习的重要性。教育当局应在课程设计和实施中考虑这些因素，以减轻学生在小学阅读和数学方面的表现不佳。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.