The alignment of the Grade 12 physics examination with the CAPS curriculum: (November 2014–March 2018)

Bhaw, Nishaal; Kriek, Jeanne

doi:10.15700/saje.v40n1a1676

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…Assessment is another critical aspect of education, where educators gather, analyze, and interpret data on student performance to make informed decisions and evaluate instruction [ 24 ]. This process involves tracking progress, motivating students, evaluating instructional approaches, and grading students based on their overall performance or expected competencies [ 11 ]. Teaching, in contrast, involves guiding students in developing the required knowledge and skills through instruction [ 25 ].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In light of this, teachers must ensure that there is a match between such higher-order learning and item construction in assessments. Assessments that focus solely on knowledge recall tend to encourage shallow learning, whereas assessments that incorporate low to high levels of learning, from basic to critical thinking and creative problem-solving, tend to lead to higher levels of student performance and achievement [ 11 ]. Therefore, teachers must possess the necessary skills and abilities to help their students enhance and develop their higher-order thinking capacities as outlined in curricular documents [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

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Alignment analysis between teacher-made tests with the learning objectives in a selected school of central regional state of Ethiopia

Abate,

Mishore

2024

Heliyon

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Alignment analysis between teacher-made tests with the learning objectives in a selected school of central regional state of Ethiopia

Abate,

Mishore

2024

Heliyon

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“…This difference complicates the process of teaching and learning science considering that the teacher needs to be aware of of those different meanings and should find a way of eliciting those misconceptions in learners before introducing the new knowledge. These language challenges have been attributed to the poor performance of South African (SA) learners in science for example there has been a drop in the pass rate of Physical Sciences from 75.5 % in 2019 to 65.8% in 2020 (Bhaw & Kriek, 2020). Of note is that learners in Physical Sciences subject perform poorly compared to other subjects due to the complex language used in the subject, which is technical and very academic.…”

Section: Introductionmentioning

confidence: 99%

English Second Language Learners’ Challenges in Comprehending Physical Sciences Concepts

Shubani¹,

Mavuru²

2022

Education and New Developments 2022 – Volume I

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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."

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The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools

Ntuli,

Nicolas

2023

South African Journal of African Languages

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The alignment of the Grade 12 physics examination with the CAPS curriculum: (November 2014–March 2018)

Cited by 6 publications

References 21 publications

Alignment analysis between teacher-made tests with the learning objectives in a selected school of central regional state of Ethiopia

Alignment analysis between teacher-made tests with the learning objectives in a selected school of central regional state of Ethiopia

English Second Language Learners’ Challenges in Comprehending Physical Sciences Concepts

The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools

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