The achievement gap between learners who are assessed in a primary language and those assessed in a non-primary language in the natural sciences learning area
Date
2009-03
Authors
Sedibe, Godwin Konotia Bully
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
In the TIMMS-R report, which compared the performance of a South African cohort of
learners with international peers in Science (and Mathematics), Howie (1999) highlighted
that:
• The biographical information of the South African cohort who performed below
par in comparison with international peers indicated that they wrote the TIMMS
literacy test in a second or third language.
• Non-primary language learners spend considerably more time on homework
compared to primary language learners.
• There is no linear relationship between the amount of time spent on homework in
Science and the average literacy level in the learning area amongst South African
learners.
Leveraging on the TIMMS report cited above, this study sought to establish the interrelationship
between learning and being assessed in a non-primary language on one the
hand and related performance on the other. Specifically, this study sought to establish the
performance of non-primary language learners compared to primary language learners in
the Natural Sciences Common Task for Assessment (CTA). There is a groundswell of
evidence mounting that tends to suggest that primary language learners outperform their
non-primary language counterparts in batteries of assessment instruments. This, however,
is always clouded by other extraneous factors, chief amongst which, in the South African
context at least, is the strong correlation between studying in a non-primary language and
family socio-economic status (SES). SES has been identified elsewhere as a determinant
of scholastic achievements(Blignaut, 1981; HCDS –WC, 2006).
Description
Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009.
Keywords
Dissertations -- Sociology, Theses -- Sociology, Dissertations -- Social science methods, Theses -- Social science methods, Science -- Study and teaching -- Foreign speakers -- South Africa, Academic achievement -- South Africa, Second language acquisition -- South Africa