The Educator as Researcher, Scholar and Lifelong Learner Name : Zamabongwe Mbuyisa Student number :47445076 Subject number : EDRHODG Unique number :602197 Date : 20 September 2019 Lecturer : Dr SM Matlabe Research title : A study of underperformance in schools with the focus of parental involvement.
2 Introduction 2 Problem statement 2-3 Causes of underperformance 3 Lack of Parental involvement 3-4 Different Quantiles used to classify under resourced schools in South Africa 4-5 Strategies to improve teaching and learning 5-6 Conclusion 6 References 7
3 Introduction Academic underperformance in South Africa is a concern for all stakeholders in education. According to Leepo (2015)the stakeholders involved include the education authorities, both at national and provincial level, the parents and the community at large. There are many stakeholders that need to shoulder the responsibility for the learning outcomes in the schools. This research will be focussing on parental involvement. Problem statement The poor teaching and learning results in South African schools give causes for concern. Many schools are, despite the facts that education has a huge budget, under-resourced and classified according to quantiles. The atmosphere at home helps to foster or break school success (Solo 1997 cited by Rammala 2009) Learners who perform poorly might have other problems that are not academic (Rammala, 2009:3) Emotional issues affect learner performance and in this parents are the main contributing source towards learners emotional challenges. It is difficult for teacher to address learners emotional well-being because as Rammala stated schools have no mandate to interfere with family matters unless the family requests advice or intervention that is in line with ethical considerations. Some parents might not want to address their issues and as a result teachers have a hard time assisting without compromising their relationship. Parents might become negative towards the teachers if they feel like the they are meddling in their family’s business. Parents might be also concern with their children’s performance however they can find it easier to blame the teachers and question their skills instead of trying to contribute towards helping their children attain better results. The quality of education also depends on resources. Well-resourced schools perform better than the poorly resourced schools. Allocation of resources must be strategically aimed at continuous improvement in learner attainment. Lack of resources such as books has a negative effect on the learning outcomes. The statistics from SACMEQ (2007) database show that only 36% of learners had access to their own mathematics textbooks in South Africa. This results in learners not being allowed to take the books home. The learners are therefore unable to work, revise and practice at home(Leepo,
4 73). Poor schools that don’t have enough resources such as lab equipment and textbooks can produce poor results.
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- Fall '19