SciELO - Scientific Electronic Library Online

 
vol.37 número1The National Benchmark Test of quantitative literacy: Does it complement the Grade 12 Mathematical Literacy examination?Students' perceptions and readiness towards mobile learning in colleges of education: a Nigerian perspective índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100

Resumen

JUAN, Andrea  y  VISSER, Mariette. Home and school environmental determinants of science achievement of South African students. S. Afr. j. educ. [online]. 2017, vol.37, n.1, pp.1-10. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v37n1a1292.

Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence students draw resources vary. This paper investigates school and home environments to determine what resources influenced science achievement. Multiple regression analyses were conducted on data from 11,969 South African Grade Nine students, who participated in the Trends in International Mathematics and Science Study in 2011. The findings reveal that both the school and home environments play important roles in students' science achievement, with the strongest associations exhibited with: speaking the language of the test at home, home assets, and the condition of school buildings. Implications for policy are discussed.

Palabras clave : home resources; learning environment; predictors of performance; science performance; South Africa; TIMSS 2011.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons