American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2019, 7(5), 376-380
DOI: 10.12691/education-7-5-6
Open AccessArticle

Exploring Challenges that Contribute towards Poor Annual National Assessments Results in Limpopo Province

Metse Juliet Masalesa1,

1Department of Early Childhood and Development, University of Mpumalanga, Nelspruit, South Africa

Pub. Date: May 27, 2019

Cite this paper:
Metse Juliet Masalesa. Exploring Challenges that Contribute towards Poor Annual National Assessments Results in Limpopo Province. American Journal of Educational Research. 2019; 7(5):376-380. doi: 10.12691/education-7-5-6

Abstract

Communication is central to the education process. Language and the functions of language play a very important role in schools. Reading development in the primary schools is central to the success of learners as they progress through school. Evaluations in South Africa have shown that reading achievement in the Foundation Phase is low, especially for learners with African languages as their home language. The purpose of this study was to investigate the way in which reading is taught in Limpopo Primary Schools. The study adopted a qualitative approach and used observation, interviews and document analysis to generate data. Learners come to school from different backgrounds, language groups, cultures and socio-economic status. Learners in South African schools usually experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. There is a need for the involvement of all stakeholders in the language acquisition process of learners. The outcomes revealed that the multilingual Foundation Phase classes made it difficult to assist all learners who experienced language problems because teachers could not speak well the Language of Learning and Teaching (LoLT) at the school.

Keywords:
language learners learning reading school

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Treiman, D.J., The legacy of apartheid: Racial inequality in the new South Africa. California Center for Population Research On-Line Working Paper Series, 2005
 
[2]  Gumede, V., Social and economic inclusion in post-apartheid South Africa. Transformation Audit: From inequality to inclusive growth, Schaik, Pretoria, 2011.
 
[3]  Cree, A., Kay, A., & Steward, J., The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. Final Report from the World Literacy Foundation. Department of Education. Pretoria, 2012.
 
[4]  Department of Basic Education. 2011b. Report on the Annual National Assessments of 2011. Available:http://www.education.gov.za/Curriculum/AnnualNationalAssessment/tabid/424/Default.aspx [3 July 2011].
 
[5]  South Africa. Department of Education. 2009. Report of the task team for the review and implementation of the National Curriculum Statement. Pretoria: Staatsdrukker.
 
[6]  Fleisch, B. 2008. Primary Education in Crisis: Why South African schoolchildren underachieve in reading and mathematics. Cape Town: Juta.
 
[7]  Freire, P., Pedagogy of the oppressed. Suffolk: Chaucer Press, 1972.
 
[8]  Freire, P., & Macedo, D., Literacy: Reading the word and the world. Great Britain: Kegan Paul Ltd, 1987.
 
[9]  Oliyan, D.A., & Okemakinde, T., Human capital theory: Implications for educational development. European Journal of Scientific Research, 24(2), 157-162, 2008.
 
[10]  Guthrie, J. & Greaney, V., ‘Literacy acts’, in R. Barr, M.L. Kamil, P. Mosenthal & P.D. Pearson (eds.), Handbook of Reading Research II, Longman, New York, 68-96, 1991.
 
[11]  Day, R.R. & Bamford, J., Extensive reading in the second language classroom. Cambridge University Press, Cambridge, 1998.
 
[12]  McKenna, M.C., Kear, D. J., & Ellsworth, R. A., Children’s attitudes towards reading: A national survey. Reading Research Quarterly, 30, 934-955, 1955.
 
[13]  McKenna, M.C., ‘Development of reading attitudes’, in L. Verhoeven & C.E. Snow (eds.), Literacy and Motivation: Reading engagement in individuals and x groups, Lawrence Erlbaum Associates, Mahweh, N.J, 135-158, 2001.
 
[14]  Mathewson, G.C., ‘Model of attitude influence upon reading and learning to read’, in R.B. Ruddell & N.J. Unrau (eds.), Theoretical Models and Processes of Reading, pp. 1431-1461, International Reading Association, Newark, DE, 1431-1461, 2004.
 
[15]  Davies, E.H. Administration of the Educational System and School Governance. Pretoria: Centre for Educational Law & Policy (CELP), 1999.
 
[16]  Okebukola, F.O., Implementation of the language policy: Beyond rhetoric to empiricism’, Journal of Nigerian Languages and Culture, II (1), 45-54, 2008.
 
[17]  Davidoff, S & Lazarus, S. The Learning School: An organisational Development Approach. Cape Town: Juta & Co. Ltd, 1997.
 
[18]  Okebukola, F.O., ‘A clinical assessment of students’ motivation to read, The African Symposium, 7(II), 133-141, 2007.
 
[19]  Owolabi, T. & Okebukola, F.O., Teaching with analogies: The meeting point between science and language, The International Journal of Learning, 15(4), 147-150, 2009.
 
[20]  Mantzicopoulos, P. & Patrick, H., ‘The seesaw is a machine that goes up and down, young children’s narrative responses to science related informational text, Early Education and Development, 21(3), 412-444, 2010.
 
[21]  Okebukola, F.O., & Onafowokan, B.A.O., Preparation for scientifically literate students: PQRST to the rescue’, Educational Perspective, 6(2), 1-10, 2003.
 
[22]  Okebukola, F.O., ‘Towards an improved reading culture among Nigerian students, Educational Issues 2(1), 54-64, 2005.
 
[23]  Gumede, V., Rethinking and Reclaiming Development in Africa. In B. Mpofu & S. J. Ndlovu-Gatsheni (Ed.) Introduction: Rethinking and Unthinking Development in Africa (pp.51). Not yet Published-March 2019
 
[24]  Okebukola, F.O., ‘The views of Nigerian mothers in public and private primary schools on the teaching of early literacy in English’, Literacy 46(3), 94-100, 2012.
 
[25]  Okebukola, P.A., Owolabi, O.L. & Okebukola, F.O., ‘Mother Tongue as Default Language of Instruction in Lower Primary Science Classes: Tension Between Policy Prescription and Practice in Nigeria’, Journal of Research in Science Teaching 50(1), 62-81, 2013.