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A surprisingly large percentage of South African pupils feel that good luck is of major importance to do well in mathematics and science. This is in striking contrast to the attitude of students in countries who performed well in the Third International Mathematics and Science Study (TIMSS), the Human Sciences Research Council (HSRC) has found in its further interpretation of the findings. While only 41% of Grade 8 students from Singapore, the top achieving country, felt that good luck was essential if one wished to perform well in mathematics (40% for science), 76% of South African students held this view (both subjects) – a higher percentage than in nearly all other countries. The percentage of Grade 8 students from Singapore who agreed that hard work was needed to do well in mathematics was 92% (98% for science), compared to the 82% (again for both subjects) of their South African counterparts. The latter figure was lower than that recorded in virtually all the other countries involved. In 1995, the HSRC conducted – as part of TIMSS – a survey of mathematics and science education in more than 400 primary and secondary schools. The survey involved 15 000 South African students in Grades 7, 8 and 12. Worldwide more than half a million students in 41 countries completed this project. The preliminary results of Grade 7 and 8 students which were published recently revealed that South African pupils performed worst in both mathematics and science, while Singapore, Hong Kong, Korea and Japan were the top performers. Interestingly enough, 74 to 80% of South African students felt they did well or very well at science or mathematics, in spite of South Africa’s poor performance in the achievement tests. "The overall Grade 7 and 8 results of TIMSS paint a bleak picture for science and mathematics education in South Africa. However, the data that produced these results also contain some possible answers and solutions. TIMSS has provided the country with valuable information which will enable policy makers to ascertain for the first time the status quo in science and mathematics education in SA," the HSRC says in its report. According to HSRC researchers, the following factors could be considered as possible reasons for South Africa’s poor performance: Many students come from deprived socio-economic backgrounds. The parents of the generation presently at school often boast a basic primary education at best, and are therefore unable to assist their children with schoolwork. Another problem arising from this kind of environment is malnutrition that can adversely affect a child’s powers of concentration. A great many schools are handicapped by inadequate facilities and textbook shortages, and have suffered all kinds of disruption in recent years. Problems also arise from irregular attendance by both teachers and students. There is a severe shortage of properly qualified mathematics and science teachers at secondary school level. Inadequate subject knowledge and poor motivation lead to a lack of confidence and inspiration in the classroom, which has a negative effect on the learning process. The peer environment in many schools is not supportive of those students who do wish to achieve academically. In an era where equality of opportunity sometimes leads to an expectation of equality of outcomes, students can feel uncomfortable if their achievement is notably better than average. Students’ motivation to do well in mathematics and science is also adversely affected by the fact that these subjects are widely considered to be "difficult". As in many other countries, there is often subtle and not-so-subtle discouragement for girls who have an inclination to enter mathematics or science-based careers. Apart from the discouragement they sometimes experience from teachers, the burden of household work often falls on the girls in the home, which restricts their available study time. However, a positive aspect of the study was that the score difference between girls and boys were small in South Africa. Grade 7 pupils in South Africa do considerably less homework in both mathematics and science than the international average. Students also have less learning time in classrooms than the top performing countries. An improvement in teacher quality and motivation could improve the situation, as could a recognition of the important contribution that homework makes to learning. The research shows that 21% of South African students wrote the achievement tests in their home language. For many students (especially African students) the language of instruction in Grade 7 and 8 is not the same as their home language. This often leads to communication problems, particularly where new or unfamiliar concepts in science and mathematics are involved. The extent to which this puts students at a disadvantage will be further investigated. A fair amount of criticism has been leveled at South Africa’s mathematics and science curricula over the years. Presently, a major curriculum reform initiative is under way in South Africa. The HSRC believes that great benefits may be obtained from undertaking studies similar to TIMSS every two years. In this way the progress of the various programmes and reforms introduced into the education system can be monitored.
HSRC analyses of the TIMSS results point to the combination of the general school environment and the quality of teachers and teaching in mathematics and science in South Africa possibly having been a major factor contributing to the country’s poor performance. This possibility is being further investigated at present. An interesting finding internationally is that class size does not necessarily have an adverse effect on performance in the achievement tests. In Korea 89% of the students were in classes of more than 40 students, while in the other top performing countries 90% of the students were in classes of more than 30 students. However, there could be other factors, not necessarily present in South Africa, which permit large class size without adversely affecting performance, the HSRC says. It believes well qualified and motivated teachers would render class size a less important factor. "The data have been collected at a time when South Africa is undergoing an exciting and challenging education reform process. The timing of the study in South Africa could not have been better and will provide some much needed information in order to meet the challenges that will face this country at the beginning of the 21st century," Mrs. Sarah Howie, senior researcher, says. The TIMSS data will be subjected to further in-depth analyses to determine the reasons for and implications of the results, and these will be published through the course of the year.
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