Home and school environmental determinants of science achievement of South African students

South African Journal of Education

Andrea Juan¹  Mariette Visser² 

[1] Education and Skills Development Research Programme, Human Sciences Research Council, Durban, South Africa;Education and Skills Development Research Programme, Human Sciences Research Council, Pretoria, South Africa;

关键词: home resources;    learning environment;    predictors of performance;    science performance;    South Africa;    TIMSS 2011;   

DOI  :  10.15700/saje.v37n1a1292

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown