Speaker
Description
This study responds to growing anecdotal and media reports that Physical Sciences departments in some schools within the Western Cape Education Department are closing. One commonly cited explanation is the declining number of Grade 9 Natural Sciences learners who choose Physical Sciences in the Further Education and Training (FET) phase of secondary schooling. The primary aim of this research is to investigate the factors contributing to this decline in learner uptake.
The study is guided by third-generation Cultural-Historical Activity Theory (CHAT) as a theoretical framework to examine the complex social, institutional, and pedagogical dynamics influencing learner retention in Physical Sciences. A mixed-methods approach will be employed, specifically an explanatory sequential design informed by Plano Clark and Creswell, allowing for both quantitative and qualitative insights.
The central research question explores educators’ perceptions of why Grade 9 Natural Sciences learners choose or do not choose Physical Sciences at the FET phase. Three schools will be purposively selected for the study. Data will be collected through questionnaires and semi-structured interviews with educators.
The analysis will consider both in-class and out-of-class factors that may influence learners’ subject choices, including teaching practices, resource availability, learner attitudes, and broader socio-educational contexts. Preliminary findings will be presented and discussed, with the aim of contributing to strategies that support increased participation in Physical Sciences.
| Apply for student award at which level: | MSc |
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