Geography Educators’ Perceptions of Learner Performance in Grade 12 Geography in Public Schools

Main Article Content

Philip Kwashi Atiso Ahiaku
Dumsani W Mncube

Abstract

This research study arose out of the perceived poor performance of learners in Grade 12 geography from schools in the uThungulu District. To investigate the cause of the poor performance, the researcher explored Grade 12 educators’ perceptions of some of the challenges that could affect the academic performance of Grade 12 geography learners. The mixed method study was used to explore the educators’ perceptions. Data were collected from 50 educators who were selected through random and purposeful sampling to participate in both the survey and semi-structured interview. Of the 50 teachers, 40 were selected by means of systematic random sampling to fill in the questionnaires, while 10 were selected through purposeful and convenient sampling to participate in the semi-structured interview schedule. Data collected from the survey were analysed using t-test and Pearson product moment correlation coefficient and descriptive statistical techniques. The findings reveal that gender characteristics of educators, and educators’ teaching and marking experience were found to be significantly related to learners’ performance in geography in public high schools in the uThungulu District. The results reveal that educators’ teaching and marking experience significantly contributes to educator competence in the assessment, and learners’ answering of national examination questions.

Article Details

How to Cite
Atiso Ahiaku, P., & Mncube, D. (2018). Geography Educators’ Perceptions of Learner Performance in Grade 12 Geography in Public Schools. Alternation Journal, (21), 68-90. Retrieved from https://journals.ukzn.ac.za/index.php/soa/article/view/1268
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Articles
Author Biography

Philip Kwashi Atiso Ahiaku, University of Zululand