The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)