The National Strategy for Science was progressively introduced from 2002 with the intention of providing a clear structure for improved delivery of the subject in secondary schools. Through a series of scripted training events, supported by printed resources, the intention was to provide science teachers with a clear framework for sequential teaching of key themes through the use of pedagogy intended to involve the students in their own learning. After several years, the nature of the National Strategy shifted to concentrate on the support of subject leaders, and the Strategy is planned to end in 2011. The current school cohorts have all experienced the teaching of science since the introduction of the Strategy, and should therefore have benefitted from the improved delivery, intended to create improved outcomes and more positive attitudes towards science. By means of a case study investigation in 2008 in a single school, the impact of the National Strategy was explored. By means of a range of qualitative methods, including questionnaires, interviews and lesson observations, it was possible to investigate the extent to which National Strategy ideas had become embedded in the daily routines of the science teachers, and the extent to which students viewed science positively. The study focused on Y7 (soon after entry to the school), Y9 (prior to the SATs examinations) and Y11 (during the run-up to GCSE). An initial study four years previously was used to provide an indication of changes during the life of the Strategy, and to indicate trends. In addition, sampling in other schools was used to determine whether the questionnaire results were atypical. The results showed that the Strategy had largely failed to become embedded in normal classroom practice, with little evidence of teachers making good use of the pedagogy or the structured delivery that was central to the Strategy message. The reasons for this failure were: • The expectation that centrally-delivered training would be effectively cascaded by one individual to other teachers in the school, • The failure to concentrate on a few simple messages or themes, repeatedly delivered and reinforced in subsequent training, • The introduction of a plethora of other initiatives, each demanding teacher time, and diluting efforts to focus attention on the National Strategy themes. As a result, the science teachers in 2008 showed less understanding of the Strategy than teachers in 2004, and their use of techniques such as the three-part lesson and enquiry-based learning were less evident. The Strategy was to be a mechanism to improve examination results and to improve student attitudes to science. The examination results are shown to be largely stagnant over this period 2003-2008, and the attitudes of students towards science are shown to become less positive during their time in secondary school. The key finding, therefore, is that the Strategy failed in its aims because it failed to listen to its own message. It failed to recognise that teachers, just as much as students, need simple messages, repeatedly delivered in innovative ways, in order to learn and fully internalise these ideas.

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The failure rate in mathematics at school is high, not only in South Africa, but also internationally. Furthermore, learners with an apparently high general ability or aptitude for mathematics sometimes underachieve in the subject, while some learners with an apparently low general intellectual ability or aptitude for mathematics sometimes achieve well in the subject. Little attention is nonetheless given to learners' study orientation in mathematics, in spite of the fact that research has indicated that school mathematics is one of the best predictors of success in tertiary studies. An investigation into some epistemological approaches to the learning process in mathematics confirms that learners' achievement in mathematics is significantly affected by their study orientation in mathematics. The primary aim of this thesis was the development and evaluation of a study orientation questionnaire (SOM) in mathematics. Data processing procedures especially referred to the following two primary aims with the study: (a) Standardisation of the questionnaire. Steps carried out to evaluate the questionnaire psychometrically, include factor and item analysis. In the case of Grade 8 and 9, three fields (Study habits in mathematics, Mathematics anxiety and Study attitudes in mathematics) were identified. A fourth field, Locus of control regarding mathematics, was identified only in the case of learners in Grade 1 0 and ll. It was established that the SOM apparently has criterion related validity, as well as content and construct validity for the three language groups as a whole. Reliability coefficients for the SOM can in most cases be regarded as satisfactory. (b) Comparative studies to determine the applicability of the SOM. Analysis of variance techniques were used to determine where significant differences between groups (including grade-, mother tongue and sex groups) lay. Where MANOV AS showed significant differences, further investigation was carried out to determine in respect of which individual fields (single variables) groups differed significantly. By means of LSM it was determined which groups differed significantly in regard of the separate fields. Some of the findings include: * It seems that African language speakers in both grade groups are really trying to achieve in mathematics, but that their best efforts are not successful. * It would appear that girfs' level of Mathematics anxiety drops in Grade l 0 and ll. * Learners in Grade l 0 and ll show lower levels of Mathematics anxiety and more sufficient Study habits in mathematics than their counterparts in Grade 8 and9. * Perhaps the most significant finding is the phenomenon that African language learners in Grade l 0 and l l achieved much worse in regard of Locus of control than Afrikaans and English-speaking learners. A number of factors probably contribute towards this state of affairs, including language problems, teachers who are underqualified, African language learners' less than optimal socioeconomic status (SES) in general, a lack of facilities and text books and disruption which is still being experienced in rnnny traditionally black schools. It is recommended that these matters ·are attended to in an effort to create circumstances for more sufficient achievement in mathematics by learners from all language groups. / Thesis (PhD)--University of Pretoria, 1997. / Human Sciences Research Council (South Africa) / Psychology / PhD / Unrestricted

The purpose of the present study is to investigate the differences on gifted student&rsquo / s attitudes toward science and their preferred classroom climate during science classes based on gender and grade level. Two questionnaires, the Test of Science Related Attitudes (TOSRA) and the Individualized Classroom Environment Questionnaire (ICEQ), were used as survey tools in this study. A group of 163 gifted and talented students among four academic levels which are eighth grade, English prep class, ninth and eleventh grade were assigned to take part in this study. The data obtained from administration of measuring instrument were analyzed by using Two-Analyses of Variance (ANOVA). Result indicated that grade level of students had a significant effect on attitudes towards science. The study found, first, lower-grade students show more positive attitudes toward science than the students at higher-grade level. Secondly, there are significant differences were found among students in their perceptions of the science classroom environment based on their gender and grade level. Female students expected more personalization than male students, higher grade students preferred to have more independence and more differentiated classroom environment than lower grade students while they are learning.