Abstract

Over the last two decades, the rapid growth of learner enrolments in schools in most countries, including South Africa, has brought many challenges, such as a high learner-educator ratio (LER). The purpose of the study reported on was to explore an LER policy that can enhance learner academic achievement in physical sciences. Effective learning demands opportunities for learners to become actively involved in their physical sciences education. Thus, the physical sciences educator should not only act as a lecturer and transmitter of knowledge, but also as a facilitator, an enabler and an empowerer. The research used qualitative research and cultural-historical activity theory as the theoretical framework, viewing learning and teaching as a social process in which the interaction between the learners is the focus and smaller class size is transformative for both learners and educators. Data was collected from physical sciences teachers, principals and curriculum advisers through face-to-face interviews. The study concluded that large class sizes affect the implementation of practical activities and discipline may be adversely affected. Based on the findings of the study the following recommendation was made: the Department of Basic Education should reduce the LER to 30:1 or fewer learners in a class to allow for group activities and learner-centred science.

摘要

在过去的二十年中，包括南非在内的大多数国家/地区的学校中，学习者人数的快速增长带来了许多挑战，例如高的学习者与教育者比率（LER）。所报告研究的目的是探索可以提高物理科学学习者学习成绩的LER政策。有效的学习要求学习者有机会积极参与其物理科学教育。因此，物理科学教育者不仅应充当知识的讲师和传播者，而且还应充当促进者，推动者和赋权者。该研究以质性研究和文化历史活动理论为理论框架，将学与教视为一种社会过程，其中学习者之间的互动是焦点，而较小的班级规模对于学习者和教育者而言都是变革性的。数据是通过面对面访谈从物理科学老师，校长和课程顾问那里收集的。该研究得出的结论是，大班制会影响实践活动的实施，纪律可能会受到不利影响。根据研究的结果，提出了以下建议：基础教育部应将班级的LER减少到30：1或更少，以允许小组活动和以学习者为中心的科学。该研究得出的结论是，大班制会影响实践活动的实施，纪律可能会受到不利影响。根据研究的结果，提出了以下建议：基础教育部应将班级的LER减少到30：1或更少，以允许小组活动和以学习者为中心的科学。研究得出的结论是，大班制会影响实践活动的实施，纪律可能会受到不利影响。根据研究的结果，提出了以下建议：基础教育部应将班级的LER减少到30：1或更少，以允许小组活动和以学习者为中心的科学。