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Description
Academic success in Grade 12 Physical Sciences Paper 1 is strongly influenced by the pedagogical foundations established in Grade 12 Mathematics. In South Africa, the quality of this foundation is critical to achieving the National Development Plan (NDP) 2030 objective of improved learning outcomes and a skilled scientific and technological workforce. This study investigates the relationship between Grade 12 Mathematics performance and Physical Sciences Paper 1 performance using a mixed-methods longitudinal approach. Quantitative data is drawn from National Senior Certificate (NSC) examination records, including a granular analysis disaggregated by province, district, and circuit, and is complemented by a qualitative assessment of instructional practices and systemic educational factors. By combining examination trends with an analysis of underlying socioeconomic and educational factors, the study identifies specific conceptual areas of learner strength and persistent challenges that hinder academic progression. Correlating sub-question level Mathematics outcomes (algebraic logic, functions, calculus, etc.) with the application demands of Physical Sciences Paper 1 (mechanics, electricity, etc.) reveals a structural “fluency gap” that acts as a primary barrier to learner achievement. These interventions are designed for implementation at the secondary school level to bridge the gap between secondary schooling and tertiary physics requirements.
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