Comparison of chemistry test performances between learners studying in resourced and under resourced schools

Authors

Keywords:

Chemistry Education Research, Learning outcomes, Performance comparison, Learning Teaching Support Materials, Effect of Resources

Abstract

The purpose of this paper is to compare chemistry test performances between learners studying in resourced and under-sourced schools. This has made many South Africans sensitive toward getting a better education for the upcoming generation. Common
perception amongst the community is that private schools provide a better education due to their use of superior learning teaching support materials. Sending children to private schools imposing huge financial burden on parents and making their life more difficult at this time of global economic situation. This perception, which creates a center of belief that, the modern kind of LTSM can only provide a better education', raises doubts. The schools were chosen that one was using modern LTSM and the other was using
traditional chalkboard to carry on their routine learning activities. A correlational, experimental method of quantitative data analysis was adopted for this study. Learners’ performances from two different schools were empirically analyzed by using the data
from a formal test conducted by the Department of Basic Education, Mpumalanga Government. The study revealed that there were no significant differences in their performances when comparing the performances of learners between two secondary schools in a chemistry test. Even though there was a difference in the availability of technology-based LTSM in those two schools, the study concludes that the use of modern LTSM is not a necessary pre-condition for improving quality of chemistry education in particular and science education in general.

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Articles

Published

30.12.2022

How to Cite

Chowdhury, P., & Rankhumise, M. P. (2022). Comparison of chemistry test performances between learners studying in resourced and under resourced schools. Journal of Turkish Science Education, 19(4), 1254-1266. https://www.tused.org/index.php/tused/article/view/1559

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