Didactic causes of scholastic failure in primary schools
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Date
1996
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Abstract
The aims of this study were:
• to investigate the didactic causes of scholastic failure in primary schools; and
• to suggest, in the light of findings obtained, didactically justifiable guidelines for reducing the failure rate in primary schools.
To address these concerns the investigation was underpinned by the following hypothesis: the principal didactic causes of scholastic failure in primary schools centre upon the ineffective application of socialisation, individuaiisation, perception, motivation and evaluation as didactic principles.
In order to combat the problem of fragmentation caused by an overemphasis on empirical research while theoretically engaging concepts as revealed in recent research findings are often disregarded, this investigation concentrated entirely on literary research. A comprehensive study was conducted of recent primary and secondary sources related to didactic causes of scholastic failure. Data collated from different types of research which were conducted, tried out and tested by other researchers were blended, integrated and analyzed according to didactic criteria articulated in the hypothesis.
The findings revealed that scholastic failure in primary schools revolved around five major causes.
First: inadequate situation analysis prevents effective psychological and educational diagnosis of (earning disabilities; temporary poor scholastic achievement of average learners are sometimes erroneously diagnosed by the teachers or orthodidacticians as being caused by permanent learning disabilities.
Second: inattention to language skills causes many primary school children to be at a learning disadvantage; definite connections have been shown to exist between scholasticfaiiureand speech deficiencies, defective hand writing, spelling disabilities as well as reading and writing limitations.
Third: inefficient teaching styles result in inadequacies in the integral, interactive parts which the child and his or her teacher play in the education situation.
Fourth: weak classroom management generates disruptive behaviour, distraction, hyper-activity resulting in corporal punishment which in turn lead to scholastic failure.
Lastly: lack of teacher self-evaluation creates a situation in which classroom actions are often not guided by accountable personal teaching theories and didactic principles.
In the light of the above findings, the recommendations flowing from the research include, inter alia:
that bridging module readiness classes be established for children turning five years of age and that professionally qualified educators be pfaced in charge of these children;
• that more emphasis should be placed on peer group teaching in primary schools;
• that teachers and parents work closer together to help, guide and shape the child's attitude towards school and that self-improvement among teachers should be promoted through in-service education.
Description
Submitted in fulfillment for the requirements of the Degree of Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1996.
Keywords
Academic achievement., Scholastic failure