Psycho-social factors are the key contributory elements toward the academic performance of grade 12 physical sciences learners in the Mandeni circuit in KZN

Abstract

This study investigated the implications of psychosocial factors (PSFs), a significant determinant of academic achievement, on learners studying physical sciences in grade 12 at Mandeni Kwa-Zulu Natal. In the physical sciences, South African learners are doing poorly. Low socioeconomic status tends to be experienced by the majority of learners pursuing physical sciences, and this has been associated with poor educational achievement in high school. Participants selected using a purposive sampling technique from the accessible population, 105 grade 12 physical sciences from eight targeted schools in the Mandeni circuit of the ILembe district made up the sample. The study used a mixed approach and a triangulation research design. The questionnaires and interviews were used to collect data. Quantitative data collected were analyzed using SPSS version 20 and thematic analysis was used for interviews. The findings revealed that learners studying physical sciences in grade 12 encountered major obstacles due to psycho-social variables, which negatively impacted their academic performance. The findings of this study are diagnostic, and they assist the Department of Basic Education establish a policy that outlines the requirements or guidelines for selecting Physical Sciences as a subject for a particular field of study. To inspire learners and encourage them to share their ideas with influential people in the science area, the department should collaborate with industries. In Secondary schools, school management teams (SMTs) should establish and put into practice effective policies that work closely with parents and other stakeholders to support the creation of a conducive learning environment at all times. This will improve the academic achievement of learners studying the physical sciences.