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Factors associated with poor performance of learners in mathematics and physical science in secondary schools in Soshanguve, South Africa

Abstract This paper presents a non-experimental, exploratory and descriptive study of learners and educators from seven Soshanguve secondary schools in order to learn more about factors that possibly contribute to lack of success in mathematics and physical sciences in the 11th grade. The paper focuses primarily on the learners’ and educators’ perceptions of why learners perform badly in Grade 11 and 12 mathematics and physical science. The methodology used includes data collected through unstructured interviews and the use of matric results made available by the Department of Education. The following categories of factors contributing to poor performance of learners in mathematics and physical science were identified: laboratory apparatus, teacher's content knowledge, time management, parents’ commitment to children's education, motivation and interest and teaching strategies.