The achievement goal orientation of poor-performing Grade 12 Physical Sciences learners

M.Ed. (Mathematics and Science Education)The goal of this study is to explore using the lens of achievement goal theory, learner motivation towards science learning. Mastery goal in science learning is found to increase conceptual understanding (Patrick & Yoon, 2004), while performance goal orientation is associated with public recognition that one has done better than others or performed in a superior manner (Meece, Blumenfeld & Hoyle, 1988). The study investigates the achievement goal orientation of poor-performing grade 12 Physical Sciences learners from a disadvantaged community, and thereafter examines how classroom factors relate to this orientation in the learning of science. Task, authority, recognition, grouping, evaluation and time are presented as classroom factors that can have an influence on learners’ achievement goal orientation. The study adopted a sequential explanatory mixed method research design. Firstly, 131 learners from three schools participated in completing an achievement goals theory questionnaire developed by Vedder-Weiss and Fortus (2010). I also conducted interviews with six learners per school and did classroom observations of science lessons. The results have revealed that learners from disadvantaged schools have a mixed goal orientation that is a hybrid of mastery and performance goal orientation. Despite this mixed goal orientation, the classroom observations point towards a teacher-directed, didactic approach that does promote a performance goal orientation. In view of the prevailing poor performance of learners in Physical Sciences recommendations are made for a change in the pedagogical practice of teachers towards an approach that is more learner-centred and activity-based