Grade 11 learners' life sciences self-concept: a case study in Amajuba District.

Abstract

The purpose of this mixed methods sequential explanatory study was to explore the nature of Grade 11 learners' Life Sciences self-concept in Amajuba District in KwaZulu-Natal Province. Life Sciences self-concept refers to self-perceptions learners have about their capabilities in Life Sciences. The current study was guided by revisited Reciprocal Effect Model (REM) and Generalised Internal/External Frame of Reference Model (GI/EFRM). Data were generated through a Self-Description Questionnaire, Grade 11 learners' term marks, and semi-structured interviews. SPSS was used to analyse quantitative data. Content analysis was used to analyse qualitative data. The findings of the study showed that 94.7% of Grade 11 learners had a positive Life Sciences self-concept (M = 45.86). Female learners (M = 47,21) demonstrated a more positive Life Sciences self-concept than male learners (M = 43.30). The findings also showed a strong positive correlation between the learners' Life Sciences self-concept and their academic achievement (r = .491, p < .01). Hence, it was recommended that relevant stakeholders and educators should help learners build a positive Life Sciences self-concept.