Climate change’s effect on foundation phase learners’ behaviour and academic performance in the classroom

Abstracts in English, Afrikaans and Xhosa

Climate change is a global crisis, but younger children are exceptionally vulnerable to the impacts. Teachers constantly experience many challenges, but the challenge mentioned the most, is related to negative behaviour traits and the learners’ ability to stay focused. The theoretical framework followed was The Theory of Planned Behaviour and the Social Change theory. A qualitative case study was conducted using an interpretivist paradigm and convenience sampling was used to identify three schools and one teacher from each school. Data was generated from 3 teachers from 3 different schools through face-to-face interviews, non-participant observations and document analysis. The findings discovered a relationship does exist and in extreme heat, learners are lethargic and cannot concentrate for long, also, cold weather has a negative impact on the learners. Lastly, findings showed how learners’ absenteeism is increasing as well. The study recommended that teachers need to do more research about the topic and teachers must have contingency plans in place to give learners the same effect as what break time does.

Klimaatsverandering is 'n wêreldwye krisis, maar jonger kinders is buitengewoon kwesbaar vir die impakte. Onderwysers ervaar voortdurend baie uitdagings, maar die uitdaging wat die meeste genoem word, hou verband met negatiewe gedragseienskappe en die leerders se vermoë om gefokus te bly. Die teoretiese raamwerk wat gevolg is, was The Theory of Planned Behavior and the Social Change theory. 'n Kwalitatiewe gevallestudie is uitgevoer met behulp van 'n interpretivistiese paradigma en geriefsteekproefneming is gebruik om drie skole en een onderwyser van elke skool te identifiseer. Data is gegenereer van 3 onderwysers van 3 verskillende skole deur middel van aangesig-tot-aangesig onderhoude, nie-deelnemer waarnemings en dokumentontleding. Die bevindinge het ontdek 'n verwantskap bestaan wel en in uiterste hitte is leerders lusteloos en kan hulle nie lank konsentreer nie, ook het koue weer 'n negatiewe impak op die leerders. Laastens het bevindinge getoon hoe leerders se afwesigheid ook toeneem. Die studie het aanbeveel dat onderwysers meer navorsing oor die onderwerp moet doen en onderwysers moet gebeurlikheidsplanne in plek hê om leerders dieselfde effek te gee as wat pousetyd doen.

Ukutshintsha kwemozulu yingxaki yehlabathi, kodwa abantwana abancinci basengozini kakhulu kwiimpembelelo. Ootitshala bahlala befumana imingeni emininzi, kodwa owona mceli-mngeni ukhankanywe kakhulu, unxulumene neempawu zokuziphatha ezingalunganga kunye nokukwazi kwabafundi ukuhlala begxile. Isakhelo sethiyori esalandelwa yiTheory of Planned Behavior kunye nethiyori yoTshintsho lweNtlalo. Kwaqhutywa i-qualitative case study kusetyenziswa i-paradigm yokutolika kwaza kwasetyenziswa isampuli ezilula ukuqaphela izikolo ezithathu notitshala omnye kwisikolo ngasinye. Idatha yenziwe ngootitshala aba-3 abaphuma kwizikolo ezi-3 ezahlukeneyo ngodliwano-ndlebe lobuso ngobuso, ngemigqaliselo yabantu abangathabathi nxaxheba nocazululo lwamaxwebhu. Iziphumo ezifunyenweyo zifumanise ukuba ubudlelwane bukhona kwaye kubushushu obugqithisileyo, abafundi bayonwaba kwaye abakwazi kugxininisa ixesha elide, kananjalo, imozulu ebandayo inefuthe elibi kubafundi. Okokugqibela, iziphumo zibonise indlela okwanda ngayo ukungabikho kwabafundi esikolweni. Uphononongo lucebise ukuba ootitshala kufuneka benze uphando oluthe kratya malunga nesihloko kwaye ootitshala mababe nezicwangciso zokuqulela okungenzeka ukunika abafundi ifuthe elifanayo nelo lenziwa lixesha lekhefu.

Psychology of Education

M. Ed. (Psychology of Education)