Abstract
D.Ed.
This study focuses on the problem of the lack of a culture of learning in schools
of the former Department of Education and Training (DET). It is common
knowledge that the culture of learning in many schools leaves much to be
desired. The schools are characterised by early school dropout, an anti
academic attitude, low morale among pupils and teachers, loss of time on a
large scale and poor results.
The purpose of this study is to analyse, describe and classify the nature of the
culture of learning in schools of the former DET in parts of Gauteng,
Mpumalanga and the Free State. This purpose was realised by undertaking a
theoretical investigation in the first place and secondly an empirical
investigation into various aspects of the culture of learning.
In the theoretical investigation, which served as basis for the empirical
investigation, an attempt was made to obtain clarity about the meaning of the
concept 'a culture of learning'. A concept analysis indicated that 'a culture of
learning' points to the disposition towards learning and the atmosphere of
diligence_ or industry that develops in a school as a result of a combination of
the personal characteristics of pupils, certain elements in the family, elements
in the school and elements in the community.
The empirical investigation consisted of visits to fourteen schools in parts of
Gauteng, Mpumalanga and the Free State.
Qualitative and quantitative methods were combined during the empirical
investigation. During the quantitative investigation objective observation
techniques were used, namely two questionnaires - one for teachers and one for
pupils. During the qualitative investigation participating data collection
techniques were used, namely semi-structured interviews with pupils, teachers,
principals and DET officials. By combining these two procedures a clearer
overall representation could be obtained of the nature of the culture of learning
in schools and the validity of the eventual conclusions could be promoted by
the process of triangulation.
A few deductions concerning the personal characteristics of pupils, elements of
the family and elements of the school are hereby presented: Prominent features of pupils that are a result of the qualitative and
quantitative data and that have an inhibiting influence on the culture of
learning, include:
irregular school attendance and a lack of punctuality ;
an inadequate language code and a limited capacity of expression ;
inadequate study methods ;
an inferior knowledge base or frame of reference ;
the absence of a work ethic ;
the presence of a passive or unconcerned attitude towards learning
a lack of motivation and discipline.
The investigation proved that the family structure forms the foundation
on which the culture of learning at school must build. As a result of
various. problems the families of a large number of pupils are not able to
support the pupil in preparing for the demands of the school. These
problems include:
the disintegration of families ;
the lack of involvement of parents ;
illiteracy of parents ;
inadequate facilities in the home.
3 • Prominent features of schools with a negative influence on the culture of
learning that continue the vicious cycle of poor performance and failure,
include:
disorder and lack of discipline
the ineffective functioning of the principal ;
an inadequate culture of teaching/instruction ;
wasting of time on a large scale ;
over occupation and inadequate facilities.
Many of the problems that have a negative influence on the culture of learning
in schools of the former DET, are deeply embedded in the South African
community. It must therefore, be accepted that the solution to the problem
regarding the culture of learning in South Africa will require time, intensive
attention and a change of attitude in all parties concerned, in order to be solved.