References
- Basic Education. (2023). Past papers. https://www.education.gov.za/Curriculum/NationalSeniorCertificate(NSC)Examinations/NSCPastExaminationpapers.aspx.
- Basic Education. (2022). NSC examination: Technical report. https://www.education.gov.za/Resources/Reports.aspx.
- Blachford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. Secondary schools. Learning and Instruction, 21(6), 715 – 730. https://doi.org/10.1016/j.learninstruc.2011.04.001.
- Cho, M., Scherman, V., & Gaigher, E. (2012). Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa. African Journal of Research in Mathematics, Science and Technology Education, 16(2), 15 8–175. https://doi.org/10.1080/10288457.2012.10740737.
- Dhurumraj, T. (2013). Contributory factors to poor learner performance in Physical Sciences in KwaZulu-Natal Province with special reference to schools in the Pinetown District. (Submitted in accordance with the requirements for the degree of Master of Education with specialisation in Curriculum studies). University of South Africa.
- Fugate, M., Kinicki, A.J., & Ashforth, B.E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65(1), 14–38. https://doi.org/10.1016/j.jvb.2003.10.005.
- Gustafsson, M. & Deliwe, C.N. (2020). How is the Covid-19 pandemic affecting educational quality in South Africa? Evidence to date and future risks. Working papers 23/2020, Stellenbosch University, Department of Economics. https://ideas.repec.org/p/sza/wpaper/wpapers358.html.
- Horner, M., Davies, K., & Toerien, R. (2015). Grade 12 physical sciences teacher’s guide. Siyavula Education.
- Iqbal, M., Raza, H., & Nisa, Z.U. (2021). Effect of Covid-19 on students performance at k-12 level: Plans for stem education. Pakistan Journal of Social Research, 3(2), 42–48. https://dx.doi.org/10.52567/pjsr.v3i02.201.
- Karue, N. & Amukowa, W. (2013). Analysis of factors that lead to poor performance in Kenya certificate of secondary examination in Embu district in Kenya. The International Journal of Social Sciences, 13(1), 92–108. http://ir.mksu.ac.ke/handle/123456780/2027.
- Maree, J.G. (2022). Managing the Covid-19 pandemic in South African Schools: turning challenge into opportunity. South African Journal of Psychology, 52(2), 24 9–261. https://journals.sagepub.com/doi/pdf/10.1177/00812463211058398.
- Maree, J.G. (2015). Barriers to access to and success in higher education: Intervention guidelines. South African Journal of Higher Education, 29(1), 390–411. https://journals.co.za/doi/pdf/10.10520/EJC172780.
- Mji, A. & Makgato, M. (2006). Factors associated with high school learners’ poor performance: a spotlight on mathematics and Physical Science. South African Journal of Education, 26(2), 253–266. https://www.ajol.info/index.php/saje/article/view/25068.
- Monnapula-Mapesela, M. (2015). Students’ perception of own preparedness for higher education: Case study. International Journal of Educational Science, 9(2), 255–264 https://doi.org/10.1080/097512.2015.11890315.
- Mundalamo, F.J. (2006). The influence of foundation physics on the performance of students in physics I at several South African universities. (Submitted in accordance with the requirements for the degree of Doctor of Philosophy in mathematics, science and technology education with specialisation in physics education). University of South Africa.
- Mulvey, M.E. (2008). Under-prepared Students – A Continuing Challenge for Higher Education. Research and Teaching in Developmental Education, 24(2), 77–87. http://www.jstor.org/stable/42802312.
- Oyinloye, O.M. (2020). Possible impact of Covid-19 on senior secondary school students’ performance in science education in Nigeria. Journal of Pedagogical Sociology and Psychology, 2(2), 80–85.
- Ukobizaba, F. & Nizeyimana, G. (2021). Facing the effects of Covid-19 on grade 12 students’ education: A focus on science and mathematics instructions. African Journal of Education Studies in Mathematics and Sciences, 17(1), 101–11.
- Sadler, P.M. & Tai, R.H. (2001). Success in introductory college physics: The role of high school preparation. Science Education, 85(2), 111–13 6. https://doi.org/10.1002/1098-237X(200103)85:2<11::AID-SCE20>3.0.CO;2-O.
- Searle, P. (1985). Circular motion concepts of first year engineering students. Research in Science Education, 15, 14 0–15 0. https://doi.org/10.1007/BF02356536.
- Shana, Z. & Abulibdeh, E.S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/jotse.888.
- Simelane, T.T. (2019). Barriers to high performance in Physical Science among learners: A case of selected Township Secondary Schools in South Africa. (Submitted in accordance with the requirements for the degree of Master of Education in Science and Technology Education). University of South Africa.
- Sintema, E.J. (2020). Effect of Covid-19 on the performance of grade 12 students: Implications for stem education. EURASIA Journal of mathematics, science and technology education, 16(7), 1–6. https://doi.org/10.29333/ejmste/7893.
- Smith, E.M. & Holmes, N.G. (2021). Best practice for instructional labs. Nature Physics, 17, 662–663. https://doi.org/10.1038/s41567-021-01256-6.
- Soudien, C., Reddy, V., & Harvey, J. (2022). The impact of Covid-19 on a fragile education system: The case of South Africa. In F.M. Reimers (Ed.), Primary and secondary education during Covid-19. Springer, Cham. https://doi.org/10.1007/978-3-030-81500-4_12.
- Ukobizaba, F. & Nizeyimana, G. (2021). Facing the effects of Covid-19 on grade 12 students’ education: A focus on science and mathematics instructions. African Journal of Education Studies in Mathematics and Sciences, 17(1), 101–111.
- Unity, O., Osagiobore, O.E., & Edith, O. (2013). The influence of poverty on students behavior and academic achievement. Educational Research International, 2(1), 151–160. http://www.erint.savap.org.pk/PDF/Vol.2(1)/ERInt.2013(2.1-19).pdf.
- Zezekwa, N. & Nkopodi, N. (2020). Physics teachers’ views and practices on the assessment of students’ practical work skills. EURASIA Journal of Mathematics, Science and Technology Education, 16 (8), 1–9. https://doi.org/10.29333/ejmste/8289.