THE RELATIONSHIP BETWEEN LEARNERS’ BEHAVIOUR AND ACADEMIC PERFORMANCE TO CLIMATE CHANGE.

Abstract

ABSTRACT

The aim of this paper is to explain the relationship between Foundation Phase learners’ behaviour and academic performance at school to climate change. The research followed a qualitative case study and used convenience sample which identified three schools in Graaff-Reinet and collected the needed data from one Grade 3 teacher from each school. In addition to have conducted a literature review and read through various articles, data was collected by means of face to face interviews, non-participant observations and data analysis. A codebook thematic analysis was used to analysis the data that was collected. The study found that when there was extreme heat, learners struggled to stay focused and were talkative and restless. Furthermore, it found that when it was extremely cold, learners were restless and struggled to keep their concentration levels up. Therefore, we can conclude that the effects of climate change had a negative impact on the learners’ behaviour and academic performance. The study recommended that teachers need to increase their knowledge about the different patterns that learners portray when there is extreme weather conditions and adjust their teaching strategies accordingly.