MEDIDAS DE PREVENCIÓN Y PROTECCIÓN

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of competition or influence could negatively impact the ability of learners to achieve success. Therefore, it is imperative that schools ensure that learning environments are minimally impacted by negative issues among learners and teachers.

6.2.5 The learning environment

The learning environment refers to the field in which teaching and learning takes place. The learning environment creates an arena for the exchange of cultural and social capital. In the findings of the learning environment three aspects were identified. The aspects were disciplined environment, safe and secure environment and availability of resources in the learning environment. A further aspect addressed was that of learners’ satisfaction in terms of the learning environment. The results of the findings are reflected in Table 6.3.

Table 6.3 – Aspects of the learning environment

The table indicates that 76% (111 of the 144) of learners who responded agreed that there was a disciplined learning environment at the school. 22

Learning environment aspect

Agree / Satisfied

Not sure / Neither satisfied nor dissatisfied

Disagree / Dissatisfied

Frequency/percentage Frequency/percentage Frequency/percentage Disciplined environment 111 76% 22 15% 11 7% Safe and secure environment 75 51% 38 26% 29 20% Availability of resources 37 25% 38 26% 69 47% The mean percentage 51% 22% 25% Satisfaction of learning environment 54 37% 27 18% 63 43%

learners were not certain whether there was a disciplined learning environment. 11 learners indicated that there was not a disciplined learning environment at the school. The term ‘disciplined learning environment’ referred to effective teaching and learning taking place with minimal disruption. Although the majority indicated that there was a disciplined learning environment, it cannot be ignored that there are learners who feel there is a disruptive force in their learning environment. This disruption may be traced to gangsterism as mentioned by past learners and parents. Aspects of ill- discipline and gangsterism affect whether the school can be credited with providing a safe and secure learning environment. 51% of respondents agreed that there was a safe and secure environment at the school. 38 respondents reported that they were not sure whether the learning environment was safe and secure compared to 29 learners who reported that they did not agree that there was a safe and secure environment at the school.

Respondents were asked if they agreed that learning resources were available at the school. The majority (47%) of learners that responded indicated that they disagree that resources are available for learning. With regard to respondents being unsure, 38 of the 144 learners that responded indicated that they were not sure whether resources were available for learning purposes. A quarter (37 of the 144) of the learners felt that learning resources were available for learners. Learners could have misinterpreted the term ‘learning resources’ as referring to technological resources at the school. Learning resources include material such as textbooks, apparatus used in the class and books. Technological resources were available only under the supervision of teachers. Learners may have been restricted in their use of computers due to ill-discipline or misuse of computers. Learning resources are closely monitored: they are expensive to replace if broken or stolen. The school is in a disadvantaged community which cannot afford to replace broken or stolen equipment.

In assessing the learners’ views on aspects of the learning environment, 51% mean responses indicate that there is a positive learning environment in comparison to the mean in disagreement of 25% and a mean of 22% that is unsure. Learners were requested to indicate their level of satisfaction with the

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appearance of the learning environment and 43% (63 of the 144) responses revealed that they were dissatisfied with the physical appearance of the school. By contrast, 54 of the 144 (37%) respondents reported that they were satisfied and 18% indicated that they were neither satisfied nor dissatisfied with the learning environment. The learning environment is directly associated with the construct of field (Bourdieu, 1976) in which the engagement of learning takes place. From the findings, it is evident that the SMT and teachers are concerned with the learning environment and that attempts to improve the learning environment are made. The majority of learners are satisfied with the learning environment.

6.2.6 Support for the learners

Furrer and Skinner (2003) contend that children who receive support from teachers and family feel more comfortable in school and participate more actively in the classroom. Support has reference to emotional engagement and showing a sense of interest in learners. This can be associated directly with the motivation of learners. Learners were asked how they perceived support received from four groups of people involved with the school. The four groups were: non-governmental organisations (NGO’s), parents, the principal and teachers. Learners indicated their agreement or disagreement in the categories of support, involvement or motivation of their learning. Figure 6.5 below illustrates the results of learners’ responses to each group.

Figure 6.5 – Support received by learners

Learners were asked whether they benefit from the support provided by NGOs involved with the school. NGOs involved with the school provided curricular support for learners and teachers. They offered extra classes and teacher development. Support funding for the school was provided by NGOs. 75 of the 145 (51%) respondents agreed that they benefited from support provided. A relatively high number (59 of the 145) of respondents reported that they were not sure whether they benefited from support provided by the NGOs. A few (11 of the 145) respondents disagreed that they benefited from the support. NGOs are partners with the school and contribute by expanding the social network of the school and acquiring more social capital. In comparison to support received from the school, few (2%) respondents disagreed that they received support from the school whereas 7% were not certain if there were strong support systems for learners at the school. 87% (128 of the 141) of respondents who replied stated that they agree there was strong support from the school. This could be interpreted as the cross-field effect that teachers have on the various capital resources of learners. The influential capital

NGO's support Parental