Exploring the Role of Environmental Quality and Time Perspective in the Academic Performance of Grade 12 Learners

Abstract

The aim of this study was to determine to what extent environmental quality and time perspective can account for the variance in the academic performance of Grade 12 learners. Time perspective was assessed utilising the Zimbardo Time Perspective Inventory (ZTPI). Environmental quality was measured by means of a self-compiled questionnaire. A total of 413 Grade 12 learners from four English mediumschools in the Mangaung area of the Free State Province in South Africa were involved in the study. It was found that time perspective together with environmental quality accounts for approximately 14% of the variance found in the academic performance of Grade 12 learners. Although statistically significant relationships were found between time perspective and academic performance, these relationships were concluded to be of little practical importance. The academic performance of Grade 12 learners is of great importance as the results obtained from their final examinations are generally viewed as primary selection criteria for access to higher education institutions (Swartz, 1998; Uys, 1993; Huysamen, 2001). Various cognitive, personal and environmental factors have been found to influence learners’ academic performance (Moller, 1995; Louw, Van Ede & Louw, 1998; Malefo, 2000). Only a limited number of researchers have investigated the influence of environmental quality as well as time perspective on academic performance within the South African context. It is the aim of this study to explore the concepts of environmental quality and time perspective and their role in the academic performance of Grade 12 learners.