ACADEMIC PERFORMANCE OF GRADE 12 LEARNERS

IN BUSHBUCKRIDGE DISTRICT
by

Terry Terrezent Nyathi

Submitted in partial fulfilment of the requirements for the

MAGISTER TECHNOLOGIAE: EDUCATION

in the

Department of Educational Studies

FACULTY OF HUMANITIES

TSHWANE UNIVERSITY OF TECHNOLOGY

Supervisor: Prof J.P Shongwe

October 2006
 Dedication:

I dedicate this study to my children Achievement and Emmanuel

(ii)
 Acknowledgements

I sincerely wish to thank:

• The almighty God for giving me the strength and wisdom to undertake this
study.

• My supervisor Prof. J.P Shongwe for his guidance and patience throughout
the course of this study.

• My wife Mapula, sons Achievement and Emmanual for their love, support
and encouragement.

• My beloved fellow student Evans Makhubela for his encouragement, patience

and support throughout the course of this study.

• Flomina Timba for her contribution in this study.

• My fellow teachers at Masana Senior Secondary School and the former

Principal Mr Mabunda for his understanding in giving permission during my
study.

• Churchill Mbowane for helping with the typing of this work, thank you!

GOD BLESS YOU.

(iii)

ADDENDUM
 Table of Contents

Page

Dedication --------- (ii)

Aknowledgement --------- (iii)

Chapter 1: General Orientation

1.1. Introduction --------- 1

1.2. Background to the study --------- 1
1.3. Statement of the problem --------- 2
1.4. The research questions to be answered --------- 2
1.5. Aim of the study --------- 3
1.6. Significance of the study --------- 3
1.7. Clarification of concepts --------- 4
1.8. Research Methodology --------- 5
1.8.1. Research Design --------- 5
1.8.2. Measuring instruments --------- 5
1.8.3. Population --------- 6
1.8.4. Sampling --------- 6
1.8.5. Method for collecting data --------- 6
1.9. Data Analysis --------- 7
1.10. Feasibility of the study --------- 8
1.11. The study plan --------- 8
1.12. Conclusion --------- 9
 Chapter 2: Literature Review

2.1. Introduction --------- 10

2.2. Review ---------- 10
2.2.1. Lack of discipline among teachers --------- 10
2.2.2. Resources --------- 12
2.2.3. Overcrowding --------- 13
2.2.4. Lack of classrooms --------- 14
2.2.5. Lack of syllabi --------- 15
2.2.6. Lack of commitment among learners --------- 15
2.2.7. Superficial environment of parents
in education --------- 16
2.2.8. Management and control of quality
of work in schools --------- 16
2.2.9. Staffing of senior posts in the
Education Department --------- 17
2.2.10.Lack of didactical knowledge and
staffing of Creativity in schools --------- 18
2.3. Conclusion --------- 18

Chapter 3: Research Design and Methodology

3.1. Introduction -------- 19

3.2. The setting of the inquiry -------- 19
3.3. The research plan -------- 20
3.4. Sampling procedures -------- 22
3.5. Data collection -------- 24
3.6. Data Analysis -------- 36
3.7. Consolidation of data -------- 40
3.8. Conclusion -------- 40
 Chapter 4: Discussion of the findings

4.1. Introduction -------- 41

4.2. Research finding -------- 41
4.3. Strength and weaknesses of the study -------- 43
4.4. Implication of the inquiry -------- 43
4.5. Recommendations -------- 44
4.6. Conclusion -------- 48

List of tables

Table 3.1 Participant information. --------- 23

Table 3.2. Profile of results --------- 25
Table 3.3. Grade 12 results for 2000 --------- 27
Table 3.4. Grade 12 results for 2001 --------- 28
Table 3.5. Grade 12 results for 2002 --------- 29
Table 3.6. Grade 12 results for 2003 --------- 30
Table 3.7. Grade 12 results for 2004 --------- 31
Table 3.8. Grade 12 results for 2005 --------- 32

ADDENDUM
MAP OF THE RESEARCH AREA -------- 2
BIBLIOGRAPHY
 A SUMMARISED REPORT

This research seeks to explain the factors that contributed to decline in Grade 12 pass rate
in Bushbuckridge District and make recommendations to improve the results on an on
going basis.

The following have been cited as some of the key factors that contributed towards poor
Grade 12 results.

• Lack of discipline among teachers

• Textbooks/resources
• Overcrowding
• Infrastructure
• Learning outcomes
• Commitment among learners
• Involvement of parents in education
• Management and control of quality of work in schools
• Staffing of senior posts in the education department
• Didactical knowledge and stifling of creativity in schools

The following have been recommended to improve the results.

• Enforcing teaching and learning in schools

• Boosting parents involvement
• Eradicating overcrowding
• Improving the method of teaching
• Support from the authorities
• Implementation of perfomance monitoring programme.

The research found that schools that perfom well have the following in common.

• Committed learners
• Competent educators
• High level of parental involvement
• Adaquate resources
 Chapter 1

General Orientation

1.1.Introduction

In this chapter, background to the study will be provided. The statement of the problem will
also be provided and the research questions to be answered, the aim of the study, the
significance of the study, clarification of the key concepts, research methodology as well as
the study plan in terms of the chapter to follow, will be presented.

1.2.Background to the study

Mushwana, former member of the executive council (MEC) of Education in Limpopo

Province, in his report on the occasion of the official announcement of the 2000 Grade 12
examination results, stated that some districts such as Bushbuckridge, Mopani, and others are
not performing accordingly (2000:6).

This research is aimed at investigating the reasons for poor academic performance of the
Grade 12 learners in the schools around Bushbuckridge District.

The Grade 12 examination, in the life of a learner, marks the end of schooling and the
beginning of a new phase in life. For twelve years a learner had been engaged in a process of
studying with the aim of getting a matric certificate, which is therefore an introduction of
readiness to enter into tertiary education.

Manyaga (1997:2) indicates that Grade 12 is the key, which unlocks the colleges’,
technicons’ and universities’ doors. He also states that Grade 12 indicates the readiness to
participate in the labour market. He further states that those learners who will not continue
with studying after completing Grade 12 will use their matric certificates as a yardstick to

1
determine the type of marketable skills each learner has, hence the importance of grade 12
results need not to be ignored.

1.3.Statement of the problem

The academic performance of the Grade 12 learners in Bushbuckridge District in Region Six
of the Limpopo Province has been very poor for the past seven years. The failure rate has
increased. Manzini, the Examination officer in Bushbuckridge District of the Limpopo, in his
report of the 2000 matric results in Bushbuckridge states that only 40% of grade 12 learners
in Busbuckridge area managed to pass Grade 12 examinations. Poor academic performance
by the Grade 12 learners in Bushbuckridge may be caused by various reasons, some of which
can be solved by means of cooperation of teachers, parents and learners (2000:6).

The Grade 12 learners in Busbuckridge area are performing poorly as far as their studies are
concerned as I have observed that they rely on the textbooks and their educators, that is,
subject matter in order to be successful in their studies. Hence it becomes difficult for the
learners to pass the Grade 12 examination. The reasons for the unsatisfactory performance by
the Grade 12 learners will be investigated in this study.

1.4.The research questions to be answered

The study will be guided by the following research questions formulated from the research
problem:

1.4.1. Main question

• What influences the performance of the Grade 12 learners in schools around

Bushbuckridge District?

2
1.4.2. Sub- Questions

• What is the attitude of parents towards the education of their children?

• How is the state of the infrastructure in the schools within Bushbuckridge District?
• Are learners committed to their school work?
• Do teachers who are teaching in Grade 12 in schools within Bushbuckridge District
have adequate qualifications to teach in Grade 12?

As a result, the research findings aim to be of help in addressing the problem of high failure
rate in Grade 12.

1.5. Aim of study

The envisaged aim of the study is to establish the factors influencing the academic
performance of the Grade 12 learners.
By conducting this research, it is envisaged that both the teachers’, parents’ and learners’
awareness with regard to academic performance of the Grade 12 learners in Bushbuckridge
will be highlighted.

1.6. Significance of the study

The success of the research will, to a large extent, be determined by the following aspects:

• Both teachers, parents and learners can identify the causes of the high matric
failure rate.
• Both teachers, parents and learners can develop a strategic plan of action, assign
roles and responsibilities and implement the plan of action to address the causes
of high failure rate.

3
 • Teachers, parents and learners can suggest alternative plans to overcome this
problem.

1.7. Clarification of concepts

In this study the following key concepts will be clarified: school district, educational region,
province, schools and Strategy

• District- means a geographical unit as determined by the relevant provincial

legislature of prevailing provincial practice. According to Collins Concise
Dictionary (2004:423), it refers to an area of land marked off for administrative
purposes. According to the Government Gazzette (Vol 433 of 2001,24), district
encompasses district or regional education authority.

• Strategy- a way by which the school plans to fulfil its mission and aims
(Government Gazette vol 433 of 2001, 24).
According to Collins Concise Dictionary (2004:1489) strategy is particular a long
term plan for success.

• School – an environment in which learners are given the opportunity to achieve

agreed outcomes (Longman’s Dictionary of contemporary English, 1991:1678).
According to Collins Concise Dictionary (2004:1447), it is an institution at which
children and young people receive education.

• Region – refers to an area of land or division of earth surface, having definable

boundaries or characteristics (Longman’s Dictionary of contemporary English
1991:1408).
According to Collins Concise Dictionary (2004:1262) it is an area considered as a
unit for geographical reasons.

4
 • Province – refers to a principal administrative division of a country.( Longman’s
Dictionary of contemporary English. 1991:1373). According to Collins Concise
Dictionary (2004:1205), is a territory governed as a unit of a country.

1.8. Research methodology

1.8.1. Research design

Both qualitative and quantitative research designs will be used.

• A qualitative research design will be used to investigate the identified problem.

The research design is descriptive, explanatory and contextual. A similar view is
held by Le Compte and Preissle (1993:31), that qualitative research is concerned
with contextual meaning. The phenomenon is able to be described, explained and
defined by the participants.

• A quantitative research design will also be used to investigate the identified

problem. According to Call (1997:767), quantitative research is grounded in the
assumption that individuals construct social reality in the form of meaning and
interpretations, and that these contractions tend to be transitory and situational.
A descriptive method will be used to investigate the mentioned problems. The descriptive
method is concerned with conditions that exist, practices that prevail and the processes that
are going on, effect that are being felt, or trends that are developing to some preceding event
that has influenced or affected a present condition or event (Cohen & Manions, 1989:70).

1.8.2. Measuring instruments

Data collected from the literature study will be used to develop and design a questionnaire
and interview questions to collect information from the various secondary schools within
Bushbuckridge District under Region Six of the Limpopo Province.

5
1.8.3. Population

The population will be 20 secondary school teachers in Bushbuckridge area under Region
Six of the Limpopo Province. Secondary school teachers will serve as population of the
study. Only permanently employed teachers will be used. Teachers will be chosen from each
of the four schools, namely, Masana Secondary, Letshele Secondary, Nghunghunyana
Secondary and Mkhweyantaba Secondary School.
Schools were chosen in terms of the perfomance of the Grade 12 results for the previous
years. One school that performed well, one school that achieved average results and two
schools that performed badly were evaluated.

1.8.4. Sampling procedure

Nonyane (1996:5) states that sampling is more specialized and restricted and involves
selecting a small number which represents the whole population in a significant way. Le
Compte and Preissle (1993: 65) show that population involves defining what kind of people
and how many of them can be studied as well as when, where and under which
circumstances they will be studied.

The sample group will consist of sixteen teachers, four teachers from each school. The four
teachers from each school will comprise of two females and two males who will be selected
randomly amongst all Grade 12 teachers within the sampled schools, whereby they were
grouped according to gender.

1.8.5. Method for collecting data

Structured interviews, questionnaires and the observation method will be employed during
the study.

6
The researcher will also pilot questionnaires to the selected teachers and be complemented in
the presence of the researcher while discussion is going on. The discussion will be guided by
the questionnaires.

1.8.5.1. Questionnaires

The questionnaires will be piloted with a selected number of respondents from the target
population.

1.8.5.2. Interviews

Longman’s Dictionary of contemporary English (1991) defines an interview as an occasion

when a person is asked a question by one person to find out his or her opinion, belief or
ideals. In-depth interviews will be conducted with the twenty teachers from the four schools.

1.8.5.3. Observation

The researcher will also observe by asking the summary of the previous results from the
schools and make comparison of various or past years’ results as from 2000 up until 2003.

The observation method relies on the researcher seeing and hearing things and recording
these observations rather than relying on a subject’s self reported responses. Patton (1987:19)
maintains that data from observations consists of detailed descriptions of programme
activities, participants’ behaviour, staff action and a full range of human interaction that can
be part of the programme experience.

1.9. Data analysis

After collecting data, it will be interpreted by means of coding, categorizing, identifying

patterns and configuration. Miles and Huberman (1994:50) state that data analysis helps the

7
researcher to cycle back and forth between thinking about existing data and finding out new
ways for collecting new, often better data.

The statistics consultancy services will be consulted for assistance in the analysis and
interpretation of data collected.

1.10. Feasibility of the study

The study’s feasibility is that:

• The study will be conducted in Bushbuckridge Districts, as is accessible to the

researcher.
• Literature resources to be used for information are sufficiently available at the
Regional Department of Education in Busbuckridge region and the library of
Tshwane University of Technology in Nelspruit.
• The study is relevant to the current trends in matric high failure rate in
Busbuckridge District, and as a result it will provide solutions to the mentioned
problem.

1.11. The study plan

The study will consists of four chapters.

Chapter 1

Chapter one deals with the orientation of the study, which covers the background, statement
of the problem, clarification of the key concepts, research questions to be answered, aim of
the study, significance of the study and research methodology.

Chapter 2
The chapter comprises of the theoretical framework. Main concepts will be discussed and
supported by the available literature review.

8
Chapter 3

This chapter consists of the detailed description of the research methodology, population,
sample, method for collecting data and data analysis.

Chapter 4

In this chapter, the research findings will be discussed. The findings will be interpreted and
data explained with the help of theories. Strengths and weaknesses of the study will be
pointed out. There will also be discussion of the implications of the research findings. Lastly
recommendations will be stated.

1.12. Conclusion
This chapter and orientates the reader with regard to the background of the study, the aim,
statement of the problem, the research question to be answered and the research
methodology. The reason for undertaking this study was discussed as well.

9
 Chapter 2

Literature Review

2.1. Introduction

In this chapter, the following aspects will be discussed in detail, making use of the available
literature.

• Lack of discipline among teachers

• Textbooks/resources
• Overcrowding
• Infrastructure
• Learning outcomes
• Commitment among learners
• Involvement of parents in education
• Management and control of quality of work in schools
• Staffing of senior posts in the education department
• Didactical knowledge and stifling of creativity in schools

2.2.1. Lack of discipline among teachers

For a school to run properly a certain degree of discipline must be applied. It has happened in
the past, and will happen in future, that poor discipline in the school results in chaos and
instability, for example, an educator cannot discipline a child for coming late if he is always
late for school himself. Lack of discipline among educators’ results in poor academic
performance (Olivier, 1989:4).

10
Every year teachers are always fingered at as a result of poor matric performance in
Bushbuckridge District. This poor performance of Grade twelve learners at times occurs as a
result of a lack of discipline among teachers that lead to teachers failing to complete the
syllabus. This is the core factor of poor academic performance among Grade 12 learners in
Bushbuckridge District.

Mushwana (2000:6) affirms that teachers are not disciplined as others bank classes and
attend their own businesses which are not related to their work. He further states that even
though they are given strategies such as preparatory examination to give educators ample
opportunity to detect subject knowledge deficiency and come with remedial strategies before
learners sit for their final examination they ignore that. He argues that educators fail to cover
the prescribed volume of work in preparation for examination.

Other teachers are not carrying their responsibility. When schools reopen, they bask in the
sun.

Manzini (2000:6) argues that in most of the schools, educators are not changed even after
experiencing poor results in the last three years. Furthermore, he argues that some teachers
played a negative role (influential to pupils) such as late coming, absenteeism, substance
abuse and having affairs with pupils.

He also states that most teachers would go to classes without having prepared for the lessons
and in most instances failed to report for scheduled classes. Non-completion of the syllabus
by teachers is discouraging those teachers that are working harder.

At times, some teachers do not attend their own periods during the day. They simply dish out
notes and homework without dealing with the subject matter in class. This is the temptation
faked by all teachers from time to time to skip or miss certain lessons resulting in poor
academic achievement ( Makhetha, 1994:8).

11
2.2.2. Textbooks/Resources

2.2.2.1. No books

Schools with adequate resources perform well, but those without enough resources perform
poorly. The Department of Education is contributing to the poor academic of Grade 12
learners in Bushbuckridge District, in the sense that in other district learners receive learning
materials as early as when they reopen, with Bushbuckridge District is the different story
altogether. Manzini (2002:5) states that the Department of Education in Limpopo Province
failed to supply learning materials, including textbooks, to most schools in Bushbuckridge
District. He further states that unavailability of textbooks is the core of poor academic
performance in Bushbuckridge District.

Mushwana (2000:5) affirms that he visited most schools in Bushbuckridge that obtained low
percentages in connection with final matric examination results, and there were no prescribed
books in most schools, learners had to rely on the subject teachers.

He further indicates that this problem caused by the provincial curriculum support unit which
does not ensure that the learners in all schools have the learning facilitating materials such
like study guides, past question papers and memoranda to take home.

2.2.2.2. Few textbooks

Manzini (2002:5) states that in schools terrible shortages were experienced in prescribed
materials. He argues that some schools had only one copy of a prescribed book, whilst in
other schools not even one copy was available. Furthermore, he indicates that due to the
reality of common examination, it is believed that schools will pressurize timeous delivery of
materials in future. Shortages in certain prescribed books were detected in schools within
Bushbuckridge District.

12
2.2.2.3. Books arrive late

Some are delivered very late, that is, during the fourth term. Some schools are
inconvenienced in not receiving correct prescribed books. Manzini (2000:4) further states
that the Department failed to supply learning support materials in time, including textbooks,
to most schools.

2.3. Overcrowding

Effective teaching and learning cannot take place if the environment is not conducive. Some
schools in Bushbuckridge District are overcrowded. This is affirmed by Manzini (2000:4)
when he states that some schools in the Limpopo Province and, especially Bushbuckridge
District are overcrowded. In the past schools overcomed these conditions by conducting the
examinations in more than one session per day, and this caused learners to perform very
poorly.

The pre-set time table ruled this possibility out and schools had to make internal
arrangements to accommodate learners in the number of venues available. This resulted in
examination conditions not being favourable and resulted in poor performance (Manzini
2000:4)

He further states that decline of the results in Bushbuckridge District is aggravated by

overcrowding in classrooms.

Mushwana (2000:5) affirms that it is statistically impossible for a district with so many
candidates and such a bad record to register any improvement and the pass rate is declining
drastically in Bushbuckridge District.

According to (Manzini 2000:6) some teachers do not teach the number of periods as set by
norms and that they manipulate the norms and standards of timetable to benefit themselves at

13
the expense of the pupils. He further states that this result in reduced teaching and combined
classes which aggravate overcrowding in classrooms.

2.2.4. Classrooms (Infrastructure)

Mushwana (2000,2) states that Bushbuckridge District is characterized by under

development, poverty and inferior educational facilities. Therefore, these diverse conditions
contribute to the poor academic performance of the learners. He further indicates that other
factors are failing to build classrooms for schools because of the lack of funds and the
government dedicates millions of rands to the payments than infrastructure.

Furthermore he argues that communities are unable to build classrooms and children attend
schools under trees whereby during rainy seasons they do not go to school properly this
result in high failure rate.

The poor conditions in the majority of the schools in Bushbuckridge District are easily
perceived as an indication that the department is not doing enough to reverse the situation for
our education and learners. The district is perceived to be inefficient and thus, there is
general task of confidence particularly from the side of the media. The officials often fail to
execute their responsibilities with the required deciveness and speed and by so doing confirm
the above perception.

All role players and stakeholders are not working, jointly to see to it that the Grade 12 is a
success (Greaver 2001; 2). The lack of what is regarded as” adequate school facilities is the
subject of many a heated argument these days” (Olivier 1990:3)

According to Mashamba, former MEC for Education in Limpopo, in her report on the
occasion of the official announcement of the 2001 Grade 12 Examination results (2001:9),
even though most of schools in Bushbuckridge are disadvantaged communities they are not
just sitting back complaining about their poor infrastructure. Everybody everywhere is

14
striving for excellence. This statement affirms that most schools in Bushbuckridge have poor
infrastructure .

2.2.5. Learning Outcomes

The learning outcome is a tool that guides the educator on the sections to be taught. It is
difficult for an educator to teach without a guiding tool for a particular learning area, which
is the learning outcome. Hence, Manzini (2002;6) states that Grade 12 results reflect a very
poor performance and the conditions resulting in poor performance is the lack of knowledge
about the learning outcomes in schools. He further indicates that secondary schools received
syllabi during the course of 2000. Furthermore he states that the duplication of materials is a
problem.

He argues that some schools, especially in Thulamahashe and Agincourt,(Bushbuckridge)

had not received syllabi before the onset of the examination.

2.2.6. Commitment among learners

Some learners are less concerned about their education. According to the report on the
assessment of the 2001 Bushbuckridge matric results prepared by the matric assessment
committee, initiation ceremonies and absenteeism during child maintenance grant pay days
are the many hiccups that interfered with school work and kept many grade 12’s away from
schools (Manzini 2000:4) He further indicates that lack of commitment among pupils is
found to be at alarming levels.

Mphatsoanyane (1990:4) affirms that each and every teacher must be concerned about high
matric failure rate, as well as poor academic achievement in the lower classes. He argues that
it is a general complaint that pupils are lazy, unmotivated, neglect their homework, miss
critical periods of revision work.

15
2.2.7. Involvement of parents in education

Parent involvement increases pupil achievement, so it is critical for a school to establish a

healthy relationship with parents. If parents are not involved the performance of learners will
decline. This is supported by Manyaga, Chairperson of the Professional Educators Union, in
his speech on the day of the PEU Provincial conference in Limpopo 1997 (1997: 2) when he
says that our communities have large number of responsible parents and ordinary citizens
would love to make a positive contribution to the education of their children. He argues that
the present involvement of such people is superficial in that constructive engagement by
them is not what it should be, especially when referring to supervised Grade 12
examinations.

Most parents, especially in disadvantaged areas are relatively not involved with their child’s
school work.

Mphatsoanyane (1990:4) indicates that there are three contributory factorsand are as follows:

1. A family which places too many demands on the child may retard his progress, for
example, many children are not given the chance to do their homework.

2. Parents are also disregard school meetings.

3. The child is never asked about his or her school progress.

2.2.8. Management and control of quality of work in school

Manyaga (1997:2) states that principals of schools seem to have been disempowered. With
regard to control of work in schools, he argues that principals can no longer demand loyalty

16
and discipline from members of their staff. He further states that those who do risk are being
evicted from their schools by some members of their staff.

Principals of schools are no longer instructional leaders of their schools, but rather
figureheads who must carryout the wishes and instructions imposed on them by some staff
members. In most cases such instructions are usually dispensed by a small number of
teachers who have done very little in helping pupils with their studies (Manyaga 1997:2)

The role of a superintendent of schools or that of educational officers is virtually non-

existent. This means there is no quality control in whatever that takes place in our
educational system. The residue of unprofessional behaviour that prevailed in the late 80s
and early 90s among some of our teachers is still prevalent in our system (Manyaga 1997:2)

2.2.9 Staffing of senior posts in the educational department.

The Department can only be effective if senior posts are given to those with relevant
experience and qualifications. If not, the officials will be ineffective, resulting in poor service
delivery. This is supported by Manyaga (1997:2) when he indicates that the Department is
staffed with unqualified senior officials who are not equipped to handle and direct
matriculation examination. He further argues that some of these officials pretend to be
knowledgeable of their tasks and responsibilities. However, they lack experience,
competence and are unable to comprehend their responsibilities regarding examinations.
There is the issue of poor and ineffective participation in the governance of schools by the
various stakeholders. The support structures of the schools in the form of departmental staff
at various levels have problems of inadequate exposure, low expertise and general lack of
legitimacy in the eyes of schools to effectively assure roles of developmental and effective
support to these institutions (Chuenenyane 1988:3).

Greaver (2001:2) affirms that our regions in Limpopo Province, districts and circuit offices
and even head office are \perceived to be inefficient and, thus, there is a general lack of
confidence particularly from the site of the media. He further argues that officials often fail to

17
execute their responsibilities with the required decisiveness and speed and by so doing
confirm the above perception.

2.2.10 Didactical knowledge and stifling of creativity in schools

Mphatsoanyane (1990:4) states that in many cases, teachers are to blame for the pupil’s lack
of achievement, which may be ascribed to their sticking to low-rated and ineffective teaching
methods. He argues that teaching is still regarded by many as the activity whereby the
teacher pumps facts into the child, expecting him simply to reproduce them on demand.

Dube (1990:50) affirms that in many schools most teachers are told to teach certain subjects
without their being consulted. For example, there was a case where a young teacher “fresh”
from college with History and Zulu as his major, is assigned to teach Afrikaans and
Mathematics by the principal. The result would be disastrous. Obviously, the teacher will
resort to using teaching methods which will not promote creativity, questions are avoided at
all costs and notes are handed out in great number without explanation resulting in high
failure rate. If a teacher is not qualified to teach a learning area he will not enjoy teaching it,
much will be required to motivate him.

2.3 Conclusion

In order to improve the results in Bushbuckridge District, it is essential that discipline be

maintained in any schools. There must be mutual agreement or understanding between
teachers, parents and pupils. If there is no understanding between these parties, all attempts
aimed at improving the results in our schools will be doomed to failure.

18
 Chapter 3

Research Design and Methodology

3.1 Introduction

A detailed theoretical framework of the study was provided in chapter 2. The focus of this
chapter will be on the description and discussion of the research design and methodology
used in collecting data on the academic performance of the Grade 12 learners in
Bushbuckridge District. There will also be description of how data was analysed, coded,
clustered and consolidated.

The discussion includes:

• The setting of the enquiry

• The research plan
• The sampling procedures
• Data collection
• Data analysis
• Final configurations

3.2. The setting of the inquiry

The investigation was conducted in Bushbuckridge District under Region Six of the Limpopo
Province. Bushbuckridge is a rural area whereby most of the parents are not educated. They
depend on subsistence farming.

For this study, four schools were selected as the setting for the research. The schools are
Masana Senior Secondary, Nghunghunyana Senior Secondary, Mkhweyataba Senior
secondary school and Letshele Senior Secondary.

19
Masana Senior Secondary School was established in 1988. Its establishment was caused by
the tribal conflict between the former Lebowa and Gazankulu people pertaining to admission
of Xitsonga speaking pupil in Lebowa schools.

Mkhweyantaba senior Secondary school is approximately 5km from Ndlamakhosi High

School. The school was established in 1994. It was established in order to relieve
overcrowding in Ndlamakhosi High School, which was the only high school in that area at
the time. The school caters for learners from both Majembeni Primary School and Hlamalani
Primary School.

Nghunghunyana Senior Secondary School is about 3km from Orhovelani High School. It
was established as a relieve to overcrowding in Orhovelani High School, as it was the only
high school in that area.

Letshele High School was established in 1976 –77, as there was no high school in that area at
that time. Learners were to travel to Serishe High School which is found in the township of
Shatale.

3.3. The research plan

The research plan of this study is based on both qualitative and quantitative methodology.
Miles and Huberman (1994:56) state that qualitative data with its emphasis on people’s life
experiences are fundamentally well suited for locating the meaning people place on the
events, processes and structures of their perceptions, assumptions, prejudgments,
presuppositions and for connecting these meanings to the social world around them.

In this study, observation, questionaire and interview, were used as data collection methods.
3.3.1. Observation

20
Marshall and Rossman (in Mdluli 1999:5) maintain that observation entails “systematic
noting and recording of events, behaviour and objects in the social setting chosen for study”.
The observational method relies mainly on seeing and hearing. It also, to an extent, permits
the researcher to understand the setting.

In this study, the records of the Grade 12’s past year’s results were scrutinized. Information
was recorded without obvious interpretations. Existive documents were used when collecting
data. Le Compte and Preissle (1993:224) refer field notes as written accounts of what has
been observed, heard, seen and experienced during the course of collecting and reflecting the
data.

3.3.2. Interview

Patton (1987:109) says that interviewing is a process that allows the researcher to enter the
other person’s perspective. In an interview there are specific steps to be followed. An
interview guide is advisable, as it provides a list of questions or issues that are to be explored
in the course of the interview. Essential information is obtained from a number of people and
focuses on a particular predetermined subject.

Macmillan and Schumacher (1993:251) classify interviews into structured, unstructured and
semi-structured interview.

In this study, data was collected through interviews where an interview schedule was used to
ensure that the same questions were posed to twenty teachers from the four schools that were
interviewed, allowing the same material to be covered by the interviewer. Data was analyzed
by reducing and displaying the information. Displaying information helps the researcher to
understand what is happening and helps further analysis and interpretation.

3.4. Sampling Procedures

21
According to Le Compte and Preissle (1984:60), the term sampling denotes extracting
systematically from a larger group a smaller portion of that group, adequately representing
the larger group.

In this research, random sampling was used as one kind of a probabilistic sampling.
Probabilistic sampling assures that the smaller group is a representative of the larger group.

Random sampling was used because:

• It requires that the population to be sampled be selected first.
• Every unit in that population will be identified
• Each unit will be accessible to the researcher for study

The power of random sampling lies in the fact that each unit has an equal probability of
being selected. Random sampling was used to select five teachers from each of the four
schools. The five teachers from each school include three males and two females.

The following table will show participants information.

22
Table 3.1. Participants’ information.

School Participant Gender Age Marital Status

1 F 34 Single
2 F 34 Single
1 3 M 48 Married
4 M 43 Married
5 M 32 Married

1 F 51 Married
2 F 40 Married
2 3 M 45 Married
4 M 36 Married
5 M 37 Married

1 F 35 Married
2 F 36 Married
3 3 M 36 Married
4 M 40 Married
5 M 35 Single

1 F 44 Married
2 F 52 Married
4 3 M 36 Married
4 M 37 Married
5 M 33 Married

The table shows that the participants were teachers from the four different senior secondary
schools. Furthermore, there were two female and three males from each school.

23
3.5. Data collection

Data collection involves the setting of boundaries for the study by purposefully deciding on
the setting, the informants and the events. In educational research, various approaches exist
to gather data, used as a basis for reference, interpretation, explanation and prediction.

For purpose of this study data was collected through observation, interviews and
questionnaires. It was recorded by means of field notes. Data was collected over a period of
eight days. Two days were spent at each school. Day one was used for observation and to
allow better understanding of the participants, as well as for the inspection of the school
premises. Day two was used for the interviewing and piloting of questionnaires process
because the researcher had an opportunity for establishing a good relationship with staff the
previous day. It made the conducting of interviews much easier as the respondents were then
free to participate and also to air their views.

3.5.1 Observation

During observation, existive documentation were used. Patton (1987;92) defines field notes
as “the description of what has been observed”. In this study, existive documentation
included the Grade 12 results of that particular school for the previous years. The researcher
observed whether the scale of the Grade 12 results were ascendinding or descending. The
total number of subjects was recorded to check whether there is improvement in specific
subjects yearly or not. Years and percentage per subjects for pass rate were recorded and
information regarding, where the observation took place, was recorded as well.

Documents found in the school with regard to Grade 12 results were also analysed for the
purpose of background information to the inquiry and for supporting data that was collected.
These include pamphlets, schedules, circulars, which had information regarding the Grade 12
results.

24
The following tables will show the profile of results from 2000 – 2005 for the four selected
schools.

Table 3.2. The profile of results from 2000 – 2005 for the four selected schools
2000 2001 2002 2003 2004 2005
1.Masana 73,0% 64,7% 100% 94,7% 75.0% 90.6%
2.Nghungunyane 66,7% 47,6% 53,2% 42,9% 26.3% 47.9%
3.Mkhwelantaba 58,3% 40,4% 52,3% 35,9% 63.6% 71.9%
4.Letshele 23,4% 41,6% 38,9% 55,9% 47.2% 58.9%

There was decline in pass percentage in all schools in 2001 as compared to 2000. In 2002 all
schools showed improvement in pass percentage and decline in 2003 except for Letshele
High School. In 2004 all schools decline except for Mkhweyantaba Secondary School. All
schools showed improvement in 2005.

The purpose for this figure is to show the profile of results from 2000 – 2005 for the four
schools.

25
Figure 3.1. Percentage passes for 2000-2003.

2000 2001 2002 2003 2004 2005

100
90
80
70
60
50
40
30 Mas - 1
20 Nghu - 2
10 Mkhwe - 3
0 Lets - 4
Mkhw
Nghu
Mas

Lets

There was decline in pass percentage in all schools in 2001 as compared to 2000. In 2002 all
schools showed improvement in pass percentage and decline in 2003 except for Letshele
High School. In 2004 all schools decline except for Mkhweyantaba Secondary School. All
schools showed improvement in 2005.

Its purpose is to show the percentage passes from 2000- 2005 for the four selected schools.

26
The following tables will show the total number of learners for the four selected schools who
wrote the particular subject and the symbols they obtained in each subject.

Table 3.3 The analysis of the Grade 12 results for 2000.

A B C D E F GG H TOTAL
SEPEDI 6 13 32 43 7 7 - - 108
TSONGA 16 37 45 66 26 - - - 190
ENG - 12 23 38 15 47 16 22 298
AFRI - 6 18 27 63 98 49 37 298
ECO 8 13 37 24 48 33 9 2 174
ACC - 5 19 13 12 22 4 7 82
BUSI 4 9 21 10 11 16 7 4 82
ECO
HIS - 2 14 28 12 7 3 1 67
GEO - - 5 11 27 22 15 9 89
MATHS 1 2 8 17 21 27 48 62 186
PHYSICS 1 3 8 13 19 14 20 26 104
BIO - 2 14 21 42 108 21 18 216
AGRIC 12 27 39 53 33 32 13 7 216

This table shows the Grade 12 results for the four selected schools per subject for 2000.

27
Table 3.4. The analysis of the Grade 12 results for 2001.

A B C D E F GG H TOTAL
SEPEDI 3 12 26 17 17 2 - - 77
TSONGA 9 41 63 56 32 - - - 191
ENG - 13 24 33 76 112 3 7 268
AFRI - - 7 23 57 103 36 42 268
ECO 8 13 24 43 61 24 6 3 178
ACC 2 9 21 36 17 10 6 7 108
BUSI 6 13 18 27 25 16 3 - 108
ECO
HIS 3 7 12 19 10 11 1 1 64
GEO - - 2 5 32 46 11 13 109
MATHS 1 2 8 21 34 29 41 81 217
PHYSICS 1 1 13 16 21 32 16 12 112
BIO - - 3 9 34 47 29 18 140
AGRIC 5 11 32 47 22 11 12 - 140

This table shows the Grade 12 results for the four selected schools per subject for 2001.

28
Table 3.5. The analysis of the Grade 12 results 2002.

A B C D E F GG H TOTAL
SEPEDI 3 7 19 34 32 7 - - 102
TSONGA 9 21 30 42 28 3 - - 133
ENG 4 8 14 37 72 77 16 7 235
AFRI 1 3 11 24 42 66 64 24 235
ECO 6 10 14 23 28 34 13 3 131
ACC - - 3 13 28 29 9 4 86
BUSI 4 10 14 15 19 16 6 2 86
ECO
HIS - - 2 10 18 11 3 3 47
GEO - - 1 4 13 26 16 4 64
MATHS 4 7 13 16 20 28 12 64 164
PHYSICS 1 1 5 13 13 11 21 13 78
BIO - 2 11 29 34 32 19 22 149
AGRIC 3 7 15 32 51 30 8 3 149

This table shows the Grade 12 results for the four selected schools per subject for 2002.

29
Table 3.6. The analysis of the Grade 12 results for 2003.

A B C D E F GG H TOTAL
SEPEDI 3 9 21 36 23 3 - - 95
TSONGA 5 21 43 58 14 7 - - 148
ENG 1 6 23 46 52 88 21 6 243
AFRI - - 3 12 43 72 62 51 243
ECO 8 13 19 26 39 17 11 4 137
ACC - 1 7 13 21 16 17 3 78
BUSI 3 7 13 16 12 6 12 9 78
ECO
HIS - 2 4 6 9 6 3 1 31
GEO - - 2 4 13 19 10 2 50
MATHS 7 11 16 13 36 42 15 35 165
PHYSICS - 4 12 19 16 17 13 6 87
BIO 1 3 11 28 36 35 33 21 168
AGRIC 9 15 32 49 35 23 7 3 168

This table shows the Grade 12 results for the four selected schools per subject for 2003.

30
Table 3.7 The analysis of the Grade 12 results for 2004.

A B C D E F GG H TOTAL
SEPEDI 6 17 33 17 15 10 88
TSONGA 23 33 60 45 8 2 171
ENG 3 17 41 72 81 21 2 1 259
AFRI 1 8 21 36 63 50 41 30 259
ECO 10 17 27 15 15 21 3 108
ACC 3 7 10 15 21 13 10 4 83
BUSI 4 10 15 21 21 17 10 7 83
ECO
HIS 2 2 13 10 4 3 7 2 43
GEO - - 4 11 23 17 9 8 72
MATHS - 3 10 12 53 48 21 60 187
PHYSICS - 1 4 10 16 22 18 21 93
BIO 3 8 23 34 30 41 11 16 156
AGRIC 1 10 24 41 30 36 17 7 156

This table shows the Grade 12 results for the four selected schools per subject for 2004.

31
Table 3.8 The analysis of the Grade 12 results for 2005.

A B C D E F GG H TOTAL
SEPEDI 7 10 18 32 48 2 107
TSONGA 12 33 40 85 25 4 199
ENG 11 21 43 59 82 80 8 3 306
AFRI 3 7 20 82 59 30 75 30 306
ECO 13 25 17 25 30 31 17 8 163
ACC 1 1 7 18 40 47 4 2 110
BUSI 2 4 18 41 20 28 4 3 110
ECO
HIS - 2 6 10 12 10 5 3 48
GEO - - 5 12 17 20 7 3 93
MATHS 1 10 10 32 28 59 10 73 223
PHYSICS 4 7 12 18 21 32 11 8 113
BIO 3 8 17 22 60 41 32 13 196
AGRIC 14 31 23 26 49 35 7 11 196

This table shows the Grade 12 results for the four selected schools per subject for 2005.

These tables show the number of learners who wrote the particular subject and the symbols
they obtained in each subject.

3.5.2. Interviews

Interviews were conducted with the five teachers from each of the four schools. In order to
obtain data, an interview guide was used. As stated in paragraph 3.3.2, interview guides
allow the researcher to obtain the same information from different people by covering the
same questions. This is confirmed by Patton (1987:109) when he states that the advantage of
using an interview guide is to make sure that the interviewer has carefully decided how best
to use the limited time available in an interview situations.

32
 When conducting interviews, notes where taken to supplement the data. The participants
were interviewed one by one. Interviewing one person at a time allowed face-to-face
interaction. At the end of the session questionnaires were distributed to the five teachers to
complete during their spare time and be collected after two days.

3.5.3. Interview data

3.5.3. Excepts from the interview with the teachers from the four selected schools.

ƒ Do teachers have the necessary qualifications to teach in grade 12?

- Most of the educators responded that most of them do have necessary qualifications
to teach in grade 12.

ƒ How was the performance of the Grade 12 learners in the past four years that is 2000,
2001, 2002 and 2003?
- Most responded by saying that they were not satified with the results.

ƒ What do you think can be the cause of unsatisfactory performance in grade 12?
- Most of the educators responded that there is a lack of resources and infrastructure,
textbooks, classes and furniture as well as a laboratory. These are the major factors.
There are good and qualified teachers but their knowledge and skills are wasted.
Furthermore, learners are not motivated in the sense that they don’t know the value of
learning as most of the educated people in the area are without jobs. So there is no reason
for paying much attention in education. They also indicated that, it is regarded as a waste
of time and invitation of high blood pressure and frustration as well as stress.

ƒ What action do educators plan to highlight unsatisfactory Grade 12 academic

performance to fellow teachers and learners?
- Most of the educators responded that team work on the side of teachers should be
encouraged, so that they can help one another with the little resources they have.
Educators need not to sit and wait for the Department of Education to provide resources.

33
 The neighbouring schools should also be visited and assistance be requested by the
educators from one school to the other. On the side of learners they should be engaged in
classwork, assignments and tests, that is more work should be given to the learners.

ƒ In which subjects do learners not performing well and those that are doing better?
- Most of the educators responded that learners are doing well in primary languages,
English and Agricultural Science. Every year learners are performing badly in
Mathematics and Physics, they get a low percentage pass rate in these subjects.

ƒ Whom should be blamed for the unsatisfactory performance and why?

- Most of the educators responded that the Department of Education, teachers, parents
and learners are to be blamed. Because the department is failing to distribute learning
support material in time, sometimes the books are delivered in the school round March or
April and again teachers are without syllabi in the whole province. Teachers are
demotivated as their status is no longer recognized by the Government of today. If they
are to get an increment on their salaries they are to boycott classes first in order to be
heard.
With regard to the parents, they are less involved in helping their children. Learners only
read books at schools. Once they are at home, they fail to take the whole week attending.
They just attend for three to four days only.

ƒ Which strategies do you think can remedy the situation?

- Most of the educators responded that the Department of Education should provide
learning support material timeously. The teachers should be motivated by the department
by means of giving them promotions like in other departments, that when one works for
two years on the third or fourth year she/he gets promotion to a senior position. The
parents should be encouraged to be actively involved in the education of their children
with regard to learners. They should also be motivated to take education serious as it will
play a very important role in their lives.

34
ƒ What role do you think your school could play to solve the problem associated with
unsatisfactory Grade 12 academic performance?

- Most teachers responded that teachers should motivate the students. They need
motivation and encouragement from the adults and successful former students should be
invited to give motivational speeches to the learners.

ƒ Are the parents involved in the education of their children?

- Most of the educators responded that most of the parents are not involved and they
careless about the education of their children. For example, when they are called to the
parents meetings very few do attend.

ƒ How do you plan to involve them in solving the problem associated with unsatisfactory
academic performance for the Grade 12 learners in their schools?

- Most of the educators responded that during the year, parents should be invited and
reports should be given to them in connection with learners’ performance. Each learner’s
performance should be discussed with his or her parents.

ƒ What do you think the government should do to address this problem?

- Most of the educators responded that the government should stop addressing
educational issues before consulting the parties concerned, that is educators, parents and
learners, as this lead to a misunderstanding and misinterpretation of information by the
parties concerned. The government should employ more teachers to reduce the overload
imposed on the present teachers. Furthermore they indicated that the government should
come up with means and measures of disciplining learners as when you try to discipline a
learner you appear to be off-side according to the constitution of the new South Africa, so
measures and alternatives should be given.

35
ƒ What have you observed as reaction of educators towards poor academic performance of
learners?

- Most of the educators responded that they blame the Department of Education and
the Government for giving more powers to learners as learners are no longer respecting
the educators and the abolishment of corporal punishment without providing other
alternative strategies that will be safe to teachers when applying it.

3.6. Data Analysis

Macmillan and Schumacher (1993:479) maintain that “qualitative data analysis is primarily
an inductive process of organizing the data into categories and identifying patterns
(relationship) among categorie”

Knodel (1993:45) also refers to this stage as the interpretive part and maintains that it
involves determining critea for organizing the textual data into analytically useful
subdivisions and the subsequent search for patterns within and between these subdivisions to
draw substantive conclusions.

In qualitative analysis the researcher is faced with several simultaneous activities such as:
collecting information from the field, sorting the information into categories, formatting the
information into a story or picture, and actually writing the qualitative text.
In this research the following steps were followed:

• Identifying significant segments

• The data were read through and significant segments underlines to find out
what is being said.
• Topics
The transcripts were read several times to determine topics under which the
underlined significants could be placed.

36
 • Categories
Categories are abstract names representing the meaning of similar topics. In the
study,” minds map” were used linking meaningful topics to eventually form
categories.

3.6.1. Coding

Coding is used in the analysis for communicating messages. According to Miles and
Huberman (1994:56) in coding, a descriptive word or phrase is assigned to notes,
abbreviations to be easy to use. In this study codes were used when the researcher searched
through all of the responses given, and came up with small number of categories, which
encompassed the range of responses provided.

Table 3.9. The codes for data collection

Codes Data
SF Satisfactory
USF Unsatisfactory
LNM Learners are not motivated
LDWS Learners are doing well in other subjects
DOE Department of Education
LSM Learning Support materials
LNC Learners are not committed
POT Promotion of teachers
PGTL Performance of the Grade 12 learners
LR Lack of resources in our schools
TW Team work should be encouraged
PTSA Parents teachers students association should be
established
PBE Performance is below expectations
ACP Alternative to corporal punishment

37
GR Grade
MEC Member of the executive council
PEU Professional Educators Union

This table shows the codes for data collection.

3.6.2. Categories

Macmillan and Schumacher (1993:492) indicate that categories represent the meaning of a
similar topic. The categories are formed according to interview units from each group of
respondents. Each type of interviewed group will be categorized separately.

These tables show the categories of interview data.

Table 3.10. Categories of interview data

Category A
Unit Categories

1. Learners need to be motivated Concern for the lack of commitment from

2. Learners are not committed the side of learners.
3. Learners need to be guided to have
discipline
4. Learners need to be respected in
order for them to know what
respect is

38
Table 3.11. Category B
1. Parents need to be actively Parental involvement
involved.
2. Learners’ progress need to be
discussed with their parents.
3. Establishment of PTSA.
4. Parents should be encouraged to
attend school parents meeting.

Table 3.12.Category C
1. The department needs to distribute Provision of resources by the department.
learning support materials
timeously.
2. Infrastructure needs to be improved
in schools.
3. More classes should be built.
4. The government need to consults all
stakeholders in drawing up policies.
5. Some sort of disciplinary measures
need to be established.

Table 3.13. Category D

1. Teachers need to be awarded Motivation of teachers
certificates of recognition
2. Increment on salaries need not to be
negotiated yearly.
3. Educators should be promoted
according to experiences and
qualifications
4. The status of the teachers need to be
recognized.

39
3.7. Consolidation of data

The first category, which emerged from the analysis process, is that participants indicated
that there is a need to change the attitude of learners through motivation.

The second category reveals that parents’ involvement is very important in promoting the
culture of teaching and learning in schools. Mackay (1995:22) also maintains that
empowerment means that people have confidence, knowledge and skills to take control of
their own lives and circumstances.

The third category expresses the need for timeous distribution of learning support material to
school.

The fourth category reveals that the educators need to be motivated by means of recognizing
their commitment and dedication with regard to community building strategies.

3.8. Conclusion

In this chapter the data was coded and organized according to categories. The three data
collection methods produced data that was mutual supported. Lastly, the data provided in this
chapter was a preparation for the discussion of the findings, following in chapter 4.

40
 Chapter 4

Discussion of the findings and recommendations

4.1. Introduction

The previous chapter focused on the collection and analysis of data. This chapter aims to
present the findings of the investigation that was launched to address the research questions.
The consolidated, analysed data will be interpreted against the background of the conceptual
and theoretical framework. The research question addressed by this study was follows:

What are the causes for the poor academic performance of the Grade 12 learners in the
schools around Bushbuckridge District?

The research findings and their implications will be discussed and recommendations will be
provided.

4.2. Research findings

In the light of the context of this study, the data collected through observation, questionnaires
and interviews, the followings can be considered to be the major findings.
• There is a need to change the attitude of learners towards education, this can
be managed through motivating them to take education as a yardstick in life.
• Parental involvement plays a major role in promoting the culture of teaching
and learning in schools.
• There is a need from the side of the Department to distribute teaching and
learning support material to schools timeously
• There is a need to motivate teachers through recognition of their commitment
and dedication to encourage them to excel in their work.

41
Some data obtained from observations, questionnaires and interviews, indicates that the
academic performance of the Grade 12 learners in the schools around Bushbuckridge District
is not satisfactory. The causes of poor academic performance can be ascribed to various
factors. In the researchers’ views, Grade 12 results were regarded as more important. When
the Grade 12 results are released, teachers who were responsible in Grade 12, tend to blame
the government for supplying learning support material during the course of the year without
making recommendation to the Government on what should be done to improve the results in
schools with regard to Grade 12 results.

Patterns emanating from the questionnaires and interviews emphasized the followings:

1. A need to change the attitude of learners towards education. Furthermore to motivate

learners to commit themselves to school works.

2. Teachers gave an indication that in order to improve Grade 12 results parents need to be
actively involved in the education of their children.

3. PTSA need to be established in all schools that is secondary schools.

4. A general feeling was identified to supply school with teaching and learning support
materials.

5. The majority of teachers also indicated that the government should improve infrastructures
in schools.

42
4.3. Weaknesses of the study

Factors which limited the study are:

• The researched schools were not sufficient for broader generalization, because
only four schools were used to obtain data.
• Generalization with regard to the need for parents’ involvement in education and
motivation of learners was not possible.
• The population used was confined to four schools which was a sample to
represent the entire Bushbuckridge population, because the length of the research
report did not allow for large sets of data.

4.4. Implications of the inquiry

4.4.1. Commitment from the side of learners.

From the findings of this research, the following implications have emerged. There is a
need to motivate learners, showing respect and be committed to their studies.

4.2. Parental involvement

Another issue that has emerged is the need for parental involvement. The school
managers should act as facilitators to invite the parents during merit award functions
where experts will equip them with skills and knowledge to identify the causes of poor
performance and possible solutions on how to improve the results in schools. Learners’
progress needs to be discussed with parents and PTSA should be established in schools to
make sure that all components in education are represented. Parents should be
encouraged to attend parents meeting so that they can also contribute on how to improve
the results in school.

43
 4.4.3. Provision of resources by the department

It was noted that there is a need from the side of the department to distribute teaching and
learning support materials to schools timeously. More classes need to be build to address
the problem of congestion in classroom.

4.4.4. Motivation of Teachers

It was also noted that there is a need to motivate teachers by awarding them with
certificates of recognition and promotions. It was further indicated that the status of
teachers should also be recognized like in the past, with regard to promotion to senior
position, experience and qualifications should be taken into account.

4.4.5. Unqualified teachers

Lack of relevant qualification to teach particular subjects by teachers led to the teaching
of subjects that they have not trained for, even involving primary qualified teachers to
teach in Grade 12. Teachers stated that they were not aware that using teachers who did
not qualify in specific subjects might cause poor academic performance on the side of
the learners. Other teachers regarded teaching in Grade 12 classes as high status in a
school and most recognized in community.

4.5. Recommendations

In view of the findings, the following is recommended.

4.5.1. What can be done to improve the Grade 12 results?

Mushwana (2000:1) states that there is no general agreement as to the objectivity of matric
examination in measuring the quality of our learners. He argues that Grade 12 examinations
results have become a yardstick for measuring the creativity of our education system. The

44
Grade 12 examination result, to a large extent, are also used as a yardstick to gauge the
quality of our learners and the capability to further their studies at tertiary institutions.

Grade 12 examinations results enable the public to assess the impact of government
initiatives and the investment made in education. They also alert the government, in general,
and the Department, in particular, to those areas that need improvement.

In order to improve the Grade 12 examinations results the following international strategies
can be applied:

4.5.2. Enforcing teaching and learning in schools

Mushwana (2000:3) points out that, teaching and learning should be ensured and enforced in
all schools as from the first day of the academic year and on the first schooling day after
every recess. He argues that in order to improve the results the department of education in
Limpopo Province there is a program called learner performance improvement strategy,
where schools in a particular localities are clustered according to their geographical
proximity and learners from these schools converge at a common venue every Saturday to
receive additional tuition. He further states that in the programmes they have appointed
dedicated and committed teachers with a reputation of producing good results in their
schools.

Oliver (1990:18) indicates that for the results to improve the schools should have dedicated
and committed staff who are prepared to make those extra sacrifices in the interest of the
students and the school. She further states that the progress of the students can only be as fast
as far as the teachers permit. Ultimately the calibre of the teachers will determine the calibre
of the school. Furthermore, she argues that the teachers who must be prepared to implement
change in the school and make progress possible.

45
4.5.3. Boosting parents’ involvement

Parents’ involvement increases pupil achievement, so it is critical to establish a relationship

between parents, educators and learners.

According to Satelge (1992: 29), one powerful practice is to visit parents to introduce
themselves and share something positive about their children. This one visit is enormously
inviting and paves the way for future communication.

He states that school staff can invite parents involvements when they provide specific
information about pupils’ progress, and structure activities that rely on parents’ participation.
Furthermore he argues that reports on pupils’ progress both in academic and study skills
should be shared frequently, so that parents have specific details to discuss with their
children.

In order to improve Grade 12 examination results Mphatsoanyane (1990:4) affirms that

schools should organize evening meetings at which they can meet parents and children at
least once per quarter to assess their pupils’ progress. He further argues that they should
avoid condemning pupils, as praise is a far greater motivator. He states that parents should be
involved in school activities.

Every school needs the support of its parents and parents should take some responsibility for
ensuring that the children are receiving the education they deserve. A child’s education is not
the sole responsibility of the school and the staff must be able to depend on the active support
of the parents (Oliver 1990:18)

46
4.5.4. Eradicating overcrowding

Environmental conditions are not always that easy to improve. However the following can be
done:
1. Educational planners can aim to eliminate overcrowded classrooms if governments can
spend more money on education, not necessarily on teachers’ salaries,

2. The help of outside agencies for example, social workers can be called in when deemed
necessary.

3. Peer groups can be selected to suite a particular child’s needs.

The child should, however, always be supported in his acceptance of his environment as
motivation to improve himself (Van Niekerk 1982:10)

4.5.5. Support from the authorities

Progress is almost impossible given the limitation of an uninspiring bureaucracy and it is

essential that the relevant authorities should fully support any initiative taken by teachers,
parents or students.

4.5.6. Improving the method of teaching

Organize subject meeting to discuss methods of teaching larger classes, for example by using
group work. The educators will plan on how they could help those who learn more slowly by
showing them that they care and be sympathetic. They should teach their pupils how to
summarize, how to answer their final examination also how to use time profitably
(Mphatsoanyane 1990:4)

47
4.5.7. Performance monitoring programme

Mushwana (2000:3) states that in order to improve Grade 12 examinations results in

Limpopo province which Bushbuckridge is part of, have established a new directorate:
performance monitoring, which is tasked with the responsibility of monitoring performance
of the schools. He states that this programme has developed performance-measuring
instruments through which deficiency at any given school can be detected and remedial
support programme tailored accordingly.

4.6. Conclusion

The study investigated the academic performance of the Grade 12 learners in Bushbuckridge
District. The objective was to determine the effects associated with the academic
performance of the Grade 12 learners.

The study was conducted in the four selected senior secondary schools within
Bushbuckridge District.

Methods of the qualitative and quantitative research were used for data collection.
Observation was done in each of the four secondary schools. Interviews were conducted with
five teachers: three males and two females in each school. The same was done with the
piloting of questionnaires.

Research findings identified that there were too many causes that resulted in poor academic
performance with regard to Grade 12 results.

The study revealed the need to involve parents in education. It also revealed a need from the
side of the department to improve infrastructure in schools in order for teaching and learning
to take place in a conducive environment.

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