Possible factors that cause underperformance in grade 12 : a case of Cebisa and Ithafa schools, in Ermelo, Mpumalanga Province

Abstract

Learners’ academic achievement occupies a very important place in education as well as in the learning process. This study was therefore conducted to investigate factors causing the underperformance of grade 12 learners in secondary schools in Ermelo, Msukaligwa 1 circuit in Gert Sibande district Mpumalanga Province. The qualitative approach was used. Qualitative data generation techniques (semi- structured face to face, observations and document analysis) were used to solicit the understanding of parents, grade 12 learners, grade 12 teachers and heads of department with regard to the phenomenon being studied. The sample size of 22 participants (6 parents, 6 learners, 4 heads of departments and 6 grade 12 teachers) were selected through purposive sampling technique. Data generated through interviews was analysed by using thematic analysis approach. Findings revealed that there are possible factors that cause poor academic performance in Grade 12. Factors include home related factors, school related factors, teacher related factors, parent related factors and learner related factors. Identified home related factors were the size of the family, unpredictable environment at home as well as low financial income. School related factors included overcrowded classrooms, shortage of textbooks, planned and unplanned programmes. Teacher related factors included non-attendance of classes, inadequate content coverage, non-implementation of subject improvement strategies and excessive code switching. Learner related factors included late coming and attitude towards learning. Parent related factors include poor parental support and inadequate level of education. Based on the findings, the study recommends that appointed heads of department should be responsible for the management of subjects they are qualified to manage. Again, the department of education revisits the implementation of the policy of progression so that only learners deserving to be promoted to the next grade are promoted.