Factors influencing learner performance in the economic and management sciences in the Ilembe district

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dc.contributor.advisorNdlovu, B.B.
dc.contributor.advisorGamede, B.T.
dc.contributor.authorSiyaya, Mlindeni Celinhlalo
dc.date.accessioned2019-08-27T13:48:48Z
dc.date.available2019-08-27T13:48:48Z
dc.date.issued2019
dc.descriptionSubmitted to the faculty of education in fulfillment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, 2019en_US
dc.description.abstractThis thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis. The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS. In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance. This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space. There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if vi the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1796
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectlearner performanceen_US
dc.subjectEconomic and Management Sciencesen_US
dc.titleFactors influencing learner performance in the economic and management sciences in the Ilembe districten_US
dc.typeThesisen_US
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