Browsing by Author "Muthala, Alugumi Meshack"

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    Evaluation of intervention strategies for the academic performance of Grade 12 learners in secondary schools in Vhembe District, Limpopo
    (University of Zululand, 2020) Muthala, Alugumi Meshack
    The study adopted a mixed method to evaluate intervention strategies for the academic performance of Grade 12 learners in secondary schools in Vhembe District, Limpopo province in South Africa. Intervention strategies for improving learner performance play an integral part in the school’s endeavour to produce high quality results. The aims of the study were to determine how intervention strategies affect the academic performance of Grade 12 learners in secondary schools; to establish teachers’ concerns about the effect of intervention strategies on academic learner performance; and to establish a model of intervention that could be used to improve the academic performance of Grade 12 learners in secondary schools. Activity theory underpinned this study. The great concern is bad performance by Grade 12 learners. Data for the study were collected through questionnaires and semi-structured focus group interviews from teachers and heads of department. Forty two teachers were respondents to the questionnaires, 15 heads of department and 16 teachers for semi-structured focus group interviews were purposively sampled from 20 secondary schools. Data for the study were collected and transcribed, categorised and presented as themes with verbatim quotes from participants to support the themes. Data analysis, interpretation and discussion were directed by a mixed method research design, and a pragmatic paradigm that values the objective understanding of the teachers’ views. Findings revealed that extra lessons for individual subjects are of paramount importance because they are geared towards improving performance. Findings revealed that providing learners with more activities aimed at improving performance, such as formative activities, daily quizzes and weekly tests, is intended to enhance learners’ performance, especially in mathematics. If teachers were to administer these weekly and monthly activities, the learners’ performance could be improved drastically. This study confirms that there is a lack of parental support for academic learner performance. School Management Teams assist teachers with learner-teacher support material in order to enhance learners’ performance. Findings revealed that monitoring learning and teaching is viewed as an important leadership measure for tracing faintness in the process in order to enhance instruction and v learners academic performance. Learner’ indifference to the offering of extra scheduled lessons as shown in their absence, or late arrival, or the use of drugs, severely hampers the improvement in their performance. The study is recommended that the Department of Basic Education should safeguard that, teachers implement various intervention strategies effectively to improve learners’ performance. School Management Teams (SMT’s) in secondary schools should strengthen their supervision and monitoring efficiently and effectively. Finally, the study recommends collaborative peer teaching in secondary schools for producing high quality results.