Impact of Progression on Secondary Schools Learners’ Performance in Limpopo Province, South Africa

Year 2024, , 283 - 291, 27.10.2024

Chidi Molongwane Tonny , Elias Tsakane Ngobeni Percy Sepeng

https://doi.org/10.31458/iejes.1519938

Abstract

Progression is good for promoting learners from one stage to another and for career development. Secondary schools in Limpopo Province, South Africa, use progression. The study investigated the impact of progression on Grade 12 learners’ performance in Capricorn District, South Africa. A phenomenological design was employed to identify the impact of the progression of learners. Study participants were purposively selected from three schools because they had valuable information regarding the impact of learners’ progression on learning outcomes in Capricorn District. Data were collected through semi-structured interviews, document analysis and focus group interviews. Data were analysed thematically. The results show that stakeholders' perceptions suggest that the progression of learners resulted in poor performance in Grade 12 final examinations in the study area. Teachers' lack of skills in dealing with academic challenges led to low pass rates. The findings have implications for the implementation of progression policies in secondary schools

Keywords

Impact, progression, school pass rates, learners’ performance and teaching

Ethical Statement

Due to the scope and method of the study, ethics committee permission was not required.

Supporting Institution

Central University of Technology

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