The pedagogical challenges in teaching economics to grade 12 learners

Abstract

The research project aimed to examine the pedagogical challenges in teaching Economics to Grade 12 learners at the Capricorn North District schools in the Limpopo Province. For this study to reach its aim, specific objectives were used to guide the study, namely: To identify particular challenges related to resources and support that teachers face in teaching Economics to Grade 12 learners, to assess teachers’ perception of their effectiveness in delivering the Grade 12 Economics curriculum in the Koloti circuit and to evaluate the influence of these pedagogical challenges on academic performance of Grade 12 learners in the Koloti circuit. Critical Pedagogy Theory (CPT) provided a comprehensive framework for examining these pedagogical challenges. A qualitative research approach was employed in this study, as it offered the opportunity to interact with participants while capturing and interpreting their experiences in their own words. This qualitative study employed face-to-face semi-structured interviews with Economics teachers from selected secondary schools, classroom observations, and document analysis to triangulate the data. Moreover, a purposive sample of nine (9) Economics teachers was selected from six (6) secondary schools that offer Economics as a curriculum subject. The data collected during interviews were transcribed, evaluated, and analysed in accordance with thematic analysis. The study revealed several significant pedagogical challenges faced by teachers when teaching Economics to Grade 12 learners, including curriculum challenges, time constraints, high administrative burden, language barriers, learners’ preparedness, conceptual challenges, shortage of textbooks, inadequate provision of physical infrastructure, and lack of ICT resources in Economics teaching. The study also found that some pedagogical challenges teachers encounter are more systemic and human-related, including the presence of unqualified teachers, a lack of teacher qualifications, ineffective disciplinary practices, and diversity dilemmas. Given the findings, it is recommended that educational policies and the curriculum be urgently reviewed and revised to address the challenges teachers face when instructing Grade 12 learners. Additionally, the Department of Basic Education should evaluate the Economics curriculum to ensure that it meets current educational needs and standards.