Abstract:
This study explored “Factors contributing to Grade 10 learners’ choice of commercial subjects in Grade 10 in the Mpumalanga Province (Nkangala district)”, with a specific focus on the Nkangala District. The study was guided by four research questions that examined (1) the extent to which Economic and Management Sciences (EMS) teachers in Grades 7–9 influence learners’ future commercial subject choices, (2) the forms of support schools provide to Grade 9 learners when exploring commercial subject opportunities, (3) learners’ perceptions of commercial subjects, and (4) the role of the Mpumalanga Department of Education in the declining enrolment in the commercial stream.
Constructivist learning theory, which emphasises that learners create meaning through interactions with teachers, peers, and their larger learning environment, served as the foundation for this study. The theory offered a framework for understanding how learner views are shaped by inadequate teacher preparation, limited exposure to subject opportunities, and weak institutional support, which in turn affects subject-choice decisions.
To enable a thorough examination of participant perspectives, meanings, and experiences, a qualitative research approach located within the interpretivist paradigm was utilised. The researcher was able to investigate the phenomena in its actual setting by using a case study approach. Grade 9 learners, PL1 EMS teachers, departmental heads, and subject advisors from a few chosen secondary schools in the Nkangala District made up the population. Purposive sampling was used to choose 25 learners, five teachers, five department heads, and two subject advisors who were directly involved in EMS teaching, curriculum oversight, or subject advisory positions. In order to obtain genuine participant replies, data were gathered through semi-structured interviews that employed verbatim questioning.
The findings reveal several key challenges: EMS is often taught by unqualified or underprepared teachers; there is a general lack of career guidance in schools; parental involvement in subject choice is limited due to socioeconomic and educational barriers; and there is minimal departmental promotion or marketing of commercial subjects. These issues are compounded by misconceptions about commercial careers and the perception that subjects like Accounting are too difficult or irrelevant.
The study concludes that the drop in enrolment in commercial subjects is a systematic problem that stems from deficiencies in instruction, institutions, and policies. Future studies should look into the pedagogical content expertise of EMS teachers, parental viewpoints on subject choice, and the effects of curriculum reform on subject-choice trends in Mpumalanga's several districts.
