Abstract:
The study aimed to explore the effects of unacceptable learner behavior on academic performance in selected Soshanguve high schools. The researcher has observed declining matric results, high levels of dropouts, substance abuse, and a high pregnancy rate among learners in Soshanguve High Schools. The study employed three theoretical frameworks that underpinned the study: Elger’s (2007) Academic Performance Theory (ATP). The theory is based on six dimensions: context, level of knowledge, levels of skills, level of identity, personal factors, and fixed factors. They are used to explain both learner performance and improvements in performance. The second theoretical framework used was Bronfenbrenner's ecological systems theory, which focuses on the child's development within the context of their environment. Lastly, the study employed Indigenous learning theories to enable the researcher to unpack learners' behavior and academic performance from an African perspective, focusing on idioms and proverbs that guide learner behavior. The study used a constructive paradigm, a qualitative method, and a case study design. Furthermore, purposive sampling was used to select participants who met the research criteria. The study’s total population consisted of 26 individuals. Two principals, one from each school, two Heads of Departments (HODs), one from each school and 16 representatives from Grade 12 classes, males and females, eight from each school, two School governing body (SGB) members, one (1) from each school, two Life Orientation teachers, one from each school, as well as two Grade 12 class teachers, one from each school fit the criteria of participants who provided the desired information. Data were collected using semi-structured interviews, self-administered qualitative open-ended questionnaires, participatory observations, and document analysis. The researcher adhered to ethical considerations regarding obtaining permission for research, issues of informed consent, voluntary participation, and confidentiality. The findings revealed that alcohol and substance abuse were mentioned as the major issues that affect learners’ behavior and academic performance in Soshanguve High Schools. Secondly, the study findings confirm that the parents' socio-economic status affects learners' academic performance in the Selected high schools of Soshanguve. Thirdly, the findings revealed that English is used as a medium of instruction while all the participants speak their indigenous language and English as their second language. By its nature, English as a medium of instruction creates a learning barrier. Learning becomes challenging for learners who lack proficiency in the English language. The study develops essential cultural and social knowledge to understand environmental factors influencing learners' behaviors and academic performance in Soshanguve High Schools. The study integrates Western and indigenous methods to show how learners face challenges that need assessment through complete theoretical frameworks. The study adds crucial insights to educational research on underserved areas by providing suggestions for behavioral learning issues, language communication issues, and economic difficulties to support academic progress. The research findings demonstrate how to implement cultural practices that match learner experiences to enhance their daily educational experiences. The study shows how learners' behavior influences academic performance by presenting valuable solutions for classroom education and governmental and community-based educational programs.
