Factors affecting unsatisfactory performance in physical sciences: insights from a case study of Grade 12 learners in Umkhanyakude District

Abstract

This study investigated factors contributing to Grade 12 learners’ unsatisfactory performance in Physical Sciences at Ingwavuma Circuit Management cluster, under the uMkhanyakude District. This study was triggered by the growing concern over the significant decline in performance in Physical Sciences. This study used an exploratory case study design, underpinned by constructivist theory and the interpretivist paradigm. The purposive sampling method was used to sample four high schools, one learner and one teacher per school. Eight (8) participants participated in this study. Four (4) Grade 12 Physical Science teachers and four Grade 12 learners formed part of the sample. The first category included two of the most senior and experienced Grade 12 Physical Science teachers, each with at least three years of teaching the subject and a postgraduate qualification with Physical Science as a specialisation. The second category included two novice Grade 12 Physical Science teachers with one year or two years of teaching the subject, and at least an undergraduate qualification with Physical Science as one of the specialisations. The data were collected through classroom lesson observation and face-to-face semi-structured interviews, which were audio-recorded. One of the interview guides was designed for teachers, and the other for learners. Semi-structured interviews were conducted with four teachers and four learners. The data were analysed using thematic analysis. Data were interpreted in line with the literature review. The outcomes of this study indicated that factors contributing to Grade 12 learners’ unsatisfactory performance in Physical Sciences are: Socio-economic factors, teachers and learners’ absenteeism, lack of science laboratories and other resources, overcrowding in classes, unstructured workload to learners, lack of teaching methodology by teachers, learners’ ill-discipline, substance abuse by both teachers and learners, learners’ pregnancy, lack of parents’ involvement, choosing incorrect stream due to pressure from parents and peers, and lack of motivation. Based on these outcomes, policy recommendations were made.