Factors affecting Grade 8 - 12 learners’ academic performance in mainstream high schools in a rural area in KwaZulu-Natal: Recommendations for practice

Abstract

The study aimed to investigate the factors influencing academic performance among mainstream high school learners in rural areas. Learners in rural areas need more assistance due to a lack of resources than in urban areas, where resources are available. The language of teaching and learning was English. This qualitative study was conducted in the rural area of KwaZulu-Natal. Eleven learners were interviewed. Data collection was done using semi-structured face-to-face interviews and biographic questionnaires. The data generated were analysed using thematic analysis. The findings of this study revealed that personal factors, such as understanding subject content, socialising with friends, and dedication to schoolwork, were significant. Social factors, such as teaching strategies, peer influence, and peer pressure, as well as environmental factors like travel distance, transportation, and household chores, influence learners' academic performance, either positively or negatively, and learners are aware of these factors. The study recommended that teachers incorporate study skills into the curriculum and offer supplementary classes on all subjects. The study further recommended that the Department of Education could build hostels for learners staying far from school