Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Limpopo Province comprises five districts namely Capricorn, Vhembe, Sekhukhune, Waterberg and Mopani. Furthermore, Limpopo Province has been amongst the bottom three provinces concerning Grade 12 results for the past years specifically since the introduction of the Curriculum and Assessment Policy Statement (CAPS) in 2014. The Capricorn District of Limpopo Province has shown a decline in Grade 12 results from 71.6% to 69.9% in 2016. However, there are certain schools in this district that are high performers while some are low performers. Also, the Sekhukhune District has shown a decline in Grade 12 resulted from 63.9% in 2014 to 51.1% in 2016. The purpose of this research study was to investigate and analyse the factors influencing Grade 12 results in low performing and high performing secondary schools in the Capricorn District, Limpopo Province. The objectives of this research study were to identify factors contributing to the high performance and low performance of grade 12 learners in the Capricorn district and investigate the perceptions of teachers and principals with regards to the school’s academic performance. Besides, the objectives include assessing the culture of teaching and learning in the participating low and high performing secondary schools and its influence on academic performance and assessing the roles of the school management team in the schools. This study employed a qualitative research approach in examining the factors that contribute to the academic performance of Grade 12 results of high and low performing schools in Capricorn District of Limpopo province. In addition, a case study was utilised to collect data of this study through interviews, observations and field notes. The sampled population of this study is as follows: Two school principals from the selected two secondary schools, thus one from poor performing school and one from high performing, four grade12 teachers from the two secondary schools, thus two grade 12 teachers from high performing secondary school and two teachers from low performing secondary schools. The data was thematically analysed by highlighting phrases that presented the respondents’ attitudes and thoughts, repeating the interview transcripts, reading to ensure accuracy, highlighting important statements and organising the themes that emerge from the interview. . vi The following themes emerged from the thematic analysis of data in this study (i) Physical resources, (ii) parental involvement, (iii) learner discipline, (iv)school community and (v) senior support. The findings of this study revealed that for the schools to achieve high performance and obtain excellent results, both teachers and learners must be distinctly committed to the teaching and learning process.

Thesis (M. Ed.) -- University of Limpopo, 2019 / The comparatively high failure rate in South African rural and township secondary schools is a matter of great concern. This study set out to establish what factors are contributing to the low matric pass rate in our secondary schools, in order to identify possible solutions. The study provides an overview, informed by a review of local and international research literature, of the educational and social factors that hinder school performance. The two secondary schools in Motupa Circuit selected for this study had underperformed for the previous five years, below the benchmark of a sixty percent pass rate. The study population consisted of school management teams, teachers, school governing bodies and grade 12 repeating learners. The study followed a qualitative approach, with a case study research design in which the inquiry process was based on interviews and observation. The theory of educational productivity was used to discuss the social and emotional influences of classroom management, parental support, and interaction between teachers and learners. Analysis of the data collected led to findings that served as the basis for the recommendation that all stakeholders, from departmental officials downwards to communities and parents, join hands and work together to address and correct all the ills. The findings revealed minimal support from departmental officials and school management teams. Poor management and instructional leadership are seen as some of the ills that affect academic results. The lack of involvement of parents in supporting the schools serves to demotivate teachers in their daily work. The study also revealed that non-completion of the syllabus and the poor monitoring of written work were a bane to our rural schools. Lastly, social life outside the classrooms contributed to derailing our learners? progress. The study recommends that the DBE develop and support SMT?s by enhancing their skills of management and leadership, so as to empower teachers at all levels. Career guidance in grade 9 was a necessary step towards guiding learners on their choice of subjects.