Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The blame for the decline in performance of Grade 11 and 12 Economics learners in
District has been levelled on poor school resources, poorly trained teachers, and
teachers’ ability to execute their duties. Other stakeholders blame teachers for the
poor performance of learners. Due to that this study was conducted to explore
teachers’ views on causes of poor performance in Economics among Grade 11 and
12 learners in Matlalane Circuit, Limpopo Province. Quantitative surveys and
qualitative case study were used as research design. Data was collected using survey
questionnaires and interviews. The study distributed 80 questionnaires to Economics
teachers across Mogalakwena District and 100% response rate was achieved. The
researcher also conducted one-to-one interviews among six Economics teachers and
3 Heads of Department (HoDs). Quantitative data was analysed using mathematical
and statistical tools and was presented using tables, graphs, and charts. Qualitative
data was presented using thematic and narrative analysis. This study identified seven
(7) themes, namely, the (1) poor teaching environment and lack of teaching and
learning resources; (2) lack of interest and negative attitudes by Economics learners;
(3) poor teaching experience and content gap; (4) teachers perceive Economics as a
difficult subject; (5) inadequate support from parents, school leadership and
department; (6) poor discipline in schools; and (7) increased teenage pregnancy in
schools in mining areas. This study recommends in-serve training of Economics
teachers; provision of teaching and learning resources to schools; promotion of
parents’ involvement and participation in their children’s learning; provision of support
from the Department of Education in addressing school discipline and teenage
pregnancy. This study identified the factors that cause poor learners’ performance in
Economics. However, other aspects that are critical for changing the course of action,
as required by the pragmatic paradigm, were not explored because they were not
focus areas for this study. I therefore recommend further studies that on teaching and
assessment strategies used by Economics teachers. There is a need for further study
on strategies used by the Economics teachers; the level of commitment to their work;
amount of written work given to Economics learners and the discipline in schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3660 |
| Date | January 2021 |
| Creators | Hlatshwayo, Delight Shaun |
| Contributors | Thaba-Nkadimene, K.L., Mmakola, S. D. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xiv, 110 leaves |
| Relation |
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