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n Journal of Educational Studies - An analysis of factors influencing grade 12 results

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Abstract

South African learners' poor performance in Grade 12 is a source of concern. Of the nine South African provinces, the Limpopo Province produced the worst Grade 12 results between 2002 and 2006. Yet, some schools in the Thohoyandou and Mutale Districts in that province performed outstandingly well during the same period. The primary aim of this study was to determine what influential factors caused the difference between the high-performing and the poorly performing schools in these two districts. Quantitative as well as qualitative research methods were used. The findings indicate that frequency of meetings with parents had a direct relationship with Grade 12 results, suggesting that parental involvement, whether voluntary or not, contributed to better learner performance. It is concluded that attempts to resolve the challenges referred to in this article should not focus on problems only. It is imperative to learn from success stories, no matter how 'small' these may appear to be.

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/content/jeds/10/1/EJC160126
2011-01-01
2016-12-08
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