CAUSES OF HIGH FAILURE RATE AMONG MATRICULANTS IN THE QUMBU DISTRICT, EASTERN CAPE, SOUTH AFRICA

by

CAROLINE PUMZA BONGEKA NGEWU

A mini-dissertation submitted in partial fulfilment of the requirements for the degree of

MASTER OF EDUCATION (M.Ed) (In Educational Management and Policy)

at

WALTER SISULU UNIVERSITY

SUPERVISOR: PROFESSOR. R. CHIRESHE

MAY 2011

i

ii

DEDICATION

I dedicate this work to my son, Luyolo Inako Moyo and my brother, Lusizo

Sinawo Ngewu.

iii

ABSTRACT

The study sought to establish the causes of high failure rate among

matriculants in the Qumbu district in the Eastern Cape, South Africa. A

qualitative research design was adopted. Interviews were used to collect

data. The sample (N=21) was made up of 12 teachers, 3 learners from each

of the selected 3 schools. Convenience sampling technique was used to

select the participants. The data were thematically analyzed. The study

concluded that parents were not involved in the teaching and learning of

their children. There was a lack of learner-teacher support material and

infrastructure in schools and this affected learner‟s performance. Disciplinary

issues involving both teachers and learners negatively affected the

performance of learners. The medium of instruction in schools also affected

performance because in some schools learners were taught in Xhosa and

that resulted in poor performance at school. The study recommended that

parents need to be encouraged to be actively involved. Infrastructure needs

to be improved in schools and more classrooms should be built. Learners

need discipline and society at large should be involved in moulding learners

and teachers‟ in this regard (Teachers should lead by example). In addition,

teachers and learners need to be motivated to use English as a medium of

instruction and teachers ought to use English when they communicate with

learners.

iv

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude and warm appreciation to the

following for the success of this research:

Professor Regis Chireshe, my supervisor, for his untiring assistance and

encouragement and efficient, objective, yet positive criticism. Without his

inspiring guidance and continous motivation, this study could so easily

have become a long, meaningless, tiresome and incomplete assignment.

My mother, Mrs P.N Ngewu and father Mr O.W.M Ngewu for providing me

with the sound foundations needed to keep my feet firmly planted on the

ground while reaching for the stars.

Mohammed, Nontlahla for their contribution in this study.

My husband, Bhekisisa, son Luyolo Inako Moyo for their love, support and

encouragement throughout the study.

The participants in my research for their co-operation

Jill for contributing in revising and editing my work and

Almighty God for giving me the strength and wisdom to undertake this

study.

GOD BLESS YOU

v

ACRONYMS AND ABBREVIATIONS

LTSM – LEARNER TEACHER SUPPORT MATERIAL

OBE – OUTCOME BASED EDUCATION

NCS – NATIONAL CURRICULUM STATEMENT

PASA – PUBLISHERS‟ ASSOCIATION OF SOUTH AFRICA

vi

TABLE OF CONTENTS

Page

DECLARATION i

DEDICATION ii

ABSTRACT iii

ACKNOWLEDGEMENTS iv

ACRONYMS AND ABBREVIATIONS v

LIST OF APPENDIX ix

CHAPTER 1 INTRODUCTION TO THE STUDY

1.1 INTRODUCTION 1

1.2 BACKGROUND TO THE STUDY 1

1.3 STATEMENT OF THE PROBLEM 5

1.4 SUB-RESEARCH QUESTION 6

1.5 OBJECTIVES OF THE STUDY 6

1.6 RATIONALE OF THE STUDY 7

1.7 SIGNIFICANCE OF THE STUDY 7

1.8 DELIMITATION OF THE STUDY 8

1.9 LIMITATIONS OF THE STUDY 8

vii

1.9.1 Steps to Overcome Limitations 9

1.10 DEFINITION OF TERMS 9

1.11 CONCLUSION 12

CHAPTER 2 LITERATURE REVIEW

2.1 INTRODUCTION 13

2.2 PARENTAL INVOLVEMENT IN TEACHING AND LEARNING AND

TEACHING AND LEARNING 14

2.3 AVAILABILITY OF LEARNER-TEACHER SUPPORT MATERIAL (LTSM),

INFRASTRUCTURE IN SCHOOLS AND SCHOOL PERFORMANCE 19

2.4 RELATIONSHIP BETWEEN TEACHERS AND LEARNERS DISCIPLINE

AND SCHOOL PERFORMANCE 23

2.5 EFFECTS OF USING MEDIUM OF INSTRUCTION IN SCHOOLS ON

PERFORMANCE 27

2.6 CONCLUSION 34

CHAPTER 3 RESEARCH METHODOLOGY

3.1 INTRODUCTION 35

3.2 RESEARCH DESIGN 35

3.3 POPULATION AND SAMPLING 37

3.4 INSTRUMENTATION 38

viii

3.5 DATA COLLECTION PROCEDURE 38

3.6 DATA ANALYSIS 39

3.7 ETHICAL ISSUES 39

3.7.1 Voluntary participation 40

3.7.2 Informed consent 40

3.7.3 Confidentiality and anonymity 40

3.7.4 Harm to participants 40

3.7.5 Research permission 41

3.8 VALIDITY AND RELIABILITY 41

3.9 PILOT STUDY 42

3.9.1 Why a pilot study? 42

3.10 CONCLUSION 43

CHAPTER 4 DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION 44

4.2 RESPONSE FROM TEACHERS

4.2.1 PARENTAL INVOLVEMENT

4.2.2 AVAILABILITY OF LEARNER- TEACHER SUPPORT MATERIAL

4.2.3 RELATIONSHIP BETWEEN TEACHERS‟ AND LEARNERS‟ DISCIPLINE

AND SCHOOL PERFORMANCE

4.2.4 MEDIUM OF INSTRUCTION 44

ix

4.3 RESPONSE FROM LEARNERS

4.3.1 PARENTAL INVOLVEMENT

4.3.2 AVAILABILITY OF LEARNER- TEACHER‟ SUPPORT MATERIAL

4.3.3 RELATIONSHIP BETWEEN TEACHERS‟ AND LEARNERS‟ DISCIPLINE

AND SCHOOL PERFORMANCE

4.3.4 MEDIUM OF INSTRUCTION 48

4.4 DISCUSSION

4.4.1 PARENTAL INVOLVEMENT

4.4.2 AVAILABILITY OF LEARNER- TEACHER SUPPORT MATERIAL

4.4.3 RELATIONSHIP BETWEEN LEARNERS‟ AND TEACHERS‟ ATTITUDE,

DISCIPLINE AND PERFORMANCE 51

4.5 CONCLUSION 56

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION 57

5.2 SUMMARY 57

5.3 CONCLUSION 59

5.4 RECOMMENDATIONS 59

5.5 REFERENCES 62

x

LIST OF APPENDIX

APPENDIX 1-INTERVIEW SCHEDULE FOR TEACHERS 70

APPENDIX 2-INTERVIEW SCHEDULE FOR LEARNERS 71

APPENDIX 3 – PERMISSION LETTER FROM DISTRICT OFFICE 72

APPENDIX 4 - PERMISSION LETTER FROM SCHOOL 1 73

APPENDIX 5 – PERMISSION LETTER FROM SCHOOL 2 74

APPENDIX 6 – PERMISSION LETTER FROM SCHOOL 3 75

1

CHAPTER 1

1.1 INTRODUCTION

The study sought to establish the causes of the high failure rate among

matriculants in the Qumbu district. This chapter focuses on the problem and

its context. The following issues are discussed: background to the study,

statement of the problem, sub- research questions, rationale for the study,

significance of the study, limitation and delimitation of the study and

definition of terms.

1.2 BACKGROUND TO THE STUDY

Matric is an end-course examination. Learners sit for these examinations at

the end of their final year in the senior secondary phase (Grade 12 or Std

10). It is these final exams that open the door to tertiary learning

institutions. The matric certificate therefore becomes the first and single

most important certificate. It determines whether or not a learner is going to

procure the chance of a better future or not. Such is the importance of this

examination that cases of suicide after learners have failed have been a

problem and of major concern to the Department of Education (Statistics

Office, 2009).

2

Over the past five years it has been observed that the learners‟ pass rate is

dropping nationally (Statistics Office, 2009). It is important to note that the

high failure rate is not a problem only in South Africa; a high failure rate has

also been observed in Zimbabwe. According to Govender (2009), out of the

69158 candidates who sat for the matric exams in 2007 in the Eastern Cape,

a total of 26605 (42, 5%) failed. Education experts have expressed concern

over the drop in the country‟s overall matric pass and the small number of

higher grade passes. The Eastern Cape is one of two provinces that

sanctioned the promotion of grade 11 failures to grade 12 in 2007 and

recorded a disappointing pass rate of 56.9% which is the lowest in the

country. Matric results in other provinces were reported as follows: Free

State 8999 out of 30559, Gauteng: 21535 out of 84822), Kwazulu Natal:

53667 out of 148093, Limpopo: 40473 out of 96490, Mpumalanga 20321 out

of 51787, North West: 10414 out of 31786, Northern Cape 3017 out of

10158 and Western Cape: 8133 out of 41922 candidates. . Govender (2009)

reported that only 23% of grade 12 learners passed their matriculation

examination between 1990 and 1995. In 1999 grade 12 candidates obtained

matric certificates. According to the Statistics Office (2009), poor

performance in the senior secondary schools in different years is as follows:

In 2004 34, 47% of learners failed; in 2005 32, 2% of learners failed; in

2006 24, 95% of learners failed and in 2007 24, 4% of learners failed. A

3

newspaper, the Fever, of 6 October (2009) reports that the Eastern Cape has

suffered from a steadily-deteriorating matric pass rate in recent years thus

securing the unremitting 9th position among the country‟s provinces. Molefe

(2009) states that Doorlaagte combined school in the remote village in

Moselapetlwa, in North West province is probably the worst school in the

country. All the 15 grade 12 learners who sat for the inaugural national

senior certificate in 2008 failed. They are among 241 learners, including

grade 11 learners, who failed their final examination.

According to the report from the Department of Education (2008) the

Eastern Cape has the lowest pass rate as well as a low percentage of

learners, achieving at 50% or 60%. In 2006, the Eastern Cape managed to

achieve a 58% pass rate, in 2007 it was 56, 8% and in 2008 the province

pass rate declined to 50, 6%. The Department of Education further states

that of the 69 561 candidates who sat the exam in the Eastern Cape in 2008,

29,292 (or 40, 7%) failed. The department said it was not satisfied with this

result, the outcome does not meet the target of a 5% increase.

According to the Department of Education in the Qumbu District (2008), of

the 3380 matriculants who sat for the 2008 matric examination, only 1260

passed in that year, with some schools recording less than 20%.

4

This did not sit well with the department and parents who threatened to

dismiss some principals and their teachers.

Rasela (2006) states that of the 667 learners in Kgomonyane senior

secondary school in the North West, one learner was promoted after the

marks were adjusted, but Rasela states this was in fact regarded as a fail. At

Huhudi senior secondary school in the Eastern Cape Province, which accepts

learners only from grade 10 through to matric (2007), there were about 620

learners in grade 12 and 541 failed. Most black students in high school in

South Africa failed their final examinations in 1990. The low pass rate was

initially calculated at 36, 4% compared to 40, 9 % in 1990.

Students in the Johannesburg township of Soweto and Alexandra performed

even more poorly, with only 26% of high school learners passing their final

examination. Rasela, also states that 133,500 learners who scored at least 20

on a scale of 100 were permitted to sit for the examinations in March, 1992,

but most of these learners failed these examination.

Majongwe (2005) reveals that the socio economic chaos in Zimbabwe has

been associated with their poor school pass rate. Majongwe further states

that education standards have fallen in Zimbabwe. For example, the national

advanced level pass rate dropped almost two percent, with the blame being

5

put on absenteeism, bad management and lack of infrastructure at schools.

Africa (2005) notes that there is high failure rate among learners, especially

African learners.

Qumbu district is one of the districts in the Eastern Cape; it is 54km away

from Umtata and has about 28 senior secondary schools. The researcher is

concerned about the high failure rate of matriculants in the Qumbu District.

It is against this background that the present study seeks to establish the

contributing factors to the high failure rate in the Qumbu District based on

an understanding of critical issues affecting teaching and learning.

1.3 STATEMENT OF THE PROBLEM

It has been noted in the background to the study that there is high failure

rate in South Africa Secondary Schools (Fever, 2009; Govender, 2009;

Molefe, 2009; Statistics, 2009; Department of Education, 2008; Rasela, 2006;

Africa, 2005). The researcher is particularly worried by the high failure rate

among matriculants in the Qumbu District. The high failure rate of

matriculants in this district is of concern to all stakeholders. The study sought

to establish an answer to the following main question: What are the causes

of the high failure rate among matriculants in the Qumbu District?

1.4 SUB-RESEACH QUESTION

6

The study was designed to answer the following research questions

pertaining to the Qumbu district:

1.4.1 Does the level of parental involvement in the daily teaching and

monitoring of their children affect the pass rate?

1.4.2 To what extent does learning and teaching support material (LTSM)

and infrastructure influence the pass rate among matriculants?

1.4.3 Does discipline among learners and teachers affect the matric pass

rate among matriculants?

1.4.4 To what extent does the medium of instruction affect the pass rate of

the matriculants?

1.5 OBJECTIVES OF THE STUDY

The study sought to:

1.5.1 Establish how the level of parental involvement in the daily teaching,

learning and monitoring of their children is perceived as affecting the

pass rate.

1.5.2 Determine the extent to which learning and teaching support material

and infrastructure are viewed as affecting the pass rate among

matriculants.

1.5.3 Establish how learners‟ and teachers‟ discipline is perceived as

affecting the pass rate of the matriculants in the Qumbu District.

7

1.5.4 Establish the extent to which medium of instruction influence the pass

rate of the matriculants in the Qumbu district.

1.6 RATIONALE FOR THE STUDY

The aim of the study was to bring to light percieved causes of the increasing

rate at which matriculants in the Qumbu District fail in their final

examination. The researcher‟s interest was aroused because of observing the

high failure rate among matriculants during 8 years of teaching. In addition,

a number of parents and stakeholders were deeply concerned about the

future of their children who graduated with no institutions at which to enrol

for further studies because of weak symbols or outright failure.

The researcher believes the study was worth undertaking since it underlines

some perceived causes of the high failure rate; recommendations are made

to ensure that the matriculants‟ pass rate in the district improves, thus

allowing many of them to join tertiary institutions and eventually find

employment.

1.7 SIGNIFICANCE OF THE STUDY

It is envisaged that various groups of people will benefit from this study.

Education policy makers will benefit from knowing the outcome of the

research on the failure rate and it should enhance their understanding of the

8

factors that contribute to this high failure rate. Such understanding will throw

more light on how to better their means of improving results. South African

students in general and students in the Qumbu District, in particular, will

benefit from better and effective study methods which will emanate from the

findings and recommendations that will be reflected in the study. Educators

will also benefit from knowing the causes of the high failure rate and they

will assist them in coming up with possible solutions. Future researchers may

use these findings as a baseline for their studies.

1.8 DELIMITATIONS OF THE STUDY

The study will focus on the rural senior secondary schools in the Qumbu

District. The study will be confined to the causes of the high failure rate of

matriculants.

1.9 LIMITATIONS OF THE STUDY

The study was affected by the following limitations:

Time constraints: Since the researcher was a full-time educator, there was a

problem of time as she had social, economic and academic obligations; this

was at times a handicap. Financial constraints were felt because the study

undertaken at time a when the world was experiencing a major economic

recession and funds for research were scarce. Because of the time and

financial constraints mentioned above, the researcher focused the study on a

9

small sample size; this means that the results were not generalized to all

schools in the district.

1.9.1 Steps to overcome limitations

The study did not focus on the bigger sample, that is, all senior secondary

schools in the Qumbu district. To overcome the financial constraints, the

researcher applied for research finding. Limited funds were provided.

1.10 DEFINITION OF TERMS

1.10.1 Failure rate: This is a performance that is adjudged by the testee

and some significant others as falling below an expected standard (Aremu,

2003). In this study, “failure rate” means the number of matriculants not

scoring 40% at the end of their secondary school academic examination.

1.10.2 Matriculants: A learner who has matriculated has been officially

registered as a Grade 12 learner, has passed the final examination (NCS) and

is then usually expected to move to the next level of education – the tertiary

level.

1.10.3 Learner Teacher Support Material (LTSM): In outcomes based

education (OBE) learning support material is material that facilitates the

process and encompasses more than just textbooks. In this study, Learner

10

Support Material means books, pamphlets, newspapers, various tools and

equipment pertaining to teaching and learning.

1.10.4 Effective school: According to Owners (2005), effective schools

share the following characteristics: Strong leadership by the principals, high

expectations for a student‟s achievement on the part of the teachers and

staff members and adequate time spent on teaching and learning tasks. In

this study, effective schools also refers to schools in which there is a high

pass rate, excellent governance and leadership and effective teaching and

learning.

1.10.5 Parental involvement: According to Cotton (2005), the term

parental involvement includes several different forms of a parent‟s

participation in education and with the school. Parents can support their

children‟s schooling by attending school functions and meeting their

obligations. In this study, parental involvement means the involvement of

parents in the teaching and learning of their children in schools.

1.10.6 Curriculum: This is a body of knowledge to be transmitted as an

attempt to achieve certain ends. The course of study is offered by a school

or college. In this study, curriculum refers to the national curriculum

statement (2005, NCS) pertaining to the relevant learning areas, learning

11

outcomes, and assessment standards that are outlined or specified for all

schools; it is to be used in the learning and teaching process.

1.10.7 Discipline: In this study discipline means the acceptable rules and

regulations that both learners and teachers must display in order for teaching

and learning to take place effectively.

1.10.8 Medium of instruction: It is the particular language that is used in

the teaching and learning process and is used in the transmission of

knowledge (Adkins, 2006). In this study, medium of instruction means the

language (English) that is the acceptable medium used by both learners and

teachers to facilitate the transmission of knowledge or information from the

teacher to the learner or from learner to learner.

1.11 CONCLUSION

This chapter has highlighted the background to the study, statement of the

problem, the sub-research questions, rationale to the study, significance of

the study, delimitation of the study, limitation of the study and the definition

of terms. The next chapter discusses the literature review of the study.

12

CHAPTER 2

LITERATURE REVIEW

2.1 INTRODUCTION

The aim of the present study was to establish the causes of the higher failure

rate among matriculants in the Qumbu district. This chapter reviews the

literature on what authorities present as possible causes of failure by learners

in schools. The literature review is presented under the following

subheadings which are derived from the study‟s sub research questions:

Parental involvement in the teaching learning and monitoring of their

children and performance, availability of learner-teacher support material

(LTSM) and infrastructure in schools and performance, relationship between

teachers‟ and learners‟ discipline and school performance and effects of using

English as a medium of instruction in schools on performance. The gaps

which the study intended to fill are highlighted in the literature review.

13

2.2 PARENTAL INVOLVEMENT IN TEACHING AND LEARNING AND

SCHOOL PERFORMANCE

Ongezi (2010) discovered that some parents, did not bother to be involved in

the teaching and learning of their children. Ongezi further states that only 51

percent of the pupils reported receiving parental assistance in doing their

homework. Most of this help was from siblings (at 43%), while mothers

followed at 36%; only 17, 3 % of the fathers helped with homework.

Fathers‟ input regarding their children‟s education is wanting. It shows that

many fathers do not bother to assist their children. This study sought to

establish if parents are involved in their children‟s work and how this

involvement was viewed as affecting learner performance.

Parental involvement continues to be the most influential factor in student

achievement and motivation. Students whose parents are closely involved in

their school lives and who monitor their progress fare best in high school

(Statistic Education, 2008). Parental involvement is demonstrated by families

and communities taking an active role in creating a caring educational

environment. Parents who are involved with their children‟s education are

those who consistently demonstrate good parenting skills, communicate with

the school staff, volunteer their time in the school, help their children learn at

home, take an active role in school-related decision making, and who

14

regularly collaborate with the school community (Berger,2007). This kind of

involvement is more likely to have positive effects on learner performance.

This study sought to establish whether parents were involved in their

children‟s work and if this involvement was perceived as having any effect on

learner performance.

Warner (2007) argues that although connections between parental

involvement and school violence have been rarely been studied, increased

parental involvement can result in home environments that are more

conducive to learning and improve communication and consistency between

home and school. These changes can lead to safer, more responsive schools.

According to Berger (2007) on her eight years of experience in the classroom

parental involvement is a critical part on high quality education, safe and

disciplined learning environment and student achievement. All parents want

the best education for their children although they are not involved on their

school activities. Most teachers feel that parental involvement is a vital part

of student achievement, but many of them do not know how to get parent

involved. School need to be encouraging parents to become partners and

thus be able to make decision about their education.

15

Michel (2007: 69 -71) asserts that today‟s parents are not always positive

towards school. Their negative feeling about school comes from

misunderstandings between educators at school. Michel also emphasizes that

parents who don‟t know how to parent, blame the teachers when things go

wrong for their children. This indicates that although parents are regarded as

having negative attitude towards school their children performance dropped.

It has been indicated that the child‟s first parent is a biological parent. In

other schools it has been indicated that achievement scores are consistently

low or falling, students are unhappy because parents are not involved in their

education.

Burton and Burdett (2007) emphasized that most parents are wiling to help

teachers to show up to school but any need prodding as well. Burton and

Burdett further state that with just a little creativity, schools can get

involved in reminding to get parents to be interested in their child‟s work.

Most parents do not understand that they are the valuable asserts in

school. Parents are the rich source of information about the instructional

needs of their children, sometimes are able to predict school conditions that

foster student learning better than teachers. Parents if they can be actively

involved they can bring fresh perspectives to the school about priorities for

education and more specific causes of students‟ responses of instruction. If

16

parents may full involve themselves, education system can improve. Burton

and Burdett further advise that many parents have a significant and diverse

range of skills and expertise that they would often be willing to share with

the school.

Haynes (2006) shows that children are more likely to succeed academically

and are less involved in violent behavior if their parents are involved in their

education. Haynes further states that parental involvement is more

important to student success, at every grade level, than family income.

However, strong families, strong schools, a report that reflects on family

involvement in education stated that the sad fact that in many instances

parents don‟t feel as if they are welcomed in school. This study sought to

establish whether if parents are involved in their children‟s work and if this

involvement was perceived as having any effect on learner‟s performance.

Parents‟ active involvement result in greater recognition of teachers‟ skills,

better evaluations of learners from their principals; it also enhances parental

understanding of the inner working of the school, and higher school ratings

in effectiveness and programme success. Berger (2007) found that parental

involvement was a significant factor in both accelerated and sustained

student academic performance. In a related study, Haynes and Comer

17

(2006) established that the child of a parent who supports learning in the

home will be more likely to achieve academic success than a child who does

not have support in the home. When parents are involved in the education of

their children that in itself can have a positive impact on the child‟s academic

success. In short learners‟ achievement improves when parents are involved.

The above observations may explain Cotton‟s (2005) advocation of parental

involvement in teaching and learning to avoid high failure rates. This study

sought to establish whether or not parental involvement was seen to improve

learners‟ performance in the Qumbu district.

The advantages of getting parents involved include the following: Increasing

literacy opportunities, creating opportunities for academic involvement,

allowing teachers and parents to combine efforts, allowing parents to gain an

understanding of academic concepts and processes, allowing parents to

control the environment and means for completing activities (Cotton, 2005

and Hixson, 2006). This study sought to establish whether or not parents are

involved and whether the involvement is seen as affecting learner

performance.

Johnson (2004) states that getting parents involved not only promotes

learners achievement, but it also helps the teacher to ask the parents more

about the child. The most important question concerning parental

18

involvement in the children‟s education is why parents choose to become

involved and whether or not their involvement positively influences the

education of their children. Parents often become involved in their children‟s

education through homework. Johnson (2004) also argues that if children do

homework at home, that in itself can be a powerful tool for letting parents

and adults know what the child is learning, giving children and parents a

reason to talk about what is happening at school. Parents may, however feel

unable to help with homework and hesitate to discuss curriculum issues, with

teachers, resulting in their becoming less involved overall. According to Dan

(n.d), involving parents in the teaching and learning of their children can

indicate a strong link between a parent and a learner‟s achievement. This

study sought to establish the perceived impact of parental involvement in

their children‟s school work.

According to Riley (2004) parents need educators to be willing to recognize

the extent of this disconnection as a precondition for involving

families/parents in their children‟s education. Riley (2004) offered the

following suggestion for reducing that feeling of disconnection: be sure the

first contact with parent is the positive one, communicate with parents

straight forwardly and simply, ensure that all parents have regular access to

clear, concise and easy readable information, educators must ask parents to

share their concern and opinion about school and the school must

19

accommodate parents work schedule. According to Henderson (2004)

Parental involvement promotes healthy and consistent learning environment

by establishing mutual goals between parents and educators developing

activities that bridge home and school. Parental involvement programs

actively engage parents through a variety of activities that enable them to

more fully participate in their children‟s education both at home and the

school (Henderson, 2004).

Johnson (2004) state that there are six ways those schools can promote

parental involvement in learning. The first three take place in home setting.

Schools can help parents increase involvement by teaching them better child-

rearing skills through parenting components, provide opportunities for

volunteering can increase parental involvement in school activities. The other

area is to promote parent volunteers in social activities, as classroom aides,

and a member of school development committee. Parents need to know that

they can influence learning and in most cases, they need to be shown how

thy can do it. Although studies show that schools must take the lead in

actively pursuing parental involvement. Encouraging parents to participate in

their children‟s education (Johnson, 2004).This study sought to establish

whether or not parental involvement was seen to improve learners‟

performance.

20

Dever and Kruger (2003) argue that teachers should realize the importance

of parental involvement in the education of their children. Parents‟

involvement and support have a profound influence on the culture of

learning and teaching. Dever and Kruger (2003, p.271) reveal two important

facts: Parents‟ involvement has a significant effect on the quality of learners‟

experience of teaching and learning in the school, and also on their results.

Without co-operation between the parent and the teacher the child cannot

be sufficiently educated. This study sought to establish whether or not

parental involvement was seen as improving a learner‟s performance.

Westhuizen (2002, p.11) argues that any education system is inevitably

linked to parents and communities. Communities value education for

themselves and for the future of their children‟s education. Parents and

communities need to understand what the school is trying to achieve, and to

support these goals. Education systems which succeed generally have a

strong community, parental and learner identification with school objectives

and school processes. Advantages of parental involvement are: Practical co-

operation brings important benefits to all involved educators, parents and

learners, Strong home/school links are vital ingredients in the communities.

Dan (n.d) maintains parental involvement and strong schools are inseparable

and that you cannot have one without the other. However, a definition of

effective parental involvement is not the same for everyone. Parental

21

involvement can and should take many forms. Dan, (n.d) outlines three

types of parental involvement: Parents as the first educators in the home,

parents as partners with the school, and parents as advocates for all children

and youth in society. Parental involvement is getting children ready for

school everyday. It means serving on collaborative decision making and/or

committees. This study does not focus on forms of parental involvement but

sought to establish whether or not, parental involvement is seen to result in

improved performance or not.

Spaulding (2002) argue that parents need to support the work that goes on

in the classroom. Parents need to show children that school is important and

must establish a “parent library” a place in the school where parents can find

and check out materials that will help them to help their children. Parents

must understand that children learn a huge amount from their parents

before they even enter the school. Spaulding (2002) points to a number of

ways in which “teaching‟‟ continues to be a parents responsibility and part of

parents daily routine. Parents have to provide time and a place for doing

homework, reading with a child, making sure homework is understood and

finished, talking about what is being done at school, and continuing to help

how to help in parent “teach”. The more parents learn, the more they are

able to help the child learn‟ that means getting actively involved in finding

out what is being taught, how is it taught, and take classes (offered through

22

adult education etc) on their own to demonstrate to their children how

important learning is (Spaulding, 2002). This study sought to establish

whether or not parents are involved and whether the involvement is seen as

affecting learner performance.

The next are section looks at availability of learner-teacher support material,

infrastructure in schools and performance.

2.3 AVAILABILITY OF LEARNER-TEACHER SUPPORT MATERIAL

(LTSM) INFRASTRUCTURE IN SCHOOLS AND SCHOOL

PERFOMANCE.

Learner-teacher support material as an integral part of curriculum

development and a means of promoting both good teaching and good

learning. It must be noted that development of learning support material is

not the exclusive preserve of publishing educators. There is a variety sources

for learners if they can get enough learning material, for example:

commercial publisher‟s knowledge, the teacher in the classroom and informal

support material committees such as NGOs and subject interest groups.

According to PASA (2007), as the school week progresses, time-on task and

many teaching hours are lost through unproductive work such as copying

notes from the blackboard because of a shortage of textbooks. In many

schools, textbooks are the main sometimes the only educational resource.

23

Especially in poorer areas, few teachers have copies of official curriculum

documents. For them the textbook is the curriculum (PASA, 2007). While

bookstores in the larger cities have a variety of books (including workbooks),

study aids and educational material available for sale to better-off parents,

only a small number of these aids find their way into less-affluent

classrooms. In some countries there are delays in delivery of any material

(PASA 2007).

According to Masango (2005), for most schools in South Africa, learning and

teaching support material (LTSM) is supplied in time, but learner migration

leads to shortages. This leads to additional problems because a school built

during the course of the year will not be used until the beginning of the

following year and may be vandalized. This study, sought to establish if this

lack of delivery negatively affects learners‟ performance.

Pandor (2005) believes that shortage of learner-teacher support material

contributes to the frustration by both teachers and learners hence this result

in a low pass rate. Often schools in rural areas are neglected or not

prioritized in terms of delivery of LTSM owing to poor road and

infrastructure.

According to Anja (2003) in other schools classrooms, students find difficult

to move around freely. There is no dustbin in the classrooms, teachers table

space seems to be inadequate for it. There is no cupboard to keep her

24

books, class register and other documents. Student position is below the

blackboard; therefore they are forced to look above their eyesight (Anja,

2003). The big numbers of learners that teachers have to deal with in one

classroom are a daunting and intimidating prospect (Everston, 2002).

Textbooks determine the component and methods of learning; that is, they

control the content, method and procedures of learning. Some schools are

inconvenienced when not receiving correct, prescribed books (Manzini, 2000,

p.84). In some schools cronic shortage are experienced in prescribed

material, whilst in other schools not even one copy of a textbook is available.

Manzini, (2000) also states that the Department of Education fails to supply

learning support materials in time; this includes textbooks to most schools.

This study sought to establish whether or not availability of learner-teacher

support materials and infrastructure in schools affected the matriculants‟

performance.

Mushwana (2000, p.102) states that some schools are also characterized by

underdevelopment, poverty and inferior educational facilities; these diverse

conditions can contribute to the poor academic performance of learners. He

further indicates that another factor is failing to build classrooms for schools

because of lack of funds; the government dedicates million of rands in

payment for learning materials while infrastructure lags behind. Furthermore,

he argues that communities are unable to build classrooms themselves and

children attend classes under trees; by during the rainy season they do not

25

go to school and that results in poor academic results. The poor conditions in

the majority of schools are easily perceived as an indication that the

Department of Education is not doing enough to reverse the situation. The

lack of what is regarded as adequate school facilities is the subject of many

heated arguments among stakeholders. This study sought to establish

whether or not availability of learner-teacher support materials and

infrastructure in schools is regarded as affecting matriculants‟ performance.

The lack of a conducive atmosphere at some schools in the Qumbu district in

the Eastern Cape also contributes to the poor academic performance of

students (Manzini, 2000, p.6). Some schools are experiencing an

astronomical increase in population; some classes use three to five registers

for a class of more than 250 learners. In Nigeria knowing each learner by

name is no longer possible in such schools (Marakinyo, 2003). The problem

of a large population of students in classrooms does not create good learning

conditions and this can lead to poor academic performance. Learner-teacher

support material affects the culture of teaching and learning negatively. This

study sought to establish if the above scenario also pertains to the Qumbu

district secondary schools.

The next section focuses on relationship between learners‟ and educators‟

discipline and school performance.

26

2.4 RELATIONSHIP BETWEEN LEARNERS’ AND TEACHERS’ DISCIPLINE

AND SCHOOL PERFORMANCE

Kruger and Van Schalkwyk (2007) attempts to examine how the teacher learner

relationship could help in promoting effective discipline. Kruger contends that

using humour, friendly greetings and non-verbal supportive behavior may help

improve such relations. Van Schalkwyk however, is of the opinion that teachers

should avoid humour targeted at the learners. Furthermore Kruger (2007)

discovered that the quality of the relationships in the classroom on the extent of

the disruptive behavior that is evident in the classroom context.

Kindred (2006) state that handling of discipline plays a major role in

establishing satisfactory or unsatisfactory relations with the learner.

Competent teachers understand the normal behavior of high school learner

at different stages. Kindred further state that by so doing, they are able to

prevent situations from arising that would call for disciplinary action.

Teachers are uncertain about how to relate to learners and still maintain

discipline in the classroom. Reasons for the persistence of poor teacher

learner relationship include lack of knowledge regarding the effective use of

alternatives to corporal punishment and use of power to teacher authority

(Kindred, 2006).

27

There are many students who will not immediately do what they are asked.

Learners display behaviors like answering back, challenging, procrastinating,

getting out of seats without permission and general rowdiness; these behaviors

occurred right across the school spectrum Rogers (2006). This study sought to

establish whether or not learners‟ indiscipline had an effect on learner

performance in the Qumbu district.

Slater (2005) reports that newly qualified teachers experience misbehavior in the

classroom because they are not used to managing the class. They cite examples

such as a pupil out of control, overturning chairs. These learners tend not to listen

to the teachers when teaching and this leads to poor performance of learners.

This study sought to establish whether or not poor performance in the Qumbu

district is perceived as being caused by learners‟ disciplinary problems.

Cotton (2005) argues that most students are gravely concerned about disorder

and danger in a school environment. Cotton (2005) further points out that

classroom are frequently plagued by other more minor kinds of misbehaviors

which disrupt classroom activities and interfere with learning. This takes up

approximately half of all classroom time; time is lost to activities other than taking

instruction and other problems of indiscipline. These are some of the factors

causing disruption and therefore lost instructional time.

28

Morakinyo (2003) believes that the falling level of academic achievement is

attributable to teachers‟ non-use of a verbal reinforcement strategy. Others

found that the attitude of some teachers to their job was reflected in their

poor attendance at lessons, lack of punctuality, poor teaching methods and

learners‟ performance that could lead to learners‟ low self esteem; all these

can affect learners‟ academic achievements. This study sought to establish

whether or not what was established by Morakinyo (2003) about indiscipline

also applied in the Qumbu district.

Charles (2002) discovered that teaching and learning was at stake when it

comes to the disruptive behavior of some pupils in lessons. A serious lack of

discipline among pupils was observed on a daily basis and remained

unabated. Some of the ill-disciplined pupils had no respect for teachers as

well as their fellow, authority or school rules. In most cases observation has

shown poor performance by most pupils who misbehave and disrupt learning

during lessons. Rules were placed in classrooms, around the school and even

in pupil‟s plans. The pupils were made aware of the benefits of good

behavior and consequences of bad behavior. (Charles, 2002)

Charles (2002) proposes a plan that emphasizes the prevention of

misbehavior in human relations. Charles is of the opinion that teachers

should work together with learners from a position of social quality. Teachers

29

should make children feel emotionally comfortable and physically safe so that

they (learners) can develop self-discipline. Charles (2002) further state that

teachers should improve the way they relate and work with learners by

working in a collaborative manner. Teachers must take charge of specific

procedure in the classrooms to ensure that learning indeed occurs. Charles

further state that the extent to which learners are involved in the lesson

activities will influence the interpersonal relationship between and learners

and teachers. It has been indicated in that schools and learners are expected

to form an effective partnership.

Mushwana (2000) states that teachers in Bushbuckridge in Limpompo are

not disciplined; some attend to their own businesses, which are not related

to their work, in school hours. Mushwana (2000) further argues that teachers

fail to cover the prescribed volume of work in preparation for examinations.

In most of the schools, teachers are not changed even after producing poor

results over a period of three years. In similar vein, Manzini (2000) states

that some teachers play a negative role by arriving late, absenteeism,

substance abuse and having affairs with pupils (Manzini, 2000). Teachers

who are not committed do not prepare lessons, lack subject knowledge,

abuse alcohol, are poor role models, conduct themselves unprofessionally,

absent themselves from classes and lack discipline. Work ethics that are

ignored create a culture of poor teaching and learning in schools and this

30

leads to poor academic results. This study would want to find out whether or

not teachers‟ indiscipline is seen as affecting school performance.

According to Manzini (2000) some teachers go to classes without having

prepared for the lesson and in most instances fail to report for scheduled

classes. Non completion of the syllabus by teachers is discouraging those

teachers that are working hard. At times some teachers who do not go to the

classrooms during the day simply give out notes and homework without

dealing with the subject matter in class. This is the temptation faced by

many teachers from time to time; skipping certain lessons results in poor

academic achievement. This study sought to establish whether or not poor

performance in the Qumbu district is perceived to be caused by teachers‟

behaviors such as absenteeism, lack of adequate preparation.

According to Bennet, Finns and Cribbs, 1999) the problem of lacking of a

school discipline is rarely disputed; the notion that schools need to be safe

and secure places of learning for learners need to be a first priority. The lack

of sensitivity to the pervasive culture of bullying in schools is becoming so

endemic to the public school system that there is often a feeling of

helplessness. Many principals become “gun-shy‟‟ in light of the court

decisions about learners‟ behavior. When schools are places of proper

conduct, regular attendance and respect for teachers, learners are more

31

likely to learn effectively and get better grades (Benett, Finns & Cribb, 1999).

This study sought to confirm what was established by Benett, Finns, Cribb

(1999) about regular attendance, respect for teachers and school

performance and whether or not also applied in the Qumbu district.

Schools in Nigeria experience problems regarding learners‟ absence from

school, with the Coastal region leading (Morakinyo, 2003). The 2009 public

strike in the Eastern Cape resulted in conflict between teachers and learners.

When learners see their teachers behaving badly, they no longer regard

them as role models (Hayward, 2010). This study confirms whether or not

what was established by Morakinyo (2003) and Hayward (2010) about

indiscipline also applied to the Qumbu district

The next section deals with effects of medium of instruction on learners‟

performance.

2.5 EFFECTS OF MEDIUM OF INSTRUCTION IN SCHOOLS

Chitja and Mbatha (2010) state that in South African education institutions,

many learners that come from disadvantaged schooling backgrounds encounter

language difficulties resulting from inadequate proficiency levels in English.

Despite the policy changes since 1994, English is still being used as a language of

instructions in South African schools resulting in poor learning (Chitja and Mbatha

2010).

32

In Hong kong Lau (2010) established that Chinese-medium-of-instructed

students tended to outperform their English-medium-instructed counterparts,

and that middle-low ability students in English-medium schools were notably

at risk. This provides a new understanding of the impact of the medium of

instruction on students‟ learning. Lau (2010) also states that there was a

widespread belief that using English as medium of instruction would help

students gain the language competence that they needed to deal with work

successfully at senior secondary schools. This study sought to establish

whether or not what was happening in Hong Kong, in terms of using English

as a medium of instruction, also applied to the Qumbu district.

According to the Department of Education (2008), the issue of language is

still being debated in South Africa, given that the majority of children study

in a second language. The Department of Education (2008) further states

that the Northern Province has been one of the worst of the eight provinces

in relation to the matriculation pass rate. This low pass rate can be attributed

to, inter alia, the fact that Grade 12 learners perform poorly in the content

subjects because they lack competence in the medium of instruction -

particularly the English. Language and communication are barriers to

effective teaching and learning. Teaching and learning to many learners

takes place through a language which is not their first language. This is not

only placing these learners in a disadvantaged situation but it also leads to

33

linguistic difficulties which contribute to a learning breakdown. Teachers,

furthermore, often experience difficulties in developing appropriate support

mechanisms for second language learners. This study sought to establish the

effects of medium of instruction on performance in schools.

Referring to Ethiopia, Wolff (2006) states that classroom observation and

assessment data demonstrate that English as a medium of instruction does

not necessarily result in better English learning. The medium of instruction

for teaching and learning match the language that teachers will be using,

because teachers themselves need to develop their second language skills.

Meanwhile, despite implementation of the country-wide English Language

Improvement Programme (ELIP), educators throughout the system have

extremely limited exposure to English outside the classroom in Ethiopia

(Wolff, 2006). Few can cope with the demands of teaching English as a

subject, and even fewer with the challenges of using English to convey

curricular content.

According to Wolff (2006), there is considerable evidence from within the

Ethiopian education system that the high level of investment in teaching and

assessing students through the medium of instruction. (English) has a very

low rate of return to the system. Overall, academic achievement can be

emphasized more than English proficiency at secondary and higher education

34

levels of competence. This study seeks to find out whether or not what is

happening in Ethiopia, in terms of medium of instruction, is applicable in the

Qumbu district, in South Africa.

Rogers (2006) describes the characteristics deemed necessary for a language

in order for it to be adopted as a medium of instruction. The characteristics

are: The language should be lucid and understandable for the teachers as

they have to teach learners clearly by speaking and explaining. Of all the

languages in the world today, English is taken as the primary language. The

issue of language of learning and teaching (LOLT) and “time on task (TOT) is

also relevant to learner‟s achievement. This study sought to establish

whether or not the use of English as a medium of instruction is perceived as

negatively affecting performance.

Rogers (2006) states that the problem with English as a language is not so

much on over-evaluation of English but an under-evaluation and lack of

confidence in the potential of African languages. Teachers teaching English

are particularly disturbed by the poor performance of learners in English

language. Effective teaching of this language is also important because it is

the medium of instruction used to teach other subjects, as explained in the

national policy on Education. Language serves as an effect medium of

instruction in schools, it is necessary to teach it very well. Many of the

35

learners cannot read and understand English books; as a result they perform

poorly in comprehension. Many of the pupils do not do well in class because

they are unable to express themselves in English. Some pupils fear reading

aloud in the classroom because of their inability to pronounce English words

correctly. Language is not necessarily everything in education but without

language everything is nothing in education (Wolff, 2006). This study sought

to establish whether or not the use of English as a medium of instruction

negatively affected performance of learners in the Qumbu district.

According to Pandor, (2005), there have been significant decreases in the

numbers passing English Language on the higher level, but the performance

of candidates in the exams was extremely poor and the level of achievement

has not changed over the years. Poor performance of learners in South

African schools is still a problem. Some researchers have found that language

of instruction, which is not a child‟s first language, may be a problem for the

effective teaching and learning. Methods of instruction play an important role

in enhancing the student‟s performance. Student‟s attitude in language of

instruction plays an important role. It has been found that students, who

have developed negative attitude in English perform poor in their studies

(Ollerton, 2004). This study sought to establish whether or not the use of

English as a medium of instruction negatively affected performance in the

Qumbu district.

36

Kyeyune (2003) states that medium of instruction is an enabling tool. It

facilitates the learning of subject content, and is also a means by which

students reflect on different facts and views in order to construct a new view

of the world, including the meaning they attribute to the new concepts to

which they are introduced, and the values they attach to them. Although

many factors may play a role in determining a learner‟s level of academic

success, recent theory in the field suggests that language medium could be a

deciding factor in whether a learner does well or poorly academically

(Kyeyune, 2003). This study sought to establish whether or not the use of

English as a medium of instruction negatively affected learners‟ performance.

Cele (2002) argues that most Grade 12 subjects are taught in English and

learners are expected to answer questions using English. Learners who have

no background of English as a medium of instruction were delayed in

obtaining a pass as the questions in various subjects were asked in English

(Cele, 2002). The type of English that learners used in writing was

cognitively demanding as compared to the type of English that they used for

oral communication outside the classrooms. Dlamini (1998, p.23) states that

37

when learners have not mastered the language of instruction it becomes

more arduous to grapple with the content of what they have to learn and the

result is rote learning. This means that language plays an important role in

the comprehension of the content. The learner‟s mastery of a language may

determine his or her performance in the subject concerned. Language

therefore plays an important role in the process of learning. This study

sought to establish whether or not the use of English as a medium of

instruction in schools negatively affected performance.

English is in high demand as a language for learning in schooling throughout

South Africa. Those studying it as a second language spend up to 12 years

learning it as a medium of instruction. English as a medium of instruction in the

classroom successfully, the learner must have developed the first language, as

well as the second language to a level where cognitive and linguistic skills can be

transferred across language effortlessly. Academic performance of learners is

affected by their level of proficiency in English as a language. The language the

child uses in the classroom needs to be sufficiently well developed to be able to

process the cognitive challenges of the classroom. If children are made to operate

38

in the classroom in poorly-developed English, the quantity and quality of what

they learn from complex curriculum materials and produce in oral and written form

may be relatively weak and impoverished. This South African research project

found that pupils could not explain in English what they already knew in their first

language, nor could they transfer into their first language the new knowledge that

they had learnt through English. This study sought to find out whether or not what

was established about English language instruction also applied to the Qumbu

district.

An investigation into the integration of African language speakers into

English medium schools in South Africa revealed that studying through

English caused frustration was demoralizing and even traumatic for many

learners and that in turn can lead to poor academic performance. This study

sought to establish whether or not the use of English as a medium of

instruction in schools was seen as frustrating and demoralizing thus leading

to learners‟ poor performance in matric.

2.7 CONCLUSION

This chapter discussed literature on what authorities in education have

established about parental involvement in the teaching learning and

monitoring of their children, availability of learner-teacher support material

and infrastructure in schools, relationship between teachers‟ and learners‟

39

discipline and also performance and medium of instruction in schools. The

next chapter discusses research methodology.

CHAPTER 3

RESEARCH METHODOLOGY

3.1 INTRODUCTION

The study sought to establish the causes of the high failure rate among

matriculants in the Qumbu district. This chapter on research methodology

focuses on the following: The research design, population and sampling,

instrumentation, data collection procedures, data analysis and ethical aspects

that were adopted for this study.

3.2. THE RESEARCH DESIGN

Sprinthall (2009) point out that qualitative research methods are used

systematically to gather data. Qualitative researcher feel that the action can

best be understood when it observed in the selling in which it occurs.

Sprinthall (2009) further state that qualitative research is influenced by

human behavior which in turn is influenced by the setting in which it occurs.

A research design is a plan and structure of the investigation to be used to

40

obtain evidence or data to answer the research questions. This study

adopted a qualitative design; the topic that is to be explored by the

researcher is best suited to qualitative research. The reason for using

qualitative research is that it is concerned with understanding the social

phenomenon from the participants‟ perspective (White, 2002). In addition,

qualitative research provides complex textual descriptions on how people

experience a given research issue. It provides information about the human

side of an issue, that is, the often contradictory behaviors, beliefs, opinions,

emotions and relationships of an individual. The researcher believes that the

use of qualitative research will not only lead to an accumulation of

knowledge and insight, but will also lead to a thorough understanding of the

topic under investigation. This design is suitable gaining principals, educators‟

and learners‟ opinions and beliefs on the causes of the high failure rate

among matriculants.

Qualitative research allows the subjects being studied to give „rich‟ answers

to questions put to them by the researcher which will provide valuable

insight which might have been missed by any other method as it will focus

on the causes of the high failure rate among matriculants. White (2002)

believes that the time spent with the interviewees will enable the interviewer

to have a clear understanding of the problem.

41

White (2002) states that qualitative research methodology deals with data

that are principally verbal. Qualitative research is more concerned with

understanding social phenomenon from the perspective of the participants.

Macmillan and Schumaker (2006) observes that qualitative methods can be

used to better understand any phenomenon about which much is already

known, or to gain more in-depth information that may be difficult to convey

quantitatively. This design is suitable for this particular qualitative research

as it can be used to better understand the causes of failure of any

phenomenon from the perspective of principals, educators and learners.

3.3. POPULATION AND SAMPLING

In this study, the population comprises of all principals, teachers and learners

within the Qumbu Education District. The schools in this district range from

primary to senior secondary schools; the researcher will focus in senior

secondary schools.

The researcher selected 3 senior secondary schools. The sample comprised

21 respondents which included: 4 teachers from each of the 3 schools. This

gives a total of 12 teachers and 9 learners. Principals‟ and deputy principals‟

teaching experience ranged from 10 to 35 years while HoDs‟ and teachers

teaching experience range from 3 to 25 years. Grade 12 learners were

selected to be participants because they were in the system for a long time

and they were assumed to know the causes of the failure rate. The

42

researcher selected the schools randomly by writing down names of senior

secondary schools. Names were drawn from the box. Those picked became

the participating schools. The power of random sampling lies in the fact that

each unit has an equal probability of being selected. Random sampling was

also used to select educators and learners. From each school the researcher

wrote names of all teachers and learners and drew names from a box.

3.4 INSTRUMENTATION

In this study the researcher used face-to-face interviews to collect data.

Interviewing is the most common method used by researchers to collect

response data from participants (De Vos, 1998). The interviews enabled the

researcher to seek clarification and probe the answers of the respondents. In

an interview, participants usually agree to be interviewed and thus help the

researcher to pursue focus of inquiry. Interviews as a form of data collection

also assisted the interviewer to pick up non-verbal cures, including facial

expressions and tones of voice (De Vos, 1998). The researcher chose to use

face-to-face interviews because it enabled the researcher to write down the

exact words, and describe feelings and body language as experiences of the

participants of the study were revealed. (See appendix 1 for teachers‟

schedule and appendix 2 learners‟ schedule).

3.5 DATA COLLECTION PROCEDURES

The researcher personally visited the schools for data collection on agreed-

43

upon days and times. The researcher used note-taking as a data collection

tool throughout the interview process. The advantage of this was that the

researcher had a transcript of what was said (McMillan and Schumaker,

2006). The researcher also made notes alongside the transcript, however,

note-taking requires that one try not to distract the interviewees with too

many pauses when writing. The researcher started the interview by

establishing good rapport with the interviewee and outlining the purpose of

the interview, motivating the interviewee and keeping to the time limit for

each interview (Sprinthall, 2009).

3.6. DATA ANALYSIS

In this study the researcher captured the conversation verbatim. Coding

techniques were used to categorize the responses according to the individual

points of view. The researcher placed the raw data into logical, meaningful,

categories in order to examine them in a holistic fashion, and to find a way

to communicate this interpretation to others. The analysis was influenced by

the ideas offered by White (2002, p.83) who states that data analysis is a

design that entails several cyclical phrases that include: continuous

discovery, especially in the field throughout the entire study, to identifying

tentative patterns, categorizing and ordering of data typically after data

collection, and qualitatively assessing the trustworthiness of data in order to

refine patterns. Themes were drawn from the categories that were grouped

44

according to the individual‟s words.

3.7. ETHICAL ISSUES

The researcher acted ethically and legally and will attempt to adhere to all

the requirements of the Helenski Declaration. The following ethical issues

had to be addressed:

3.7.1 Voluntary participation and withdrawal

The researcher told the participants that they had a right to refuse to take

part, or withdraw once the researcher had begun. The participant was free to

withdraw consent and to discontinue participating in the project at any time.

3.7.2 Informed consent

The researcher informed the participants about the topic and the researcher

gave the participants a fair explanation of procedures to be followed and

their purpose. Participants were asked to fill in the informed consent forms if

they agreed to take part in the study.

3.7.3 Confidentiality and Anonymity

The obligation to protect the anonymity of research participation and to keep

data safe and confidential was important. The essence of anonymity is that

information provided by the participants does not reveal their identity. No

45

names were mentioned so that participants did remain anonymous. The

researcher grouped responses as one way to maintain confidentiality and

anonymity.

3.7.4 Harm to participants

No participants were harmed either emotionally or psychologically. The

researcher acted professionally.

3.7.5 Research permission

The researcher obtained written permission from the Department of

Education and school principals to undertake research in the target schools.

3.8. VALIDITY AND RELIABILITY

All the interviewees were asked the same questions and were given enough

time to respond. Follow-up questions were asked. The researcher

paraphrased the interviewee‟s response after each question. This served to

increase validity by checking whether what the interviewer had heard was

actually what the interviewee intended to say. Validity is defined as the

trustworthiness of the inferences drawn from the data collected. Validity

includes the accuracy or truth value of the findings being studied, with

applicability referring to the likelihood of comparable findings pertaining to

other groups in other situations. The findings should also be consistent and

46

objective. De Villiers (2000) views reliability in qualitative research as the

relationship between the recorded data and what has actually occurred in the

setting being studied. In order to enhance reliability, all collected data were

analyzed and interpreted in a uniform manner in this research. The validity of

the questions was also checked by the supervisor.

3.9. PILOT STUDY

According to Haralombos (2000), a pilot study is a small-scale preliminary

study conducted before the main research in order to check the feasibility

or to improve the design of the research. Pilot study is usually carried out

on members of the relevant population, but not on those who will form part

of the final sample. This is because it may influence the later behavior of

research subjects if they have already been involved in the research.

3.9.1 Why do a pilot study?

The researcher carried out a pilot study for a number of reasons:

A pilot study is used to sell the product and confirm that qualitative research

has the potential to succeed on the large (full) scale (White, 2002). White

(2002) also states that a pilot study can reveal deficiencies in the design of a

proposed experiment or procedure and these can then be addressed before

beginning a large-scale study. A good research strategy requires careful

planning and a pilot study will often be a part of this strategy. The pilot study

may, however, provide vital information

47

about the severity of the proposed procedures or treatments. The researcher

will also check the usability of questions during a pilot study. There were 3

teachers and 3 learners who participated in the pilot study. There were no

changes made to the interview schedule as a result of the pilot study.

3.10 CONCLUSION

This chapter discussed research methodology; that is, the methods used to

conduct the proposed study. The discussion focused on the following: the

research design, population and sampling, instrumentation, data collection

procedure, data analysis, ethical issues and pilot study. The next chapter

presents Data presentation, Analysis and Discussion.

48

CHAPTER 4

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 INTRODUCTION

The aim of the study was to establish the causes of the high failure rate

among matriculants in the Qumbu district in the Eastern Cape. This chapter

draws together findings from the empirical study. The data are presented

according to the research questions presented in Chapter 1.

4.2 RESPONSES FROM TEACHERS

4.2.1 Parental involvement

The majority of teachers in this study revealed that parents were not

involved in the education of their children. The parents were reported to be

leaving everything to the school and the teachers. The following quotes

illustrate the above:

“Parents do not even attend school meetings.‟‟ (Respondent 2)

49

“They do not come for their learner‟s progress during the year.”

(Respondent 8)

“Some parents do not help their children with their homework.”

(Respondent 5)

“Some parents do not even bother to come to school to report if their

children have school-related problems” (Respondent 7)

4.2.2 Availability of learner, teacher support material

It emerged from this study that most schools did not have enough learner-

teacher support material. Sometimes the materials were delivered very late

thus time was wasted waiting for it. The following quotes illustrate the

above:

“Materials are not enough.” (Respondent 6)

“Sometimes there is a teacher‟s copy only.” (Respondent 4)

“Teaching material always comes late.” (Respondent 2)

“There is lack of laboratories. Some laboratories are not equipped.”

(Respondent 5)

“Real teaching always starts late because of late delivery of

material.”(Respondent 7)

The teachers revealed that non-availability of learning material negatively

affected learning and performance. The following quotes illustrate the above:

50

“Non-availability of materials hinders learning and performance.”(Respondent

3)

“Practical lessons are difficult to carry out because of lack of

equipment.”(Respondent 4)

“Big numbers of pupils and shortage of textbooks create difficulties for

teachers.” (Respondent 1)

The teachers revealed that teaching was interesting and motivating when

resources were available. The following quotes illustrate the above:

“Work becomes easy for both learners and educators. No notes are

compiled.” (Respondent 3)

“Availability of resources makes work to be easy. Learners are referred to the

textbook for all the activities and tasks.” (Respondent 4)

“Learners can use textbooks even at home in order to understand more

about what has been taught.”(Respondent 9)

4.2.3 Relationship between learners’ and teacher’s attitude,

discipline and performance

It emerged from the study that most teachers believed learners‟ negative

attitude and disciplinary issues negatively affected teaching and learning in

schools. The following quotes illustrate the above:

51

“Some of the learners tend not to come to school.” (Respondent 8)

“Some learners carry dangerous weapons.” (Respondent 9)

“They lack co-operation, use drugs and come to write examinations drunk.”

(Respondent 7)

“They don‟t wear school uniforms, bully others and respond badly to some

educators.” (Respondent 2)

“Some learners have a negative attitude in teaching and learning.”

(Respondent 4)

The teachers revealed that, in addition, teachers‟ negative attitudes and

disciplinary issues affected teaching and learning in schools. The following

quotes illustrate the above:

“Some of our colleagues come to work drunk.” (Respondent 1)

“Some teachers come to school late.” (Respondent 4)

“Other teachers are not exemplary. They have love affairs with learners

(Respondent 5)

“Teachers do not finish the syllabus.” (Respondent 3)

4.2.4 Medium of instruction

The majority of teachers in this study revealed that some teachers had a

negative attitude toward the use of English as a medium of instruction. The

teachers used Xhosa in teaching all the subjects. The following quotes

illustrate the above:

52

“We tend to use Xhosa to communicate with learners.” (Respondent 3)

“When asked questions in English learners they tend to keep quiet.”

(Respondent 9)

“Learners don‟t understand so we explain for them in Xhosa.”(Respondent 7)

The teachers also revealed that learners had a negative attitude towards the

use of English as a medium of instruction. They wanted the teachers to

always use Xhosa during instruction.

The following quotes illustrate the above views:

“Learners want us to teach using Xhosa.” (Respondent 8)

“Learners always use Xhosa when they communicate.”

(Respondent3)

“Learners do not understand questions that are asked in English.”

(Respondent 7)

4.3 RESPONSES FROM LEARNERS

4.3.1 Parental involvement

Like the teachers, learners revealed that parents were not involved in the

teaching and learning of their children. Parents did not come to school to

check the progress of their children. The following quotes illustrate the above

views:

“Parents always come back from their work late.” (Learner 2)

“Parents don‟t help us with our homework.” (Learner 4)

53

“Some learners stay with their grandmothers who do not bother about school

issues.”(Learner 8)

4.3.2 Availability of learners- teacher support material

The learners, like the teachers, revealed that there was a shortage of

learner, teacher support material. They also mentioned that sometimes the

material was delivered very late. The following quotes illustrate the above

views:

“Sometimes 4 or 5 learners use one textbook.” (Learner 7)

“We are always copying the notes from the chalkboard.” (Learner 3)

“Only our teacher has a textbook.” (Learner 2)

“We submit our work late, because we don‟t have enough learning material.”

(Learner 5)

4.3.3 Relationship between learners’ and teachers’ attitudes,

discipline and performance

Like the teachers, learners revealed that there were cases of learners‟

indiscipline and negative attitudes that affected learner performance

negatively. The following quotes illustrate the above views:

“Some learners are getting pregnant.” (Learner 3)

“Learners are involved in crimes and robberies.” (Learner 4)

“Some learners do not come to classes regularly.” (Learner 6)

54

“Some learners have a tendency to drop out from school.” (Learner 9)

“Learners show a negative attitude. They don‟t involve

themselves.”(Learner 8)

Learners also revealed that there were disciplinary issues related to teachers

that negatively affected teaching and learning. The following quotes illustrate

the above views:

“Some teachers do not come to class for their periods.” (Learner 9)

“Teachers do not come to assembly for prayer; they just chat in the

staffroom.” (Learner 7)

“Some teachers come to class not prepared for the lesson.” (Learner 6)

4.3.4 Medium of instruction

Like the teachers, learners revealed that most schools did not use English as

the medium of instruction; instead they used Xhosa. The following quotes

illustrate the above views:

“We are always taught in Xhosa.” (Learner 9)

“Even the educators struggle to express themselves in English.”(Learner 9)

Like the teachers, learners revealed that in their schools they did not use

English as a medium of instruction; instead they use Xhosa. The following

quotes illustrate the above views:

“Learners do not understand when they are addressed in English. They are

used to speaking Xhosa.” (Learner 4)

55

“Teachers teach us all the subjects in Xhosa.” (Learner 9)

4.4 DISCUSSION

4.4.1 Parental involvement

Findings from the present study revealed that the high failure rate was as a

result of parents not being involved in the teaching and learning of their

children. They did not come to school during the year to check the progress

of their children and neither did they bother to attend school meetings.

Ongezi (2010) confirms that parents do not bother to be involved in the

teaching and learning of their children. Literature shows that only 51% of

pupils reported that they received parental assistance in their school work;

most of help was from siblings (at 43%), and while mothers followed at

36%, only 17, 3% of the fathers helped with school work (Ongezi, 2010,

p.580). Michel (2007) states that if a child lacks support from family, his or

her school performance may be poor.

A number of authorities (Michel, 2007; Haynes, 2006 and Statistics, 2008)

argue that parents‟ active involvement results in greater recognition of

teachers‟ skills, better high school ratings in effectiveness and good academic

56

performance. Dever and Kruger (2003, p.271) add that parental involvement

has a significant effect on the quality of the learners‟ experience of teaching

and learning in the school and also on the results. The findings that poor

learner performance is a result of lack of parental involvement contradicts

Johnson (2004) who argue that low performance in school is a direct result

of students‟ unwillingness to learn, even if parents can be involved in the

teaching and learning of their children. Parents may not be involved in the

teaching and learning of their children because they may feel unable to help

with the homework and hesitate to discuss curriculum issues with teachers;

this result in their becoming less involved. This could be because some

parents are illiterate and they may not understand their children‟s work.

4.4.2 Availability of learner-teacher support material

The study revealed that schools did not have enough learners or teacher

support material, time was wasted waiting for the material and that resulted

in poor performance in schools. Mushwana (2000, p.84) confirms that some

schools are characterized by under-development, poverty and inferior

educational facilities leading to the poor performance of learners. Pandor,

(2005) confirms that there is a shortage of learner- teacher support material

(LTSM) in schools contributes towards poor performance by learners. Manzini

(2000, p.102) Mokarinyo (2003) state that there is a shortage in learner-

57

teacher support material (LTSM) because some schools are experiencing a

rapid increase in population; some other classes use 3 to 5 registers for a

class of more than 250 learners. Such conditions may make it difficult for

teachers to concentrate on an individual learner‟s problems hence the high

failure rate.

Mushwana (2000) show that there is a lack of learner- teacher support

material (LTSM) in schools because in some schools children attend classes

under trees; by during rainy seasons they do not go to school; this

negatively impacts on their performance. Masango (2005) states that in most

schools in South Africa, learner-teacher support material is not delivered in

time. If material is not delivered on time, teaching and learning is negatively

affected leading to poor performance.

4.4.3 Relationship between learners’ and teachers’ discipline and

performance

It emerged from the study that both teachers‟ and learners‟ indiscipline and

negative attitudes affected learners‟ performance. This finding confirms the

view of Marakinyo (2003) who says that some learners behaved badly

towards educators. Rogers (2006) agrees with the view that learners were

not disciplined at schools. He identified behaviours like answering back,

challenging, procrastinating, getting out of seats without permission and

58

general rowdiness occurring in schools. If a learner does not respect a

teacher, the learner is most likely not to pay attention to the teacher

teaching and this is likely to negatively affect performance. Cotton (2005)

state that learners‟ misbehaviors in class reduces the instructional time. If

instructional time is reduced, performance is most likely to be affected

negatively.

Manzini (2000) Mushwana (2000) concurs with the finding that teachers are

also ill disciplined in schools. Some educators conduct themselves

unprofessionally; for example, they absent themselves from classes or come

late to school. If teachers do not come to class or come late, the coverage of

the subjects‟ content becomes limited. The learners consequently sit for the

examinations unprepared. Abusing drugs and having affairs with learners

also negatively affects teaching and learning, hence the high failure rate

among learners.

4.4.4 Effects of medium of instruction in schools on performance

The study revealed that medium of instruction used in schools led to poor

performance. The findings support Chitja and Mbatha‟s (2010) argument that

the use of the English language as a medium of instruction in South African

schools resulted in poor learning. Teachers and learners in this study

revealed that schools did not use English as a medium of instruction; instead

59

they used Xhosa. The findings that the use of Xhosa as a medium of

instruction resulted in poor performance contradicts Lau, (2010) who argues

that Chinese-medium of instruction students tended to outperform their

English medium instructed counterparts. The Chinese-medium-of-instruction

students could have outperformed their English-medium-of-instruction

counterparts because their examinations question papers were also

presented in Chinese. It may be difficult for the learners to understand

examinations which are presented in English when they have been taught in

Xhosa. Kyeyune, (2005) states that mother tongue instruction is an enabling

tool. This facilitates the learning of subject content and is also a means by

which students reflect on different facts and views in order to construct a

new view of the world.

The Department of Education, (2008) confirms that the issue still developing

in South Africa schooling, given that the majority of children study in a

second language. Ollerton, 2004 concurs; teachers often experience

difficulties in developing appropriate support mechanisms for second

language learners. Wolff (2006) also states that English needs much effort as

a language for learning in schools throughout South Africa. Teachers could

be using Xhosa to communicate with learners because they themselves may

not have the background knowledge for teaching in English.

60

4.5 CONCLUSION

This chapter presented results of the empirical study. The next chapter

focuses on a summary, conclusion and recommendations.

61

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

The aim of the study was to establish causes of the high failure rate among

matriculants in the Qumbu district of the Eastern Cape in South Africa. This

chapter presents the summary, conclusion and recommendations based on

the study.

5.2 SUMMARY

While the aim of the study was to establish the causes of failure among

matriculants in Qumbu district, the research objectives were to:

Establish how schools involve parents in the daily teaching,

learning and monitoring of their children.

Determine the extent to which learner-teacher support

material and infrastructure affect the pass rate among

matriculants.

Establish how learners‟ and teachers‟ discipline affects the

pass rate among matriculants and

62

Determine the extent to which medium of instruction affect

the pass rate of the matriculants.

Chapter 1 presented the background to the study where it was observed that

learners‟ pass rate was low nationally and in Eastern Cape.

Chapter 2 presented literature under the following sub-headings: Parental

involvement in the teaching and learning of their children, availability of

learner-teacher support material and infrastructure in schools and school

performance, learners‟ and teachers‟ discipline in school and performance,

and effects of medium of instruction in schools on performance.

Chapter 3 presented research methodology where qualitative research design

was adopted. Interviews were used to collect data from the participants.

Chapter 4 focused on data presentation, analysis and discussion.

Chapter 5 focused on summary, conclusion and recommendations.

The study revealed the causes of the high failure rate as being the result of

parents not being involved in the teaching and learning of their children, lack

of learner-teacher support material in schools, a lack of discipline of both

teachers and learners which affected learners performance negatively; some

63

schools they use Xhosa when they taught the learners despite questions

being asked in English; the latter also that affected learners‟ performance

negatively.

5.3 CONCLUSION

The study investigated the causes of the high failure rate among matriculants

in the Qumbu, district in the Eastern Cape. The study was conducted in the

three selected senior secondary schools within the Qumbu district.

Qualitative research was used for data collection. Interviews were conducted

with teachers and learners. Research findings revealed that there were many

causes that resulted in poor performance of matriculants.

It can be concluded from this study that lack of parental involvement, non -

availability of learner-teacher support material, lack of discipline of both

teachers and learners and the use of Xhosa as a medium of instruction in

schools were seen as the causes of the high failure rate among matriculants.

5.4 RECOMMANDATIONS

On the basis of the findings of this study, the following recommendations are

made:

Parents need to be encouraged to be actively involved in their

children‟s activities. The involvement may include encouraging them

64

to attend parent meetings at school and discuss learners‟ progress

with staff. Parent-teacher school associations should be used as one

of the vehicles to involve parents.

The Department of Education needs to supply enough learning

support material. The materials should be supplied timeously.

Infrastructure needs to be improved in schools, more classes should

be built. The government needs to consult all stakeholders for it to

effectively address the issue of infrastructure and material resources.

Learners need to be guided and disciplined. Teachers should lead by

example. Society at large should be involved in moulding learners‟ and

teachers‟ behavior in a positive way. Educators should be promoted

according to experience, qualifications and professionalism. This

would probably encourage desirable behavior among teachers

Teachers and learners need to be motivated to use English as a

medium of instruction. Teachers must use English when they

communicate with learners. Learners must be given a chance to

attend extra classes for English. An alternative would be to examine

65

the learners in Xhosa which is being used as a medium of instruction

unofficially in most schools.

Future studies on factors causing poor performance should be carried

out on a large scale; many schools and districts should be involved.

Parents‟ views on the causes of poor performance should be taken

into consideration in future studies.

66

REFERENCES

Africa, H.P. 2005. Student failure report in KZN, University of Kwazulu Natal,

Durban.

Anja, B. 2003. Observatory for new technologies and education. Sage

publishers.

Aremu, O.A. 2003. Gender and birth order as predictors of normal pupil:

Ibadan journal of Educational studies.

.

Baken, A.J.L & Sudan, L.M. 1998. The challenges of parental involvement

research. ERIC/CUE. Digest number 134, New York: ERIC. Clearing house on

Urban Education.

Bennett, W.J, Finns J.R & Cubbins, N. 1999. The educated child. New York:

The press free.

Berger, E.N. 2007. Parents as partners in education. The school and home.

USA. Merril publishing company.

Brenda, A. 2000. Exclusionary discipline of Africa Education Department,

Northern Cape Province.

Burton, N. & Brundrett, M. 2003. Leading the curriculum in schools. London.

Paul Chapman Publishing.

67

Cele, H. 2002. Oppressing the oppressed through language liberation. South

African Journal of Educationew.

Charles, C.M. 2002. Building classroom discipline. 7th ed New York: Mc Graw

hill.

Chitja, J. & Mbatha T.A. 2010. Enablers and barriers to multingualism in

South Africa http/:www.goggle.com accessed 20/03/2010.

Cotton, K. 2001. School-wide and classroom discipline Northwest Regional

Educational Laboratory URC (Line) accessed 19/10/2008

Cotton, S. 2005. South Africa student failed grade 11 http://www. Lol.co.za

accessed 9/08/2009.

Dan, J (n.d) Increasing parental involvement: A key to student achievement

http/:www.googgle.com accessed 29-03-2010.

Department of Education 2008. Senior Certificate Examination Results

http://www.eductaion.gov.za accessed on the 13/03/2009.

Dever, I & Kruger, D.G. 2003. An educator‟s Guide to school management.

First Edition. Pretoria: Van Shaick Publishers.

De Vos, A.S. 2000. Research at grass root. Pretoria:Van Schaick Publishers.

68

De Villiers, J. 2000. Theoretical and conceptual framework in research.

Pretoria: Van Schaick Publishers.

Dlamini, D.S. 1998. Learning in education http//.goggle.co.za accessed on

09/09/2009.

Everston, C.M. Classroom management for elementary teachers. (6th ed)

Boslon : Allyn and Bacon.

Faghemi, L. 2001 & Olatoye, R.A 2004a. Interest in schooling as a

determinant of Secondary School Students‟. Study habit International Journal

of Literacy Education. Published by Adult Education Department. University

of Ibadan.

Fever 2 October Eastern Cape learners fail. Fever news Umtata.

Govender, K. 2009. Human rights commission advocate. www.html.com.za

accessed 13/07/2009.

Haynes, N.M. & Comer, J. P. 2006. Intergration school, families and

communities through success. The school development program. School

psychology Review, 25 (4).

Haralombos, M. 2000. Sociology themes and perspective. Lucie Press. New

York.

Hayward, R. 2010. Teaching educators how to be leaders. Sunday Times,

Sunday 24 October 2010, p5.

69

Henderson, A.T.2004. The family is critical to student achievement. National

committee for citizens in Education, Washington, DC.

Hixson, J. 2006. Critical issues supporting way the parents and families can

become involved in school. Cambridge: Harvard family Research Project.

Johnson. J. 2004. First things first. What Americans expert from the public

schools.American educator, 2004.

Kindred, L.W. 2006. The school and community. Boslon : Allyn and Bacon

publishers.

Kruger, A. & Van Schalkwyk 2002. Classroom management. 2nd ed. Pretoria.

Van Schaick publishers.

Kyeyune, R. 2000. Challenges of using English as a medium of instruction in

multilingual context: A view from Uganda: Makerere University, Uganda

http/:www.goggle.com accessed 29-03-2010.

Lau, W.F 2010. Impact of the medium of instruction: Faculty of Education.

Hong Kong.

Luckett, K. 1995. Multilingual Education for S.A Johannesburg: Heinemann.

Majongwe, R. 2005. Causes of poor performance forum.

newzimbabwe.com/index.php accessed 21/05/2010.

Manzini, J. 2000. Report on the 2000 matric results. Bushbuckridge.

70

Marakinyo, A. 2003. Relative efficacy of student systematic dissertation.

Unpublished PhD. University of Ibadan.

Marie, C.H. 1997. Choosing qualitative research.

http:www.scholar.lib.of.ed/journal. Accessed 3/09/2009.

Masango, A. 2005. Matric results and distribution of learner teacher support

material. http://www.pmg.org.za accessed on 25/07/2009.

Mc Millan, J.H. & Schumacher, S. 2003. Context and strategies for learning:

London: Routledge.

Molefe, E. 2009. South African‟s worst school records a 100% failure rate

http://www.za.sucks.com accessed 09/09/2009.

Michel, G.J 2007. Building school:The new schools and community relations.

Lancaster: Technomic publishing Co. Inc.

Mushwana, E. 2000. Report on the occasion of the official announcement of

Grade 12 Examination results. Pietersburg.

Ngidi, D. & Qwabe, J. 2010. The partnership of parents, educators and

principals in creating a culture of teaching and learning in schools: South

African Journal of Education. Vol 529-539.

Ollerton , M. 2004. Context and strategies for learning: London: Routledge

Ongeri, S. 2010. Plan do the Ministry of Education: Published in December

2009.

71

Pandor, N. 2005 Speech by Minister of Education on release of the 2005

Senior Certificate Examination results.

PASA 2007, PASA annual industry survey 2006. University of Pretoria:

Publishers‟ Association of South Africa with the School of Information

Technology. Department of Information Science, Pretoria, pg.30.

Rasela, C. 2006. South Africa new headline times guardian. com/topic.httml

accessed 12/07/2010.

Rogers, B. 2006. The language of discipline 2nd Ed. London: North Cole

house publishers.

Riley, R.W. 2004. Strong families, strong school. U.S. Department of

Education, Washington, DC.

Slater, J. 2005. NQTS blame trainers for behaviuor trauma. London Times:

Educators‟ Supplement 07/10/2006

Statistics Office 2009. Performance in the Senior School Certificate: Lagos,

South Africa.

Spaulding, C. 2002. Motivation in the classroom. New York: Mc Graw Hill.

Spinthall, R.C. 2009. Understanding educational research. Toronto: Prentice

hall publishers.

Taimurie, A.S.B. 1999. A textbook of teaching English. Lahore: Naqui Press.

72

Van der Westhuizen, P.C. (2002). Effective Educational Management.

Pretoria: Kagiso Publishers.

Werner, I. 2007. Parents in touch: District leadership for parent involvement.

Phi Delta kappan.

White, C.J. 2005. Research in a practical guide. First Edition,

Pretoria.Thuthuko Investment.

Wolff, E. 2006. Ethiopian language plus English: European Journal volume 3.

73

APPENDIX 1

INTERVIEW SCHEDULE FOR TEACHERS

The aim of the study is to find out about causes of the high failure rate

among matriculants in the Qumbu District. The study forms part of my

Masters studies at Walter Sisulu University. Your honest response would

be appreciated.

A. Parental involvement

1. Are parents in your school involved in the education of their children^

2. Explain useful strategies to get parents involved?

3. Explain the importance of parental involvement in the education of their children?

4. What benefits do schools, parents, teachers, and learners get if there are proper school parents -relations?

B. Availability of learner- teacher support material

1. Are there enough learner, teacher, support materials in your school?

2. How does availability of material affect learning in your school?

3. Can you explain how the learners of this school obtain textbooks and other support materials to support

learning?

4. Are there instances where teaching and learning go without the necessary support material? If yes mention

those instances, if no, explain how this affects teaching and learning.

5. Does your school sometimes receive learner, teacher support material

late?

6. Could you mention some of the benefits of having enough textbooks and study guides at the beginning of

the year?

7. How is teaching and learning affected by late delivery of materials?

8. What can you say about the attitude of learners towards using their textbooks?

9. If you could bring about changes regarding learner-support material, what could they be?

74

C. Relationship between learners and teacher's discipline and performance

1. What can you say about your learners' attitudes towards school attendance? How does the

attitude affect performance?

2. How does the attitude affect performance?

3. Are there instances where learners are suspended or expelled from school?

4. Could you please mention some of cases of learner's indiscipline in this school?

5. Could you please mention some cases of teacher's indiscipline in your school?

6. What are some of the challenges facing teachers' discipline of learners in schools?

7. What measures are put in place to maintain and control discipline among learners in this school*.

8. What are the consequences of teacher/learner discipline in school matric performance?

D. Medium of instruction

1. Do you think the use of English as the medium of instruction affects

matric performance? Explain your answer.

2. What is the attitude of both teachers and learners in your school to the

use of English language in your school?

3. What challenges do teachers face in handling the English language?

4. Which language should be used as a medium of instruction in Explain your answer.

75

APPENDIX 2

INTERVIEW SCHEDULE FOR LEARNERS

The aim of the study is to find out causes of the high failure rate among matriculants in the Qumbu

district. The study forms part of my Masters studies at Walter Sisulu University. Your honest responses are

required.

1. Are your parents involved in your studies? Explain your answer.

2. Does involvement of parents affect matric performance? Explain your answer.

v««

3. How does the school involve your parents in your studies?

4. Does your school have enough textbooks and study guides? Explain your answer.

5. What is the effect of the shortage of textbooks on learner's performance in school work?

6. Do you have difficulties in using some of your textbooks? Explain your answer.

7. How is matric performance affected by absenteeism?

8. Are there cases of learners' indiscipline in your school? Mention some of the cases.

9. Are there cases of teachers' indiscipline in your school? Mention some of the cases?

9. How does your school control/manage learners' disciplinary issues?

10. Which language is used as a medium of instruction in your school?

11. Do learners face problems understanding English when teachers use English as a medium of instruction?

•: 12. What is the attitude of both teachers and learners towards the English language as a medium of instruction?

13. Does the use of the English language as a medium of instruction affect learners' performance?

Explain your answer.

76

77

78

79