Teachers’ approaches to improving intervention strategies on academic performance of Grade 12 learners in Vhembe District, Limpopo

Muthala, Alugumi Meshack; Govender, Samantha; Kutame, Azwidohwi P.; Ajani, Oluwatoyin Ayodele

Teachers’ approaches to improving intervention strategies on academic performance of Grade 12 learners in Vhembe District, Limpopo

dc.contributor.author	Muthala, Alugumi Meshack
dc.contributor.author	Govender, Samantha
dc.contributor.author	Kutame, Azwidohwi P.
dc.contributor.author	Ajani, Oluwatoyin Ayodele
dc.coverage.conference	issn
dc.date.accessioned	2025-12-10T06:45:42Z
dc.date.available	2025-12-10T06:45:42Z
dc.date.issued	2022
dc.departmentName	Educational Foundations
dc.description.abstract	The Department of Basic Education in South Africa is worried about massive learners‘ poor academic performance in public secondary schools. In various secondary schools in Vhembe District, the quality of learners‘ academic performance has retrogressed and deteriorated, despite several intervention strategies to improve the performance. The study aims to determine how teachers' approaches can influence intervention strategies to enhance learners‘ performance in Grade 12 by providing support, care, guidance and professional development programmes within the schools and through the government initiative programmes. This study focused on the teachers‘ approaches to improving intervention strategies to enhance the academic performance of Grade 12 learners in Vhembe District, Limpopo, South Africa. A sample of 16 teachers and 15 heads of the department was purposively selected in this interpretive qualitative study. The participants were engaged in two semi structured focus group interviews. Thematic analysis was employed to analyse the interview data. Findings revealed that extra lessons, peer teaching, collaborative teaching and learning, outsourcing of expert subject teachers, quality quarterly assessment and monitoring of informal and formal tasks were implemented as teachers‘ approaches to enhance quality of learners' performance. While the participants decried that several schools in the Vhembe District are dysfunctional and need interventions to improve output. The study recommends further support for teacher professional development to enhance teaching and learning for better quality results.
dc.faculty	Faculty of Science, Agriculture and Engineering
dc.format.preprint	No
dc.identifier.citation	Muthala, A.M., Govender, S., Kutame, P.A. and Ajani, O.A., 2022. Teachers' approaches to improving intervention strategies on academic performance of Grade 12 learners in Vhembe District, Limpopo. African Journal of Development Studies, 12(2), pp.5-29.
dc.identifier.issn	2634-3649 (online)
dc.identifier.issn	2634-3630 (print)
dc.identifier.uri	https://doi.org/10.31920/2634-3649/2022/v12n2a1
dc.identifier.uri	http://hdl.handle.net/10530/58520
dc.inproceedings	issn
dc.issuenumber	12 / 2
dc.keynote	issn
dc.language.iso	en
dc.pages	5 - 29
dc.peerreviewed	Yes
dc.publisher	Adonis & Abbey Publishers
dc.subject	Secondary schools
dc.subject	Academic achievement
dc.subject	Teachers
dc.subject	Intervention strategies
dc.subject	High school students
dc.title	Teachers’ approaches to improving intervention strategies on academic performance of Grade 12 learners in Vhembe District, Limpopo
dc.title.journal	African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society)
dc.type	Journal Article
dspace.entity.type	Publication
relation.isAuthorOfPublication	3d90645f-f5ac-4305-87d4-d8ed05b0197f
relation.isAuthorOfPublication	1ae6856c-da22-45b3-856f-6976773a85a9
relation.isAuthorOfPublication	d5ca9a26-0ecb-4aba-ae7a-c0d0910b777a
relation.isAuthorOfPublication.latestForDiscovery	3d90645f-f5ac-4305-87d4-d8ed05b0197f
relation.isOrgUnitOfPublication	e04cfb51-96d8-47b0-bda6-8f869005d27f
relation.isOrgUnitOfPublication.latestForDiscovery	e04cfb51-96d8-47b0-bda6-8f869005d27f