An investigation of the poor academic performance of grade 12 learners from open learning classes in final school leaving examinations in selected secondary schools of Kafue district.

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Date
2017
Authors
Hichibulo, Ronald
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Publisher
The University of Zambia
Abstract
This research was based on an investigation of the poor academic performance of grade 12 learners from Open Learning Classes (OLC) in final school leaving examinations in selected secondary schools of Kafue District. Its main purpose was to identify the factors and explore on how they contribute to the poor academic performance of grade 12 learners from OLC in final school leaving examinations in selected secondary schools of Kafue District. The study was guided by the following main research question „How do the factors contribute to the poor academic performance of grade 12 learners from OLC in final school leaving examinations in selected secondary schools of Kafue District?‟ This question formed the main basis for the achievement of the study‟s overarching purpose highlighted earlier. A qualitative methodology grounded in a case study design was utilized to gather data for this research. Data was gathered using semi-structured interviews and focus group interviews/discussions. Research participants included: the head teachers, OLC coordinators, teachers of OLC, career and guidance teachers and grade twelve learners from OLC. The following findings resulted from the study: there are various factors that influence learner‟s academic performance; there are basically three major factors that contribute to the poor academic performance of grade 12 learners from OLC in final school leaving examinations in selected secondary schools of Kafue District; the various contemporary challenges experienced by OLC which are learner-based, school-based and home-based factors are responsible for the poor academic performance of grade 12 learners from OLC in final school leaving examinations in selected secondary schools of Kafue District; OLC have experienced poor academic performance among learners in final school leaving examinations since their inception in 2011. The main conclusion of the study was that the poor academic performance of grade 12 learners from OLC in final school leaving examinations in selected secondary schools of Kafue District is linked to learner, school and home based factors. To resolve the problem of the poor academic performance of grade 12 learners from Open Learning Classes in final school leaving examinations in selected secondary schools of Kafue District, all study recommendations emphasized an implementation of OLC policies, close supervision and provision of necessary and adequate learning requirements to learners from OLC to achieve desired academic results. Key terms: academic, performance, learner, class, school, examination, secondary, district.
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Keywords
Instruction. , Learning. , Academic performance--Grade 12 learners.
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