Assessment of learner support agent on self-concept and academic learner performance at schools in Gert Sibande District of Mpumalanga, South Africa

Abstract

This study investigated the impact of the LSA programme on self-concept and academic performance of orphans and vulnerable learners. For quantitative strands, the sample comprised 80 Grade 9 orphans and vulnerable learners randomly selected from 8 schools. Two groups were formed, one experimental and one control. Each group consisted of 20 male learners and 20 female learners. For the experimental group, participants were drawn from schools which implemented the LSA programme. For the control group, participants were selected from non-LSA programme implementing schools. A multidimensional self-concept scale and academic school records were used to collect data for quantitative strand, measurement of learners’ self-concept and academic performance. Quantitative data on self-concept and academic performance of both groups were subjected to multiple linear regression modelling and independent sample t-tests for analysis. There were no significant differences between the experimental group and the control group on the self-concept dimensions, namely, self-regard, social confidence, academic self-concept, physical appearance and physical abilities. In Mathematics, the experimental group (mean 41.35, SD 23.83) outperformed the control group (mean 31.73, SD 14.03). For the qualitative strand, the sample consisted of 10 Grade 9 orphans and vulnerable learners who were purposively selected from four schools which implemented the LSA programme. In addition, one educator per school was selected due to their roles as co-ordinators. The main findings were that the LSA programme had a positive impact on self-confidence, attitudes towards schoolwork, and academic performance of participating OVC learners. However, the study revealed that the LSA programme implementation had inadequate resource provision, inconsistent participation by some OVC who were targeted beneficiaries, unexpected disruption of learning during Covid-19 pandemic, time constraint, and inconsistent guardian/parental support. To mitigate these challenges, the study recommends the training of duty bearers in the LSA programme, focus and regular involvement of guardians of learners who are orphans and vulnerable (OVC) and for LSAs to carry out awareness campaigns on the objectives, activities and expected benefits of the LSA programme in schools.