Learning Challenges Faced by Grade 12 Learners at a Selected Technical High School in Nzhelele East Circuit, Vhembe District

Abstract

This study explored and described the learning challenges faced by learners at MTHS (MTHS) in Nzhelele East Circuit, Vhembe West District. The study was influenced by poor performance of this school in Grade 12 results for the past three years. The study was positioned within an interpretivist paradigm using the qualitative research approach. Ten (10) Grade 12 learners, and five (5) educators from MTHS were selected using purposive sampling. Data was collected using semi-structured interview questions, since interview questions gather in-depth, nuanced qualitative data that offers a window into participants' inner worlds, revealing their perceptions, emotions, and actions. Data was analysed using the Thematic Analysis (TA) technique. In terms of the coping strategies that learners must adopt, the study focused on the availability of relevant educational resources, classroom environment and parental support to learners and educators. The study revealed that learning challenges such as poverty, lack of parental involvement, shortage of learning resources, school setting and DBE-based challenges affects learners negatively in their studies. The findings of the study may help various school stakeholders, the community, and the Department of Education (DoE) in the Vhembe District on how to address the learning challenges faced by Grade 12 learners. Parents and educators from the school may also benefit from the study’s findings. The study recommended that schools together with the department of education must ensure that all school policies and code of conduct must be adhered to, and all parents should play a role in their children's academic activities.