The impact of learners’ behaviour on academic performance in Grade 2

Abstract

The Foundation Phase shapes children’s learning and academic achievement. Learners’ behaviour strongly affects their academic progress; however, little research has explored this relationship in depth. This study adopted a qualitative research design to understand how learner behaviour shapes classroom interactions and affects learning in Foundation Phase settings. The study adopted Albert Bandura’s Social Learning Theory to examine how social and environmental factors shape learner behaviour and academic achievement. Semi-structured interviews, document analysis, and classroom observations were used to collect data. Eight Grade 2 educators from four schools in the Vhembe District were purposefully selected to offer detailed views on learner behaviour in classrooms. Thematic analysis was used to identify main trends and recurring behaviours among learners. The findings revealed that issues like inattention and aggression reduced classroom participation, while cooperation and motivation improved learning. Recommendations were offered to encourage positive behaviour in Grade 2 classrooms. The study also emphasised how educator development, parental support, and a positive school environment contribute to better learner behaviour and academic progress. Findings and recommendations of this study are aligned with the Basic Education Laws Amendment (BELA) Act, which aims to promote inclusive education, improve school management and strengthen parental involvement in improving learner behaviour and academic success in South Africa. Recommendations were made to educators, policymakers and other stakeholders to improve teaching practices, classroom discipline and learner support strategies in Grade 2 classrooms, which support Sustainable Development Goal 4 (Quality Education) by encouraging inclusive and supportive classrooms that promote children's learning and well-being.