Evaluating punctuation marks mastery by Grade 12 non-native English Home Language learners in Independent schools in the Mopani East District

Abstract

The present study aimed to investigate the use of punctuation marks by Grade 12 non- native English Home Language (EHL) respondents, focusing on six Independent High Schools in the Mopani East District. A mixed research approach combining quantitative and qualitative research was used because it strengthens the validity and the dependability of data. Purposive sampling was employed to sample respondents for quantitative data collection, as all 127 respondents participated. For the qualitative part, systematic random sampling was utilised to select respondents to obtain an unbiased representation of the total population. Therefore, the sample constituted 20% (26) of respondents enrolled in the 2023 academic year. For the quantitative part, the researcher mobilised a standardised test based on the punctuation of an anonymous and unpunctuated text to identify areas where respondents are competent or not. For the qualitative part, data were collected from the written essays to understand the respondents’ use of punctuation marks. The study employed pragmatism, a combination of positivism and interpretive paradigms, to measure quantitative data and develop a holistic analysis of qualitative data to incorporate numerous relevant factors into the study. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS) Version 28 Software owing to its latest enhancements to improve data management. Qualitative data was analysed using content analysis to clarify, refute, and substantiate the results from the written essays to prevent bias. The findings are envisaged to benefit English Home Language (EHL) respondents, teachers, and curriculum designers by enhancing the body of knowledge regarding the appropriate use of punctuation marks.