The impact of social issues on the academic performance of secondary school learners in the Palala circuit division of Waterberg district in the Limpopo Province

Abstract

Social issues in secondary schools in South Africa are a growing phenomenon, regardless of a new government and newly amended policies promising equal opportunities for access to adequate education. There are still several barriers that prevents and forces learners to drop out of school or not consider school as an important institution to draw knowledge from. As such, it is important to disclose some of these social issues and their impact on the academic performance of learners. The study explores the social issues that contribute to the poor performance of secondary school learners in South Africa, specifically the Palala circuit in the Waterberg district, Limpopo. A mixed research method is used (qualitative and quantitative) to investigate the possible improvements that could be used to deal with the social issues facing secondary school learners. Questionnaire surveys were distributed to 10 principals, 10 Head of Departments (HoDs), 10 Life Orientation teachers, and 30 learners, 3 per school in the 10 selected schools from the Palala circuit division. Interviews were conducted with the same participants. The study revealed some of the social issues that affect the academic performance of learners in secondary schools in the Palala circuit division, with some of the predominant social issues being poverty, teenage pregnancy, and unemployment. The key findings showed a correlation between what has been reported through literature, and this study. Findings indicate that participants selected prominent social issues that affect the academic performance and based on the top five social issues that were selected, literature includes those selected. Considering the comments from the participants, it shows how the trends of the social issues interrelate to a negative implication on the academic outcomes of secondary school learners. Learners and teachers revealed known barriers and challenges they face with the mentioned social issues. The study recommends that schools should establish functional health, alcohol, and drug committees that will ensure that learners do not use drugs, alcohol, and other substances that could lead to poor academic performance due to consistent absenteeism, bullying, and dropout. These committees should also invite learners’ role models, social, and former students to give motivational talks that would show how they themselves addressed challenges when they were still learners and the dangers of not focusing on their schoolwork.