Parents perspective on poor academic performance among learners at a full-service township school

Abstract

Despite ongoing educational reforms and support interventions, many learners in township schools continue to experience academic challenges. Understanding parents’ views is essential, as they play a significant role in learners’ educational development and support systems. Hence, this study explores parents’ perspectives on poor academic performance among Grade-10 learners at a full-service township school at Thokoza, Ekurhuleni South District of Gauteng province. The study adopted a qualitative research approach within an interpretivist paradigm. Data were collected through semi-structured interviews with purposively selected eight parents of learners identified as underperforming academically. Thematic analysis was used to analyse the data. The findings are presented according to themes and subthemes that emerged from the responses. The study concludes that school, home, environment and child factors intersect and contribute to the poor academic performance of the Grade-10 learners at this full-service township school at Thokoza. The study recommends that adequate resources be provided, upskills the teachers to support teaching and learning. Also, the need to strengthen the collaboration between the parents and teachers/school, enhanced learner support programmes, parental empowerment initiatives, and improved resource allocation to full-service township schools. These findings contribute to a deeper understanding of parental perceptions and may inform targeted interventions which are aimed at improving learner performance and outcomes.