A review of factors influencing poor performance in matric examinations in Libode District, Eastern Cape

The researcher reviewed the factors that influence poor performance in matriculation examinations in the Libode District, also referred to as the OR Tambo Coastal District. Okoye (1982) defines poor academic performance of the individual or candidate in the learning situation as one in which a candidate fails to attain a set standard of performance in a given evaluation exercise such as a test, an examination or a series of continuous assessment. The research used a mixed method approach in an explanatory and case study research design. A purposive sampling of sixty (60) participants, who were the principals in the schools selected, was used. The researcher distributed forty-five (45) questionnaires and fifteen (15) interviews were conducted. The data analysis was done using Microsoft Excel for the quantitative data and thematic analysis for the qualitative data. Furthermore, inferential statistics were done, validating some statements in the research, and approving or disproving statements in the findings of the research. The perceptions of the causes of poor performance showed that forty percent (40 percent) of respondents disagreed that good planning was being done by the Department of Basic Education. Thirty-eight (38 percent ) percent of the participants also disagreed that low motivation on the part of the children was a factor in the poor results, followed by thirty-five percent (35 percent ) who slightly agreed that matric learners are failing because of socio-economic factors. Furthermore, on the challenges affecting the Department of Education, eight-seven percent (87 percent ) of the respondents supported the impact of drugs on poor performance, sixty-nine percent (69 percent) cited the issue of shortages of Learner Teaching and Support Material (LTSM) and sixty-five percent (65 percent) of respondents attributed the erratic and unfair progression of learners at grade eight (8), nine (9) and ten (10) level, which ultimately affected the grade twelve (12) results. The interview findings showed that the average pass rate was fifty percent (50 percent) in most schools, and the administration and leadership issues of the schools had been poorly managed. This, coupled with a shortage of LTSM and societal issues, such as drugs, negatively affected the matriculates. The research findings pointed to the challenge of drugs as being the biggest societal contributor to poor performance in matriculation results in OR Tambo Coastal District. The inferential statistics showed that gender could not affect the principal’s role as administrators and leader. However, gender did impact on leadership style. Women’s leadership style, which was more participative and consultative, was found to produce lower results; while male principals, who used a more bureaucratic, authoritative style, tended to produce higher results. Among other issues, the task-oriented, emotional nature of the principal’s job showed effects on school performance overall and the education level of the grade twelves (12), but educators alone could not affect the matric results. Furthermore, alone, the department’s efforts to improve results were not found to be productive; rather a number of factors could be combined to produce results. Lastly, the researcher recommended that the OR Tambo Coastal District should train teachers through development programmes, adjust the leadership style to one that is situational and transformational, and improve dialogue with school principals through regular school visits. Again, underperforming schools should be provided with LTSM, and teachers should be recruited and deployed on time.Thesis (MPA) -- University of Fort Hare, 202