Exploring strategies to improve the academic performance of grade 10 accounting learners in the Lejweleputswa district.

Abstract

This research investigates strategies to enhance the academic performance of Grade 10 accounting students in the Lejweleputswa District, a region grappling with persistent underperformance in accounting education. Accounting, as a foundational subject, equips learners with critical financial literacy and problem-solving skills, making its effective instruction crucial for both individual and societal economic progress. The study adopts a phenomenological research design, leveraging qualitative methodologies to explore the perspectives of students, teachers, and school management teams (SMTs) regarding barriers to and enablers of improved academic outcomes. By entering on lived experiences, this approach ensures that the study captures nuanced insights into the challenges and opportunities shaping learners' performance. Data collection methods include semi-structured interviews conducted with teachers and SMT members, as well as open-ended questionnaires administered to students. These tools facilitate in-depth exploration of key themes such as pedagogical approaches, resource availability, curriculum design, teacher qualifications, and the overall learning environment. Teachers and SMTs provided insights into the structural and systemic challenges impacting performance, while students’ responses illuminated firsthand experiences with classroom dynamics, access to resources, and external factors influencing their academic engagement. Preliminary findings are anticipated to identify several critical factors influencing academic performance in accounting. Among these are the adequacy of teaching methodologies, the accessibility of learning materials, and the alignment of instructional practices with the curriculum’s objectives. Teacher qualifications and continuous professional development also emerge as pivotal in fostering effective instruction. Additionally, the study examines the impact of socio-economic factors, such as household income and parental involvement, on learner outcomes. A holistic understanding of these factors will inform targeted interventions to bridge existing performance gaps. The research underscores the importance of collaborative efforts among educators, policymakers, parents, and the broader community. By fostering an environment where teaching and learning are supported through adequate resources and professional growth opportunities for teachers, the study aims to provide actionable recommendations. These include enhancing teacher training programs, increasing resource allocation to schools, and promoting active parental and community involvement in learners’ education. Policy-level implications also feature prominently, with a focus on developing strategies that address both immediate and systemic obstacles to quality education. The outcomes of this study contribute to the discourse on sustainable academic improvements in the South African educational landscape. By focusing on Grade 10 accounting learners in the Lejweleputswa District, the research offers localized insights that can be adapted to similar contexts facing challenges in accounting education. Ultimately, this research aims to equip stakeholders with evidence-based strategies to enhance learner performance, thereby fostering academic success and promoting broader educational equity. The findings are expected to inform both practice and policy, emphasizing the value of integrated and collaborative approaches to improving accounting education. The study concludes by highlighting the implications of its findings for broader educational practices, particularly in fostering resilience and adaptability within underperforming districts.