The ambivalent terrain relating to academic performance of matric learners in Vhembe East district: changing the story

Abstract

This research paper discusses how systemic and caontextual factors collectively influence matric learners’ academic performance in the Vhembe East district of Limpopo province, South Africa. Despite ongoing reform, interrelated systemic and contextual challenges cause Limpopo to continue to record a low matric pass rate. This study is underpinned by the bricolage theory and guided by the transformative paradigm. Participatory action research was adopted to promote collaboration between the researcher and participants. Purposive sampling was done of eight participants—four principals and four departmental heads of four rural schools – according to experience and accessibility. Data were collected through semi-structured interviews and focus group discussions and analysed manually using thematic analysis to identify patterns and relationships. The findings reveal that outdated teaching methods, inadequate infrastructure, poverty and little teacher support constrain learner performance. However, the creative application of bricolage emerged as an adaptive strategy for improving teaching and learning by repurposing and adapting local resources. The study recommends incorporating bricolage-based teaching methods in teacher development programmes, effecting infrastructure improvement and enhancing context-specific monitoring and support systems. These insights contribute to global debates on equity and innovation in education in resource-constrained contexts.