The academic performance of orphaned learners at high schools in Shamavunga Circuit, Limpopo Province, South Africa

Abstract

The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners.