The role of grade retention in primary schools: a case study of Johannesburg district
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Authors
Mahuda, Blessing
Issue Date
2025-02
Type
Dissertation
Language
en
Keywords
Learner support , Inclusive education , Grade retention , Johannesburg district , Student Support and Co-Curricular activities
Alternative Title
Abstract
This research investigated the role of grade retention in selected Johannesburg South primary schools. The study sought to understand the outcomes of this strategy, the teachers’ perceptions of its role, the criteria used to select learners for grade retention, and the challenges of this strategy’s implementation. It was a qualitative study, and an interpretive paradigm was used. The study used semi-structured interviews with a sample of nine primary school teachers and document analysis of six school report cards of learners on grade retention. This study revealed that the interviewed participants perceive grade retention as a good intervention strategy but seems not to be operating well now because of numerous challenges encountered when implementing it. Grade retention plays a vital role in the education of learners experiencing barriers to learning. It gives learners time to grasp the missed concepts in the failed academic year. However, this strategy has a lot of adverse effects if not implemented appropriately.
Some of the challenges revealed include teachers not being well-equipped to deal with learning barriers and not having a final say in grade retention as parents should give consent. This is a challenge as in many Johannesburg South schools there is a lack of parental involvement, and policies do not cater for township schools’ reality. There are overcrowded classrooms, lack of resources and delays in the assessment of learners by the Learners with Special Education Needs (LSEN) Department. However, the study revealed several ways in which the grade retention strategy can be enhanced to support learners experiencing barriers in their learning. If grade retention is not implemented correctly, negatives outcomes can be experienced. These include low self-esteem and dropping out of school.
South Africa still has much to do to ensure that grade retention is implemented correctly to maximise its effectiveness. The study recommends that the Department of Basic Education (DBE) needs to ensure that intervention strategies for learners experiencing barriers to learning are thoughtfully and thoroughly incorporated into teachers’ training during their professional training to ensure that they are well equipped with necessary skills to support all learners when they start working. Without proper preparation of teachers, grade retention will continue without yielding positive results and affected teachers, learners, and parents will continue to be frustrated.
Description
Text in English