Grade 12 teachers’ experiences in teaching reading comprehesion in Engish First Additional Language in Buffalo City Metro Education District

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dc.contributor.advisorMakeleni, S.
dc.contributor.authorJona, Xolisile Precilla
dc.date.accessioned2025-12-10T08:55:25Z
dc.date.available2025-12-10T08:55:25Z
dc.date.issued2025
dc.descriptionMasters Dissertation
dc.description.abstractThis qualitative study investigated teachers’ experiences in teaching reading comprehension in Grade 12 English First Additional Language (EFAL) in Buffalo City Metro Education District. The study was motivated by low performance of Grade 12 learners in reading comprehension in English First Additional Language, low performance caused by inability to read with understanding. The study is qualitative in approach and underpinned by interpretive paradigm position. A case study design is used to gather qualitative data. Data collected through semi-structured interviews, focus group and document analysis. The study adopted a purposive sampling of 1 teacher from 16 schools (one English teachers from each school). Data presented was analyzed through thematic approach analysis. The study discovered that learners have poor performance of reading comprehension. The finding of the study disclosed the limited assessments conducted by teachers during the year. Teachers have limited understanding of reading comprehension strategies that resulted to underperformance of progressed learners in reading comprehension. Teachers showed dissatisfaction with interventions of Department of Education in terms of support and participants experience limited resources of reading strategies for Grade 12 learners. The research recommends that more workshops to be conducted by the Department of Education to empower and train teacher on teaching reading. The research also suggests an active intervention of reading approaches for learners in order to relate their life experience that would cause them to read the text with understanding. The study recommends collaborative measures to develop best practice to uncover critical areas of professional learning environment 21st Century.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/3407
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.publisherFaculty of Education
dc.subjectReading comprehension--Study and teaching (Secondary)
dc.subjectEnglish language--Study and teaching (Secondary)--South Africa
dc.subjectEnglish language--Reading comprehension
dc.subjectTeachers--South Africa
dc.subjectHigh school teachers
dc.subjectEducation, Secondary--South Africa
dc.titleGrade 12 teachers’ experiences in teaching reading comprehesion in Engish First Additional Language in Buffalo City Metro Education District
dc.typeThesis

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