Examining factors influencing the academic performance of grade 12 learners in English language : a study of four schools in the Oshikoto Region of Namibia
| dc.contributor.advisor | Mushoriwa, TD | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Limene, Tobias | en |
| dc.date.accessioned | 2026-08-19T01:26:02Z | |
| dc.date.available | 2026-08-19T01:26:02Z | |
| dc.date.issued | 2018 | en |
| dc.description.abstract | This study examined factors that influence the academic performance of Grade 12 learners in English Language (L 2) in the Oshikoto Region. The theoretical framework that underpinned and guided the present study was the Systems Theory of von Bertalanffy (1930), supplemented and complemented by the School Context Model of Bascia (2014). These helped me to understand how the school context shapes core processes of teaching and learning. The study sample consisted of four principals, eight parents, eight teachers and thirty two learners who were purposively sampled from four selected secondary schools. The study was anchored in the pragmatic paradigm and it adopted the mixed methods research approach. Data collection instruments consisted of questionnaires, semi-structured interviews and focus group discussions. Major findings were that, both Grade 12 English Language (L 2) teachers and learners lack English Language proficiency. This was due to lack of exposure to the English Language. The study also noted lack of learning materials in both school and the home. Major recommendations were that schools (principals) should expose both teachers and learners to English Language by coming up with policies that make it mandatory for teachers and learners to use English while at school. Teachers should also actively involve learners in their learning by using methods such as debates and drama. The study also recommended that the Ministry of Education, schools and parents work together to provide adequate reading materials for learners. For future research, the study recommended an in-depth qualitative study to test the findings of the present study. | en |
| dc.format | 265 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Limene, Tobias. 2018 | en |
| dc.identifier.other | vital:34792 | en |
| dc.identifier.other | http://hdl.handle.net/10353/9566 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4920 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | English language -- Study and teaching -- Namibia Teachers -- Training of -- Nambia Language and education -- Namibia | en |
| dc.subject | LCSH | en |
| dc.subject | English language -- Study and teaching -- Namibia | en |
| dc.subject | Teachers -- Training of -- Nambia | en |
| dc.subject | Language and education -- Namibia | en |
| dc.title | Examining factors influencing the academic performance of grade 12 learners in English language : a study of four schools in the Oshikoto Region of Namibia | en |
| dc.title.alternative | Examining factors influencing the academic performance of grade 12 learners in English language : a study of four schools in the Oshikoto Region of Namibia | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD | en |