This study examines the effectiveness of the Secondary School Improvement Program (SSIP) in Gauteng Province towards improving the Grade 12 learners’ proficiency in home languages listening and speaking, reading and phonics, and writing and handwriting in the Johannesburg East District. The study analyses several home languages, including Setswana, IsiZulu, Sesotho, Sepedi, isiXhosa, and isiVhenda, to enhance literacy and fluency in home language instruction at the Matric level. The study used Vygotsky’s Sociocultural Theoretical Framework as well as a mixed-method approach. Face-to-face interviews collected the qualitative data, which then underwent coding and thematic analysis. We gathered the quantitative data through semi-structured questionnaires and used ANOVA techniques for regression analysis. The data analysis was based on general learner performance in home language proficiency: hence learners’ skills in listening and speaking, reading and phonics, and handwriting and writing. The study's findings revealed that there are diversified learner performance competencies due to teaching methods, resource availability, and socio-economic factors. The study recommends that there should be numerous educational support materials and personalised teaching approaches to enhance learners’ proficiency and performance in home languages at Matric Level to enable the impact of SSIP to be more effective and efficient towards improving learners’ educational outcomes.
Author(s) Details
Mfanelo
Ntsobi
Sci-Bono Discovery Centre, Cnr. Mirriam Makeba & Lillian Ngoyi
Street, Johannesburg, South Africa.
Blondel
Nyamkure
Sci-Bono Discovery Centre, Cnr. Mirriam Makeba & Lillian Ngoyi
Street, Johannesburg, South Africa.
Bongani
June Mwale
Sci-Bono Discovery Centre, Cnr. Mirriam Makeba & Lillian Ngoyi
Street, Johannesburg, South Africa.
Nkateko
Raymond Maluleke
Sci-Bono Discovery Centre, Cnr. Mirriam Makeba & Lillian Ngoyi
Street, Johannesburg, South Africa.
Please
see the book here:- https://doi.org/10.9734/bpi/lleru/v7/5988
