Strategy to enhance the academic performance of Grade 12 progressed learners in life sciences

Abstract

The aim of the study was to design a strategy to enhance the academic performance of Grade 12 progressed learners in life sciences. The strategy emerged from the large number of Grade 12 progressed learners who perform poorly in life sciences. The theoretical framework that underpinned the study is critical emancipatory research (CER), as developed by the Frankfurt School of 1923. Four principles were applied: active communication, transformation, emancipation and social justice. These principles supported the study by facilitating emancipation of teachers and Grade 12 progressed learners in life sciences. Participatory action research (PAR) was applied in this study as an approach to generate data and find a strategy to enhance the academic performance of Grade 12 progressed learners in life sciences, and to complement CER by supporting disadvantaged learners at schools, and build a better future for them. Homologous purposeful sampling was used as a method of sampling. Teachers, including a subject advisor, and Grade 12 progressed learners participated in data generation through WhatsApp focus group discussions. This method was used as a part of a qualitative research study, to collect data according to the principles of PAR, and within the limitations imposed by Covid-19 pandemic restrictions and regulations. Data that was collected from the participants through WhatsApp group discussions was analysed with the thematic model suggested by Laws, Harper and Marcus, which involves seven steps. The findings of this study identify the factors that contribute to poor academic performance of progressed learners, and suggest ways to improve the academic performance of Grade 12 progressed learners.