Abstract
M.Ed.
There are remarkable differences in the academic performance between the learners residing in informal settlements and those from townships (formal settlements). Learners from informal settlements perform very poorly as compared to learners from formal settlements. From the literature review, the factors leading to study problems are identified as environment, lack of resources, available time and place to study. The socio-economic background affects a child at every point in his or her academic career.
The purpose of this study was to explore ways and means of managing the negative impact of the informal settlements on the academic performance of primary school learners of Kagiso. It was also to investigate possible solutions and provide them in the form of guidelines to the Department of Education as intervention strategies to address management on the impact of informal settlements on learner performance.
This was a qualitative research. The study explored the impact of the informal settlements and its management in the performance of primary school learners through in- depth interviews and observations. The researcher conducted interviews with a sample drawn from primary school principals, educators, learners and affected parents in Kagiso.
The data were analyzed separately by eliciting the unique experiences of respondents and led to common emerging themes. Measures to ensure trustworthiness have been applied in the research and ethical measures have been strictly adhered to. Trustworthiness consists of four components: creditability,
transferability, dependability and conformability. Validity and reliability were ensured by the use of the participant’s own language as raw as it is, in data recording.
Findings from the research in line with literature review suggested that the informal settlements have a negative impact on learners. Inadequate housing and overcrowding deprive the child of privacy. Homework and study is done against a noisy background. This can be managed by all stakeholders taking part in the intervention strategies that influence policy formulation regarding the at-risk learners in Kagiso.
Recommendations ensuing from this study will contribute to the development of intervention strategies to address management concerning this impact. The recommendations will be forwarded to the Department of Education and other relevant state departments.
Prof. J.R. Debeila