Development of strategies to reduce high failure rate among Learners at Etjendlovu Cluster Primary Schools
This study examined the rationale behind the use of a variety of teaching techniques by teachers to instruct learners in the four primary schools located in the Etjendlovu cluster of the Shiselweni region. It aimed to assess the effect of high failure rates on learners and to develop intervention strategies to mitigate it. Guided by Carl Rogers' Theory and employing a qualitative approach rooted in interpretivism, the study utilized semi-structured interviews, focus group discussions (FGD), and observations. A maximum variation purposive sampling was employed to select 24 teachers, ensuring representation of the foundation, middle and Upper levels. All teachers participated in the FGD while three teachers were individually interviewed and observed during instruction per school. The study was cross-sectional and qualitative content analysis was utilized to identify themes within the data. The findings indicated that most teachers relied on lectures, discussions and question-and-answer methods, with minimal use of discovery approach. Lower and middle-level teachers incorporated the same methods with some songs and demonstrations. The study revealed that some learners exhibited improved behavior and academic performance when repeating a grade for the first time. However, the high failure rate was associated with several negative effects, including increased lateness, negative attitudes towards teachers and subjects, social isolation, school dropout, and low self-esteem. The study proposed a three-stage intervention strategy involving early planning, implementation, and conclusion. In the early planning stage, struggling learners, teachers and counselors devise support strategies. The implementation and conclusion stages involve executing the strategies with the assistance of headteachers and the Ministry of Education and Training until the learners successfully overcome failure. The study contributes to educational practices by suggesting interventions aimed at enhancing teaching effectiveness and reducing failure rates. Recommendations included employing qualified counselors and revising policies regarding teacher/learner ratios to facilitate the proposed interventions. Additionally, the study suggested conducting further research on a larger scale to develop comprehensive strategies for reducing failure rates across the Shiselweni region.
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