Factors influencing learners’ academic performance in economics at Ilembe District

Abstract

Economics is a vital subject within the South African curriculum, aimed at equipping learners with critical thinking skills and a deeper understanding of economic systems and financial decision-making. However, learner performance in Economics, particularly in Grade 12, remains inconsistent and often poor. This study explores the factors influencing learners’ academic performance in Economics within the Mandeni Circuit of the iLembe District in South Africa. The qualitative method of research was employed, primarily through one-on-one interviews and group discussions with teachers from eight schools in other to provide deep insights into various factors that influence learners’ performance. Findings such as curriculum alignment and quality, accessibility to education, the impact of educational policies, technological integration, time management in curriculum delivery, and socio-economic challenges were revealed as factors contributing to the decline in Grade-12 Economics performance. The study recommends the stakeholders to address socio-economic barriers, improve access to teaching and learning resources, enhance learner engagement and support as well as review the curriculum to allow for deeper conceptual understanding of the subject.