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dc.contributor.advisorButhelezi, Nontobeko.
dc.creatorMaraj, Sarisha.
dc.date.accessioned2016-06-28T06:38:53Z
dc.date.available2016-06-28T06:38:53Z
dc.date.created2015
dc.identifier.urihttp://hdl.handle.net/10413/13092
dc.descriptionM. Ed. University of KwaZulu-Natal, Pietermaritzburg 2015.en_US
dc.description.abstractRecently, within the KwaZulu-Natal province, academic performance has been a matter of concern. Academic performance lacks consistency and fluctuates from good to poor. This study was conducted to investigate the factors contributing towards poor academic success and the strategies to overcome such factors. The sample composed of six office-based educational specialists who were selected by the technique of purposive sampling. This study used a qualitative research design and the data was collected with the use of face-to-face, open-ended interviews. These interviews were administered to office based educational specialists who are responsible for the implementation of the intervention strategies to improve academic results. The qualitative data was analysed using the method of thematic analysis. The individual interviews that were conducted culminated in findings of the challenges that contribute towards academic success and the established, revised and new strategy suggestions to enhance the academic performance of learners. Recommendations for future research are mentioned.en_US
dc.language.isoen_ZAen_US
dc.subjectAcademic achievement -- South Africa -- KwaZulu-Natal.en_US
dc.subjectTeacher morale -- South Africa -- KwaZulu-Natal.en_US
dc.subjectParent-teacher relationships -- South Africa -- KwaZulu-Natal.en_US
dc.subjectTeacher-student relationships -- South Africa -- KwaZulu-Natal.en_US
dc.subjectTheses -- Education.en_US
dc.titleEducational structural support and interventions to improve academic results of secondary schools confronted with poor inconsistent academic performance in KwaZulu-Natal.en_US
dc.typeThesisen_US


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