Policy implications on learner retention in selected rural primary schools in South Africa

Abstract

Learners’ retention is a procedure in which a teacher considers it valuable to keep a learner in the same class for two successive years. This study aimed to explore the policy implications for learner retention in selected rural primary schools. The theory adopted was Tinto’s learner amalgamation, as it aligned with developmental forms of learners. Tinto’s learner amalgamation theory was suitable in examining learner retention, but it only accounted for a reasonable quantity of the difference in retention. The paper aimed to support primary school learners who failed the ungraded symbol. The study employed a qualitative case study approach within an interpretative research framework. It utilized convenience sampling, focusing on proximity to researchers, and involved three rural primary schools with 39 foundation phase teachers. A total of 10 teachers and three principals participated in face-to-face semi-structured interviews, along with a document review. Data analysis involved content analysis, coding, and thematic categorization. The study’s findings indicated that learner retention was an effective strategy, as the costs of the policy rapidly surpassed the potential advantages of retention. State the conclusion made. It was recommended that policies be created in a way that accepts all learners, especially those from rural areas, and supports the idea that the prospect of recurrence serves as a deterrent for putting in little effort, which in turn improves academic attainment. State the contribution of this study to scholarship.