Poor academic achievement among learners in the Intermediate Phase at primary schools is a pressing concern that demands urgent attention. With the study reported on here we explored the factors contributing to this issue in the Klerksdorp area, drawing on the insight of 6 purposively selected teachers. The constructivist theory of learning, zone of proximal development, underpins the study. We followed a qualitative approach, using semi-structured interviews, field notes, audio recordings, observations, and document analysis to gather data. Thematic analysis was conducted to identify recurring patterns and themes. The findings reveal that teachers attributed learners’ academic difficulties to ineffective teaching strategies, inadequate support from subject advisors, and limited professional development opportunities for teachers. These challenges hinder effective teaching and exacerbate the decline in academic performance, particularly in the Intermediate Phase at primary schools in Klerksdorp. With the study we emphasise the need for targeted interventions to enhance teaching practices, establish robust support systems, and improve ongoing professional development, all aimed at reversing the decline in learners’ academic achievement.

https://doi.org/10.15700/saje.v45n3a2484

ORCiD iDs of authors:
Margaret Chauke – https://orcid.org/0000-0002-6402-9801
Mokwena Morelle - https://orcid.org/0009-0005-1582-1340