Navigating the Dynamics of Learner Absenteeism in South African Urban Secondary Schools: An In-Depth Management Analysis and Strategic Framework
Richard Moloele 
& Madikela T. Lekalakala
Issue: Vol.5 No.16 Issue Article 15 pp.2866-2875
DOI: https://doi.org/10.38159/ehass.202451615 | Published online 18th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Learners’ poor reading comprehension levels have plunged South Africa into a reading crisis. Despite the government’s initiatives to improve learners’ reading levels and redress their lack of reading comprehension skills, it is still a serious problem, particularly in rural areas. It is for this reason, that this study investigated the teachers’ and learners’ perspectives on learners’ reading comprehension challenges in the Grade 10 Setswana Home Language classroom in two high schools in the North-West Province of South Africa. Through a qualitative approach informed by a case study design involving semi-structured interviews and focus group interviews, four Grade 10 Setswana home language teachers and 39 Grade 10 learners were selected to participate in this study using purposive sampling. The thematic analysis revealed several key challenges: poor foundational reading skills, lack of Setswana reading materials, negative attitudes towards Setswana, limited reading practice outside of school, and difficulties with complex language features like idioms and proverbs. The teachers emphasized systemic issues such as inadequate primary school preparation, while learners focused on specific linguistic difficulties. The findings highlight a critical need for earlier literacy interventions, increased investment in Setswana reading resources, efforts to promote positive attitudes towards African languages in education, and strategies to engage parents and communities in supporting Setswana literacy development. This research contributes to the broader discourse on language-in-education in multilingual contexts and emphasizes the importance of addressing reading comprehension challenges to improve academic outcomes and support learners’ cognitive development and cultural identity.
Keywords: Reading Comprehension, Setswana Home Language, Reading Challenges, Grade 10 Learners, Grade 10 Teachers
Ansari, Arya, and Michael A Gottfried. “Early Childhood Educational Settings and School Absenteeism for Children with Disabilities.” AERA Open 4, no. 2 (2018): 2332858418785576.
Battin-Pearson, Sara, Michael D Newcomb, Robert D Abbott, Karl G Hill, Richard F Catalano, and J David Hawkins. “Predictors of Early High School Dropout: A Test of Five Theories.” Journal of Educational Psychology 92, no. 3 (2000): 568.
Bell, Allison J, Lee A Rosén, and Dionne Dynlacht. “Truancy Intervention.” Journal of Research & Development in Education, 1994.
Berg, S. Van der, and M. Gustafsson. “School Dropout in South Africa: Evidence from the General Household Survey,” 2020.
Bond, G. “Tackling Student Absenteeism: Research Findings and Recommendations for School and Local Communities.” Report Written for Hume/Whittlesea LLEN and Inner Northern LLEN (Copy of This Report Is Available from the Authors), 2004.
Bowers, A. J. “Does Improving Student Attendance Improve Student Achievement? .” Educational Evaluation and Policy Analysis 32, no. 1 (2010): 84–99.
Brezina, T. “The Effects of Community Violence on Students’ School Engagement and Academic Achievement.” Journal of Educational Psychology 105, no.3 (2013): 724–40.
Buche, L. “ Innovations in Educational Research.” Journal of Modern Education 50, no. 2 (2024): 112–24.
Crosnoe, R. “ Family Dynamics, Socioeconomic Status, and Academic Achievement.” Annual Review of Sociology 35 (2009): 241–62.
Department of Basic Education. Annual Report 2021/2022. Pretoria: Department of Basic Education. (2022).
Department of Basic Education. Policy on learner attendance. Pretoria: Department of Basic Education.2010.
Easton, John Q, and George Engelhard Jr. “A Longitudinal Record of Elementary School Absence and Its Relationship to Reading Achievement.” The Journal of Educational Research 75, no.5(1982):269–74.
Epstein, Joyce L, and Steven B Sheldon. “Present and Accounted for: Improving Student Attendance through Family and Community Involvement.” The Journal of Educational Research 95, no. 5 (2002): 308–18.
Finning, Katie, Obioha C Ukoumunne, Tamsin Ford, Emilia Danielson‐Waters, Liz Shaw, Ingrid Romero De Jager, Lauren Stentiford, and Darren A Moore. “The Association between Anxiety and Poor Attendance at School–a Systematic Review.” Child and Adolescent Mental Health 24, no. 3 (2019): 205–16.
Fredricks, Jennifer A, Phyllis C Blumenfeld, and Alison H Paris. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74, no. 1 (2004): 59–109.
Freudenberg, N., & Ruglis, J. “Reframing school dropout as a public health issue.” Preventing Chronic Disease, 4(2), (2011); A107.
Gase, Lauren, Amelia DeFosset, Raymond Perry, and Tony Kuo. “Youths’ Perspectives on the Reasons Underlying School Truancy and Opportunities to Improve School Attendance.” The Qualitative Report, February 15, 2016. https://doi.org/10.46743/2160-3715/2016.2231.
Gershenson, Seth, Alison Jacknowitz, and Andrew Brannegan. “Are Student Absences Worth the Worry in US Primary Schools?” Education Finance and Policy 12, no. 2 (2017): 137–65.
Goodman, Joshua. “Flaking out: Student Absences and Snow Days as Disruptions of Instructional Time.” National Bureau of Economic Research, 2014.
Gottfried, M. A. “Chronic absenteeism and its effects on students’ academic and socioemotional outcomes.” Journal of Education for Students Placed at Risk (JESPAR), 19(2), (2014): 53-75.
Gottfried, M. A. “Excused versus unexcused: How student absences in elementary school affect academic achievement.” Educational Evaluation and Policy Analysis, 31(4), (2009); 392-415.
Gottfried, M. A. “Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach.” American Educational Research Journal, 47(2), (2010); 434-465.
Gottfried, M. A. “The detrimental effects of missing school: Evidence from urban siblings.” American Journal of Education, 117(2), (2011); 147-182.
Hancock, Kirsten J., David Lawrence, Carrington C. J. Shepherd, Francis Mitrou, and Stephen R. Zubrick. “Associations between School Absence and Academic Achievement: Do Socioeconomics Matter?” British Educational Research Journal 43, no. 3 (June 16, 2017): 415–40. https://doi.org/10.1002/berj.3267.
Harris, M., and L. Roberts. “ The Future of Renewable Energy.” Energy Perspectives 33, no. 3 (2021): 78–89.
Hoag, Arlee M. “Chronic Absenteeism: Exploring Causes, Impacts, and Interventions in Education,” 2023.
Hunt, Frances. “Schooling Citizens: A Study of Policy in Practice in South African Schools.” University of Sussex, 2007.
Jacobs, Karen Dupre, and William Allan Kritsonis. “An Analysis of Teacher and Student Absenteeism in Urban Schools: What the Research Says and Recommendations for Educational Leaders.” The Lamar University Electronic Journal of Student Research Fall, 2007.
Kelly, K.S. Chronic Learner Absenteeism. Urbana. Ilinois, 2013.
Ladd, G. W., and L. M. Dinella. “ Children’s Peer Relations and Social Competence: A Decade of Progress.” In Handbook of Child Psychology, Social, Emotional, and Personality Development, 6th ed., 3:740–88. Wiley, 2009.
Malcolm, H. Absence from school: A study of its causes and effects in seven LEAs. Research Report RR424. London: Department for Education and Skills. 2003.
Moonie, Sheniz, David A Sterling, Larry W Figgs, and Mario Castro. “The Relationship between School Absence, Academic Performance, and Asthma Status.” Journal of School Health 78, no. 3 (2008): 140–48.
Motala, S., and Dieltiens, V. Educational access in South Africa: Achievements and challenges. In Chisholm, L. (Ed.), South African education: The journey in progress. Cape Town: HSRC Press. 2010.
Quinn, Christina. “Improving the Daily Student Attendance Rate at an Inner-City Public School,” 2022.
Railsback, J. Increasing student attendance: Strategies from research and practice. Portland, OR: Northwest Regional Educational Laboratory. 2004.
Smith, J., and A. Johnson. “ Impact of Class Size on Student Engagement and Absenteeism.” Journal of Educational Psychology 60, no. 3 (2022): 345–59.
Smith, S., and R. Perkins. “Community Violence and Its Impact on Student achievement and Engagement,” Journal of Educational National and Psychological Studies 10, no.2(2013):120–38.
Spaull, Nicholas. “South Africa’s Education Crisis: The Quality of Education in South Africa 1994-2011.”Johannesburg: Centre for Development and Enterprise 21,no.1(2013):1–65.
Sullivan, A. “The Role of Transportation in Student Attendance and Academic Success.” Educational Researcher 40, no. 5 (2011): 230–39.
Teasley, M. L. “Absenteeism and truancy: Risk, protection, and best practice implications for school social workers.” Children & Schools, 26(2), (2004); 117-128.
Tran, N., and S. Gershenson. “Class Size and Chronic Absenteeism: A Comprehensive Study.” Educational Research Quarterly 44, no. 1 (2021): 50–67.
Weitzman, M., and B. Zuckerman. “Health Disparities and School Performance.” Journal of School Health 74, no. 9 (2004): 315–21.
Dr RL Moloele is a lecturer at Sol Plaatje University in Kimberley. He is an allrouder who was a teacher, a principal , a circuit Manager in North West Department of Education. He holds various qualifications both in Education and Public Management. His research interests include education in broad, Education Policy and Management, Public Management and Languages. He chairs Community Engagement Committee at Faculty of Education and has been indtrumental in the development of many modules at this university.
Dr. MT Lekalakala, a Senior Lecturer at the University of South Africa, specialises in educational leadership and management. His research interests include school violence, financial management, education law, and teacher development. As a member of academic bodies like NADEOSA and SACE, he engages in national and international research initiatives. He contributes to DELM’s governance through roles in the Research and Innovation Committee and Higher Degree Committee. Additionally, Dr. Lekalakala develops modules, mentors colleagues, and collaborates on educational projects to improve South Africa’s basic education outcomes.
Moloele, Richard & Madikela T. Lekalakala. “Navigating the Dynamics of Learner Absenteeism in South African Urban Secondary Schools: An In-Depth Management Analysis and Strategic Framework,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024):2866-2875. https://doi.org/10.38159/ehass.202451615
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
