Exploring Challenges and Strategies for Improving Grade 9 Learner Performance in Technology: A Case of Umgungundlovu District
Nonjabulo Mbatha 
& Philani Brian Mlambo
Issue: Vol.6 No. 7 2025 Article 1 pp.424 – 436
DOI : https://doi.org/10.38159/jelt.2025671 | Published online 10th July, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study explores strategies to improve learner performance in Grade 9 Technology, addressing persistent underperformance in the subject. Technology is a vital subject that equips learners with practical skills applicable beyond the classroom, enabling them to pursue technical courses at tertiary institutions and fostering opportunities for self-employment. An interpretivist paradigm and a qualitative approach were adopted to achieve the study’s objectives. Four technology teachers from two schools in the uMgungundlovu District were selected through convenience sampling and data was gathered through semi-structured interviews. Thematic analysis revealed that teachers often fail to align assessments with Bloom’s taxonomy cognitive levels, resulting in unbalanced examination papers that contribute to learners’ poor performance. Guided by Pedagogical Content Knowledge and the Zone of Proximal Development frameworks, the study recommends that the Department of Basic Education provide training to teachers on designing balanced and effective assessments. This paper will contribute to strategies aimed at enhancing teaching effectiveness, improving learner engagement, and informing policy reforms for better academic outcomes.
Keywords: Grade 9 Technology, Learner Performance, Underperformance, Assessment Practices, Bloom’s Taxonomy
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Nonjabulo Mbatha is a Master’s student in Technology Education at Durban University of Technology (DUT), under the supervision of Philani Brian Mlambo. She holds a Bachelor of Education in Technology Education from DUT. Her research focuses primarily on Grade 9 Technology education. She has co-authored a paper with Philani Brian Mlambo titled “Analysing Grade 9 Technology Examination Papers Design and Learners’ Performance: A Case of Two Schools in KwaZulu-Natal.”
Philani Brian Mlambo is a dedicated lecturer and researcher at the Durban University of Technology (DUT) with a strong focus on Technology and Engineering Graphics Education. He is nearing the completion of his PhD in Technology Education at the University of KwaZulu-Natal. With over five years of experience in teaching and lecturing, Philani has made significant contributions to improving educational practices, particularly in Grade 9 Technology and Engineering Graphics and Design classrooms. As a lecturer at Durban University of Technology (DUT), he works closely with students from diverse backgrounds, helping shape the next generation of professionals in technical fields. Philani has contributed to several research projects focused on enhancing learner engagement and performance in technical subjects. To date, he has published 10 articles and presented at both local and international conferences.
Mbatha, Nonjabulo, and Philani Brian Mlambo. “Exploring Challenges and Strategies for Improving Grade 9 Learner Performance in Technology: A Case of Umgungundlovu District.” Journal of Education and Learning Technology 6, no.7 (2025): 424 – 436. https://doi.org/10.38159/jelt.2025671
© 2025 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/).
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