Examining the Impact of Learner Absenteeism on the Academic Performance of Grade 12 Students: A Case Study of a School in the Butterworth District

Mivuyo Bolosha ORCID iD & Owen Madalambana ORCID iD 

Issue: Vol. 7 No. 1 2026 Article 10 pp.145 -156
DOI : https://doi.org/10.38159/jelt.20267110 Published online 27th February 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

Views: 45
100 Downloads

DOWNLOAD PDF

Absenteeism is a persistent challenge affecting learner outcomes and educational attainment, particularly in rural and under-resourced areas. This study, therefore, examined the effects of learner absenteeism on the academic performance of Grade 12 learners in one secondary school within the Butterworth District, Eastern Cape, South Africa. The study is framed using Bronfenbrenner’s Ecological Systems Theory. Using a qualitative case study approach, the research draws from an interpretive paradigm to explore how educators, learners, and parents perceive and experience the phenomenon. Data was collected through semi-structured interviews with purposefully selected participants and analysed thematically. Findings revealed that absenteeism is influenced by several interrelated factors, including poor school infrastructure, lack of parental involvement, socio-economic challenges, learner demotivation, and post-COVID-19 disengagement. The study also identified absenteeism’s negative impact on learners’ academic performance, as it disrupts the continuity of learning, reduces learner confidence, and lowers subject mastery. Factors contributing to absenteeism. Based on the findings, the study recommends a multifaceted approach to address absenteeism, requiring school-based interventions, community engagement, and government support. This research contributes to the growing body of knowledge on learner retention and performance in South Africa’s public education system.

Keywords: Absenteeism, Academic Performance, Qualitative Research, Bronfenbrenner’s Theory, Grade 12 Learners

Adebayo, T., and O. Odili. “ Family Engagement and Student Attendance in Low-Income Classrooms: A Comparative Study.” International Journal of Educational Research 68, no. 2 (2024): 112–26.

Anakpo, Godfred, Sanelise Nkungwana, and Syden Mishi. “Impact of COVID-19 on School Attendance in South Africa. Analysis of Sociodemographic Characteristics of Learners.” Heliyon 10, no. 7 (2024).

Berg, Servaas van der, and Bianca Böhmer. “South Africa: COVID-19 Learning Losses and Attempts at Recovery in a Poorly Performing and Unequal Education System.” In Improving National Education Systems after COVID-19: Moving Forward after PIRLS 2021 and PISA 2022, 153–69. Springer, 2024.

Bronfenbrenner, Urie.  The Ecology of Human Development: Experiments by Nature and Design.  Cambridge, MA: Harvard University Press, 1979.

Deci, Edward L., and Richard M. Ryan.  Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum, 1985.

Department of Basic Education. Annual Performance Report. Pretoria:  Republic of South Africa, 2023.

Matthewman, Steve.  Teaching Secondary English as If the Planet Matters. London: Routledge, 2018.

Mkhize, Z. “Post-Pandemic Learner Absenteeism in Eastern Cape Schools: A Multi-Level Analysis.” South African Journal of Education 43, no. 3 (2023): 214–29.

Nomatolo, Msindwana Phumla, and Mantlana Christabel Dudu. “Perceptions of Teachers and Learners towards the Effects of Absenteeism on Learner Academic Performance in Selected Rural Secondary Schools in Eastern Cape, South Africa.” Journal of Human Ecology (Delhi) 78 (2022): 1–3.

Nyarko, K., and J. Mensah. “ Institutional Barriers and Learner Disengagement in Rural Ghanaian Schools: A Systems Perspective.” African Educational Review 41, no. 1 (2023): 33–48.

Reid, Ken. Managing School Attendance: Successful Intervention Strategies for Reducing Truancy. Routledge, 2013.

Selkirk, Rhiannon, and Gavin Wills. “Trends in School Completion and Matric Results in South Africa Before, During, and After COVID-19.” RESEP Working Paper, 2024.

Mivuyo Bolosha is a dedicated teacher whose research niche focuses on inclusive education. His work explores strategies for creating equitable learning environments that accommodate diverse learner needs, including those with disabilities and learning barriers. Through his teaching and research, he advocates for policies and classroom practices that promote access, participation, and academic success for all students.

Owen Madalambana is an accomplished academic and Senior lecturer with the following research niche areas: History Education, Educational Leadership, Management and Policy. His ongoing scholarly work and professional engagements reflect a strong commitment to advancing educational practice and fostering inclusive, evidence-based approaches to leadership and teaching.

Bolosha, Mivuyo, and Owen Madalambana. “Examining the Impact of Learner Absenteeism  on the Academic Performance of Grade 12 Students: A Case Study of a School in the Butterworth District.” Journal of Education and Learning Technology 7, no.1 (2026): 145 – 156. https://doi.org/10.38159/ehass.20267110

© 2026 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/).

Articles in this Issue

About Journal