Abstract:
This study focuses on the interactions between the socio-economic backgrounds and the academic performance of Grade 1 learners from two different public primary schools, as mediated by parental involvement. It was assumed that the interaction of these two elements at the entrance point of formal schooling could contribute to initiatives that minimise academic failure in the South African schooling system. One school was in the east, and the other in the west of Pretoria. These two geographical areas were purposefully chosen as they demonstrate, in general terms, two very different socioeconomic backgrounds in the Pretoria Metropole.
The research question underpinning this study was, ‘How is socio-economic background mediated through parental involvement in the academic performance of Grade 1 learners?’ The epistemology of interpretivism and a descriptive case study (n=4) research methodology were utilised. The data were generated by means of observations, interviews and visual data collection. The interview data were transcribed and analysed using the Constant Comparative Method in order to generate themes. Similarly, a theme analysis was done with the visual and observation data. The findings from the study indicate that the academic performance of the participants in this study was mediated via i) The quality and the quantity of parental time spent with children and ii) Access to additional learning experiences. In addition, the study acknowledges iii) The complexity of factors that affect the academic performances of Grade 1 children from diverse socioeconomic backgrounds.
I recommend that future research focus on the effects of socio-economic background on the overall development of children in the South African context. Additionally, there is a requirement for a study to measure the effects of the community’s role in learners’ academic performance in the South African context.
