Resource provisioning and implications on learner performance in schools in Limpopo Province, South Africa

Abstract

This study investigates the relationship between resource provisioning and learners’ performance in public schools in Limpopo province, South Africa. The education production function theory was used to address a set of policy questions such as: how much will outcomes improve if resources are increased by some amount? Or can schools deliver better outcomes with existing resources? Or will better outcomes require more resources-efficiency? This quantitative study used a survey of four validated questionnaires distributed to 272 representatives from the school principals, heads of departments, teachers, and school governing bodies. The sample was drawn from 68 public secondary schools from different quintiles (1 to 5) in Limpopo province using a probability stratified and purposive random sampling technique. Descriptive and Pearson correlation statistics were used in data analysis. The findings indicate that resource provision was shown to be to the determinant of learners’ performance in public schools. Specifically, the findings indicated that the way in which school resources are allocated, distributed, and utilised have an influence on learners’ performance. As a result, the study recommends that a review of resource provision is a factor that the Department of Basic Education, including stakeholders, should pay more attention to in order to improve learners’ performance in public schools.