Feature Analysis of Learner Adaptation across Socio-Economic Divide in South African Public High Schools

Persistent socio-economic disparities in the South African education system hinder learner progression. This study examines the factors shaping learner adaptation across socio-economic divides in public high schools, focusing on the contrasting experiences of learners from lower-income backgrounds i...

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Vydáno v:South African Journal of Industrial Engineering Ročník 36; číslo 2; s. 105 - 108
Hlavní autoři: Visser, J., Venter, L.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Bedfordview South African Institute of Industrial Engineers (SAIIE) 01.08.2025
South African Institute for Industrial Engineering
Témata:
Academic achievement
Adaptation
Agricultural production
COVID-19
Datasets
Discriminant analysis
Education
Factor analysis
Family structure
Households
Investigations
Literacy
Machine learning
Multiple regression analysis
Pandemics
Post-apartheid era
Regression analysis
Retention
Secondary schools
Socioeconomic factors
South Africa
ISSN:1012-277X, 2224-7890
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Shrnutí:Persistent socio-economic disparities in the South African education system hinder learner progression. This study examines the factors shaping learner adaptation across socio-economic divides in public high schools, focusing on the contrasting experiences of learners from lower-income backgrounds in different school environments. Using data from the 2022 General Household Survey, the study applies factor analysis, multiple regression analysis, structural equation modelling, and machine-learning techniques to identify key determinants of learner progression, such as family structure, supported retention, welfare income, and household conditions. The findings show the significant role of school meals, age-appropriate grade placement, and consistent attendance in academic success. These insights point to the need for targeted, context-sensitive interventions to address the socio-economic barriers to educational achievement in post-apartheid South Africa.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1012-277X
2224-7890
DOI:10.7166/36-2-3187