The Link between School Resource Distribution and Academic Performance: An Investigation of Public Schools in Limpopo Province, South Africa
Abstract
This study explores the relationship between the distribution of school resources and learners' academic achievement in public schools in Limpopo Province, South Africa. The research employs a quantitative approach, using data collected from a sample of 222 learners from 68 randomly selected public schools in the province. The study uses regression analysis to examine the impact of school resources, including teachers' qualifications, availability of textbooks, and classroom infrastructure, on learners' academic achievement. The results indicate that the distribution of school resources significantly affects learners' academic performance. Specifically, the availability of textbooks, teachers' qualifications, and classroom infrastructure has a positive impact on learners' academic achievement. However, the findings reveal that there are disparities in the distribution of resources across schools, with learners in some schools having access to better resources than others. The study concludes that there is a need for policymakers to prioritize the equitable distribution of school resources to enhance the academic performance of learners in public schools in Limpopo Province.
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