Creating Sustainable Learning Environments through Frequent Monitoring of Students’ Progress


  • R.J. Kgothule University of the Free State (QwaQwa Campus)
  • LE Letsie University of the Free State (QwaQwa Campus)


Although the grade 12 pass rate of the past few years has shown an improvement in South African schools in general, the performance of students in crucial subjects such as accounting, mathematics and the sciences has not been satisfactory. In an attempt to contribute towards the creation of sustainable learning environments in selected schools in the Free State Province, the researchers engaged in a research project aimed at promoting in these schools, one of the correlates of effective schools, as identified by research namely, frequent monitoring of students’ progress. Data were collected from secondary school administrators using focus group interviews. Participants included seven (7) principals, nine (9) deputy principals and two (2) heads of department. The data collected related to the concept ‘frequent monitoring of students’ progress’, its implementation in their respective schools, as well as threats to its successful implementation. An analysis of the data revealed that the concept of ‘frequent monitoring of students’ learning was not well understood and consequently, was not effectively implemented in the schools concerned. It also became clear that there were many factors threatening its successful implementation. Based on these findings, the researchers and participants jointly engaged in an implementation framework.

DOI: 10.5901/mjss.2014.v5n4p332


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How to Cite

Kgothule, R., & Letsie, L. (2014). Creating Sustainable Learning Environments through Frequent Monitoring of Students’ Progress. Mediterranean Journal of Social Sciences, 5(4), 332. Retrieved from