The action research journey of Caroline Dhlomo, Subject Advisor Social Sciences
‘Why do learners fail Social Sciences?’ was the initial action research approach of Subject Advisor Caroline Dhlomo. She ended up solving a more deep-rooted problem. ‘As my research unfolded, I realised that the actual reason why learners failed my subject, was bad reading performance.’
Caroline Dhlomo is Subject Advisor for Social Sciences supporting 64 Primary Schools (Grade 4 to 7) in Bethlehem, Free State. She participated in the second VVOB action research (AR) cohort of her Province. Her AR question was ‘How can I support schools to improve learner performance in Social Sciences?’
‘I simply asked learners: “Just read your name.” Some of them could not read at all.’ Subject Advisor for Social Sciences Caroline Dhlomo was appalled to find that even some of her Grade 6 learners couldn’t grant her request. (Grade 6 learners are 11 or 12 years old, ed.) ‘Social Sciences is a content subject’, she goes on. ‘It compels learners to read all the time: to take notes, to read questions... I realised this was the reason why learners were failing.’
Finger pointing
The school principal linked this finding to other content subjects where learners were failing. ‘The entire staff of the school then requested my support!’, Caroline laughs. ‘Reading is not my practice, but since it was affecting my subject, I agreed to support.’ ‘Learners were unable to differentiate between letters and sounds. Overcoming this is always a process. The teachers and I asked ourselves: “How do we meet the needs of these learners?” I trained the teachers, they went further with the activities.’
The intervention ended up unravelling the root cause of this challenge. Teachers used to point fingers at each other regarding the reading problem. Now they would work together on a term table programme. Each of them assisted learners in proving they are ready for a certain subject. ‘The relationship between the teachers improved, and eventually the school performance as well’, Caroline proudly says.
'A new baby'
Intensive investigation obliged Caroline to reduce the number of schools to focus on in her action research. Caroline started with five schools and ended her trajectory with one. ‘Your passion and your desire to bring change, sometimes make you focus broadly’, she says. ‘Action research has shown me that, to overcome certain challenges, you ought to start small.'
The long-term objective of Action Research is to upscale these good practices. ‘Action research is a journey’, Caroline emphasizes. It’s still a new baby. We will learn from our mistakes and improve. In the end, everyone in education should be involved.’ More than anything, action research has changed her attitude. ‘I thought I was the specialist, the one to bring change. Now I realize it’s about involving others.’
