What makes a Great Learner?: A case of Limpopo Secondary Schools

Abstract

This paper evaluates a constellation of factors contributing to pupils being regarded as great learners in myriad public secondary schools in South Africa. This paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this paper is: to what extent is the self-knowledge of a pupil and her firm desire to achieve, triggers her to become a learner like no other in a school? Documents review and  interviewing techniques were selected to generate data. Out of the population of 17 secondary schools in one of the circuits in Mopani district in  Limpopo Province, South Africa, 6 were conveniently sampled. In each of the 6 sampled secondary schools, only Chairpersons of the School  Governing Bodies and Chairpersons of Representative Council of Learners became research participants. Findings revealed that, a desire to be a  learner like no other could be ascribed to pupils viewing schooling as having a value for them. Secondly, a great learner displays unrivalled interest  in schooling activities. Thirdly, a great learner consistently produces a quality school-work. Fourthly, great learners could be created by a delivery of  artistic classroom-lessons. Fifthly, great learners emerge where there are enhanced schooling conditions. Lastly, great learners emerge where  pupils unconditionally embrace schooling and its ability to capacitate them. The researcher recommends for quality teaching at all times that could  entice pupils into becoming great learners. Furthermore, where possible future schooling needs to experiment with digital technologies to convert  every pupil into a great learner.