Abstract

School infrastructure plays a vital role in creating a conducive learning environment, especially in the Foundation Phase, where learners are in their early developmental stages. In South Africa, particularly in rural areas such as the Vhembe District in Limpopo Province, many schools still operate under inadequate conditions, potentially affecting academic performance. This study investigates how school infrastructure impacts the performance of Foundation Phase learners in rural primary schools. The problem addressed is the persistent inequality in school infrastructure, which contributes to the learning gap among learners in under-resourced communities. The study was framed within a qualitative research paradigm, adopting an interpretivist approach. A case study design was employed, using semi-structured interviews and classroom observations to collect data. The population consisted of Foundation Phase educators, school principals, and subject advisors. Through purposive sampling, a sample of 15 participants from five schools was selected. Data analysis was conducted using thematic analysis to identify key patterns and insights. The study was delimited to the Vhembe District, Limpopo Province. To ensure trustworthiness, the criteria of credibility, transferability, dependability, and confirmability were upheld. Ethical considerations included obtaining informed consent, ensuring participant confidentiality, and securing ethical clearance from relevant authorities. The article found that overcrowded classrooms, broken furniture, and inadequate sanitation negatively affect learners’ concentration, attendance, and academic performance. Well maintained infrastructure contributes to learner confidence, safety, and improved academic engagement. The article recommended that the Department of Basic Education should prioritise infrastructure investment in rural schools, focusing on classroom conditions and sanitation. School leadership and community stakeholders should also collaborate to maintain existing infrastructure and advocate for resource mobilisation. School infrastructure has a direct and indirect effect on learner performance in the Foundation Phase. Addressing infrastructure challenges is essential for achieving equitable learning outcomes.

Keywords: School infrastructure, Learner performance, Foundation phase, Rural education, Learning environment