Factors Influencing the Academic Performance of Female Physical Science Learners in Limpopo Province, South Africa

Despite increased enrolment in science, technology, engineering, and mathematics (STEM) subjects, female learners face systemic barriers such as limited mentorship and socio-economic constraints, influencing their academic success and career aspirations. This study used a qualitative, phenomenological approach to explore factors affecting the academic performance of female Physical Science learners in the Capricorn South District of the Limpopo province in South Africa. Twelve participants were purposively selected and interviewed. Semi-structured interviews were employed to focus on academic performance. Measures of trustworthiness ensured rigour, and ethical approval was obtained from the Turfloop Research Ethics Committee (TREC). Confidentiality, voluntary participation, and secure data storage were maintained throughout the study. The study was based on feminist science theory (FST). The findings show that learners’ performance in Physical Science is influenced by various factors, including motivation, career aspirations, comprehension, and support systems. Support from family, peers and teachers plays a crucial role, with emotional and gender-based differences affecting academic performance. Interventions should prioritise structured academic support including remedial programmes, peer-assisted learning, and personalised tutoring, especially for female learners from disadvantaged backgrounds, in order to improve performance.