Asian Journal of Education and Social Studies

The matric rewrite program in South Africa is a vital next step intervention that aims to tackle the academic performance of students who have failed the primary school leaving examination. A qualitative approach is used to investigate how the program serves as an instrument to support learners who have poor academic achievements in public schools located in the Capricorn South district of Limpopo Province. Social cognitive theory and Ubuntu philosophy were used to guide the study, which included a phenomenological research design to understand the learners' experiences and the views of educational stakeholders. 25 participants, including learners, teachers, and school administrators, were selected purposely, and they were engaged through semi structured interviews, focus group discussions, and document analysis. Thematic analysis showed that learners' participation in the program led to a rise in academic self-efficacy, the improvement of study skills, and the learner's toughness. On the contrary, results reveal that structural limitations, such as lack of resources, socio economic difficulties, and inadequate personalized academic support, still weaken the program's outcomes. Based on the study, the implementation of the program is dependent on the cognitive, instructional, and socio-cultural support components that the rewrite program has to offer. By emphasizing both individual and communal aspects of learning, this paper positions itself within the broader discourse on remedial education and offers evidence-based suggestions as to how policy and practice could be enhanced to lessen educational inequality in South African public schools.