assessing the correlation between school resource utilization and learners’success in south african public education: a case of limpopo province

This research endeavours to assess the correlation between the utilization of school resources andthe performance of learners in public schools at the limpopo province. recognizing the pivotal role ofschool resources in shaping educational outcomes, the study aims to clarify the influence of effectiveresource utilization on learners’ achievement. employing a quantitative approach, data from a sample of222 learners in randomly selected south african public schools are analyzed. various indicators of schoolresources, including financial allocations, instructional materials, infrastructure, and human resources, arescrutinized in relation to learners’ achievement measured by standardized test scores. the findingsindicate a significant impact of school resource utilization on learners’ achievement. optimal utilizationof resources, such as well-maintained facilities, current instructional materials, and qualified teachers, ispositively associated with higher student achievement. conversely, schools facing resource constraintstend to exhibit lower levels of student performance. additionally, the study explores potential moderatingfactors like school size, socio-economic context, and educational policies that may affect the relationshipbetween resource utilization and learners’ achievement. insight into these contextual factors can offervaluable guidance for policymakers and educators seeking to enhance school resource allocationstrategies. the study's results contribute to existing literature on school resource utilization and its effectson learners’ success, emphasizing the necessity of effective resource management and the equitabledistribution of resources in public schools to foster improved educational outcomes.