{'fraction_non_alphanumeric': 0.023969319271332695, 'fraction_numerical': 0.009587727708533078, 'mean_word_length': 5.034682080924855, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Re-writing Grade 12 Examinations in South Africa: Students’ Dreams to Improve or a Sense of Neglect and Despair? (Re-writing Grade 12)

Abstract Passing Grade 12 examination is an ultimate aim of any student, while for those who fail, re-writing is an opportunity to attain the much needed matric certificate. The aim of this paper was to investigate challenges faced by students re-writing Grade 12 examinations. Focus group interviews were conducted to collect data from ten (10) students who were purposively sampled. The results show that students who were re-writing matric examinations were faced with a dilemma of writing Curriculum and Assessments Policy Statements (CAPS) examinations with topics that were relatively new to them, with no support provided to them from the Department of Basic Education (DBE). The study recommends that students who are re-writing matric examinations should be provided with adequate resources and also be allowed to attend classes in any public schools of their choice in preparation for their exams.