Matriculants share mixed reactions to IT practical, language exams

Matriculants share mixed reactions to IT practical, language exams Estelle.Bronkhorst Thu, 10/15/2026 - 05:55

JOHANNESBURG - Matriculants sat for Information Technology (IT) Paper 1 practical and Second Additional Language Paper 1 examinations on Wednesday, with learners sharing mixed reactions to the papers.

While some found the exams manageable, others described them as difficult, raising concerns about the time allocated to complete the IT practical and technical challenges experienced during the examination.

Tumelo said the IT practical was stressful, with some questions easier than expected and others requiring more thought.

“The toughest part was trying to figure out the solutions and making sure my work was correct,” Tumelo said.

After preparing by practising past papers and revising classroom material, Tumelo said there was a sense of relief at having completed the examination.

“Overall, I’m proud of myself for pushing through, even when things got difficult,” Mashigo said.

Other learners were less positive about their experience.

Zee Miya raised concerns about the final question, saying it was not appropriate for matric level and that many learners had been unable to finish the paper.

Miya called on the Department of Education to ensure that examiners test the papers themselves before they are administered, arguing that the length and complexity of the questions did not match the time allocated.

Wilma van Niekerk echoed these concerns, saying her daughter had also been unable to finish the examination.

Meanwhile, Joshua van Blommestein reported technical difficulties during the Computer Applications Technology (CAT) practical examination, particularly during the HTML section.

Van Blommestein said some students did not have Notepad++ installed on their computers and were left with the basic Notepad application, making it more difficult to write and test their HTML code.

He also alleged that some students could preview their code while others could not, creating inconsistencies in the conditions under which learners completed the examination.

“A lot of students were affected by these issues,” he said, adding that the technical problems may have influenced learners’ performance.

Van Blommestein called on the South African Comprehensive Assessment Institute (SACAI) to investigate the incident and consider its impact on affected students.

He acknowledged that technical difficulties can occur but stressed that all learners should have access to the same permitted tools and opportunities during a national examination.

On the language front, Nancy Ilunga Kayembe described the French paper as both easy and difficult, while other learners, including Scotts Afrika and Hloni Van Wykk, found it difficult.