A COMPARATIVE STUDY OF THE CURRICULUM DESIGN OF THE NATIONAL CURRICULUM STATEMENT (NCS) AND THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS), AND MATHEMATICS UNDERACHIEVEMENT IN GRADE 12: A CASE STUDY OF SELECTED SCHOOLS IN KING WILLIAMS TOWN DISTRICT, EASTERN CAPE PROVINCE

Abstract

Ponte Academic JournalAug 2022, Volume 78, Issue 8 A COMPARATIVE STUDY OF THE CURRICULUM DESIGN OF THE NATIONAL CURRICULUM STATEMENT (NCS) AND THE CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS), AND MATHEMATICS UNDERACHIEVEMENT IN GRADE 12: A CASE STUDY OF SELECTED SCHOOLS IN KING WILLIAMS TOWN DISTRICT, EASTERN CAPE PROVINCEAuthor(s): Bonani SibandaJ. Ponte - Aug 2022 - Volume 78 - Issue 8 doi: 10.21506/j.ponte.2022.8.1 Abstract:The Mathematics pass rate has been a problem in high schools in South Africa. Many factors have been found to contribute to the high failure rate in this subject. This research seeks to address the following research question: Which CAPS Mathematics curriculum design aspects have a bearing on the underachievement in Mathematics at Grade 12 level, compared to NCS, at selected secondary schools in King Williams Town District, Eastern Cape province? Data was collected from interviews carried out with Grade 12 Mathematics educators (12 educators for CAPS and six educators for NCS) from schools in the King Williams Town District. The findings showed that Mathematics curriculum design, as well as the progression or link from primary to high school for both NCS and CAPS, was easy to integrate with other learning areas, although not all the content was covered, which disadvantaged students. It was difficult to cover all the content since the scope was too wide for both NCS and CAPS. There was no problem with the sequencing of the topics for NCS while there was a problem with the sequencing of topics in CAPS. The content of NCS differed in intensity; otherwise, topics were the same from grade to grade. This was the same for CAPS. The time allocated for both NCS and CAPS was not enough and that led to difficulties in completing the Mathematics syllabus in time. The differences between curriculum design aspects of the NCS and CAPS are insignificant. As a result, it can be concluded that the curriculum design aspects for CAPS still contribute to underachievement in Mathematics at matric level. No previous studies have compared the NCS curriculum design aspects and CAPS and their effect on underachievement in Mathematics at matric. This study addresses this gap and informs the Department of Basic Education about CAPS Mathematics curriculum design aspects and the effect of these on underachievement at matric level. Download full text:Check if you have access through your login credentials or your institution Username Password