Abstract
In this study the effectiveness of the Performance Lag Address Programme which has been initially launched at Mutare Girls' High School in Zimbabwe is investigated. The period of study covered the practical teaching two terms from Term 3; 2012 to Term 1; 2013. Descriptive and inferential statistical methods were used to analyse the data. Performance Lag Address Programme level comparisons for the subgroups within each level were done as well as the combined effect for each level. The overall Performance Lag Address Programme was also analysed. It was found out that the programme is generally effective in enhancing pupils' understanding of the basic mathematical concepts. The research also revealed that the programme is mainly effective when dealing with the most challenged pupils.
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