Abstract
Globally, mathematics and science pass rates at school level have been a much discussed and researched issue. Teachers are tasked with the responsibility of alleviating learners’ challenges associated with the learning of mathematics and science. Thus, teachers are pursuing innovative techniques for improving the understanding of and increasing the pass rates in mathematics and science. Academics in higher education have recognised that first year students experience difficulty with high-risk courses such as mathematics and science. One successful innovative strategy used at university level is Supplemental Instruction (SI). This is a peer support programme, which targets high-risk courses, and is aimed at developing subject-specific learning skills to foster independent learners, who will take responsibility for their own learning. This article explores the SI context at university level, with the aim of adapting this type of support programme at secondary school level. Data was collected via a questionnaire administered to selected academics, interviews with academics, as well as interviews with university students who have participated in SI sessions at university level. An analysis of the data suggests that schools may be able to adapt the SI model with the aim of assisting learners to develop key study skills to improve understanding in mathematics and science. This improved understanding of content could lead to an improvement in mathematics and science pass rates at secondary school level.
Highlights
How well learners in a country perform in mathematics and science is a predictor of economic growth, as it points to the quality of the human capital pool (Aguele & Usman, 2007; Raghunathan, 2003; Siyepu, 2013; Vorderman, Porkess, Budd, Dunne & Rahman-Hart, 2011)
Understanding the Supplemental Instruction Model and its Implications for Change As would have been expected, the academics displayed a good understanding of the SI model indicating that: A1: “Supplemental Instruction involves active participation of students in small collaborative groups...”
Reddy (2005) maintained that to improve a country’s mathematics and science results, it would be important to improve the quality of education at school level
Summary
How well learners in a country perform in mathematics and science is a predictor of economic growth, as it points to the quality of the human capital pool (Aguele & Usman, 2007; Raghunathan, 2003; Siyepu, 2013; Vorderman, Porkess, Budd, Dunne & Rahman-Hart, 2011). Knowledge of mathematics and science is important for the social and economic progress of South African society (Reddy, 2005). Much research has been conducted (Adler, 2013; Bansilal & Naidoo, 2012; Naidoo, 2012, 2013; Reddy, 2006; Sanders, 2002; Setati, 2006; Setati & Adler, 2001) focusing on South African learners’ skills in mathematics and science. The results of these studies indicate that learners exhibit limited skills, or that learners lack the necessary skills required to produce promising mathematics and science results. The majority of schools in South Africa face many challenges in improving access, participation and outcomes in mathematics and science, due to vast backlogs with respect to the provision of basic infrastructure, learning materials and qualified teachers (Reddy, 2005)
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