Examining the Effect of Resource Constraints on Teaching and Learning of Grade 12 Mathematics in Gauteng Community Learning Centres

Abstract

The study focused on the effects of resource constraints on the teaching and learning of Grade 12 Mathematics in Gauteng Community Learning Centres (CLCs) in South Africa. It highlighted the historical and socio-economic context of apartheid and its enduring effects on educational inequalities. The lack of resources in CLCs, including substandard facilities, scarcity of teaching materials, and under-resourced teachers, was identified as a persistent issue. Grade 12 Mathematics is a vital subject for higher education and career paths, and proposed solutions include using deliverology and implementation science to mitigate these challenges.The methodology involved a multiple-case study design, with semi-structured interviews conducted with Grade 12 Mathematics teachers in CLCs in the Gauteng North region. Thematic analysis was used to analyze the qualitative data gathered from the interviews. The findings highlighted a severe lack of resources in CLCs, reliance on out-dated and borrowed materials, and a heavy burden on teachers to supply resources. Challenges included limited access to basic materials, financial and logistical strains on teachers, and a negative impact on teaching quality. Furthermore, the implications of these findings suggest that addressing resource constraints through these frameworks could significantly enhance the quality of Mathematics education in CLCs. The study recommends a strategic approach using deliverology and implementation science, focusing on structured goal setting, capacity building, stakeholder engagement, continuous improvement, policy advocacy, and technology integration to improve Grade 12 Mathematics delivery. These recommendations are aimed at mitigating the adverse effects of resource constraints and improving the teaching and learning of Grade 12 Mathematics in CLCs.