Performance Of Learners In Mathematics Research Articles

An Exploration of Learners’ Understanding of Euclidean Geometric Concepts: A Case Study of Secondary Schools in the OR Tambo Inland District of the Eastern Cape

A major concern in South Africa is the poor performance of learners in mathematics, particularly in geometry. This paper therefore sought to explore the learners’ understanding of Euclidean geometric concepts. The Van Hiele model was a useful framework for understanding the reasoning and challenges that students encounter with geometry. This study focused on 15 participants from rural South African schools, including 5 grade 10 mathematics learners in each of the three secondary schools and three teachers who are teaching mathematics in grade 10, in three secondary schools. Through face-to-face interviews, learners’ comprehension of geometry was qualitatively assessed. Pedagogical and methodological difficulties, lack of learners’ interest and comprehension of numerous geometrical concepts, as well as the absence of technology use, were found to contribute to the challenges in learning and teaching Euclidean geometry. The recommendations suggest that teachers should plan and prepare their geometry classes with the students’ understanding in mind that Euclidean geometry has been a cornerstone of mathematical education for centuries, teaching students critical thinking, problem-solving, and logical reasoning skills. This study adds to the existing literature on introducing new concepts in mathematics into the educational system of South Africa. Keywords: Geometry, Students’ Interest, Self-efficacy, Understanding, Three-Dimensional Shape

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

South Africa has been battling with the poor performance of learners in Mathematics for a long time, with the Eastern Cape province being the worst-performing province. The Department of Education and other educational stakeholders have embarked on a journey of searching for solutions. Some of these include attitude toward Mathematics, a lack of foundation in Mathematics, and the use of teacher-centered methods to teach Mathematics, to mention a few. Hence, this present study investigated how the guided discovery learning strategy can be used to enhance the performance of Grade 10 learners in Amathole West district, Eastern Cape Province, South Africa. Underpinned by an interpretive paradigm and qualitative research approach, the study employed participatory action research. A convenient sampling technique was used to select 19 Grade 10 Mathematics learners and 2 Mathematics teachers at a rural school in Eastern Cape Province. Data were collected using interviews, observations, and document reviews. Data were analysed using thematic analysis. Research findings revealed that while some factors such as evaluation methods, time limitations, and insufficient motivation may impede the optimal implementation of Guided Discovery Learning, this instructional strategy is beneficial in the cultivation of critical thinking and problem-solving abilities, which in turn enhances mathematics learners’ academic performance. Based on the findings, it was recommended that mathematics teachers should promote the utilisation of technology and multimedia resources to support learners in their visualisation and exploration of mathematical concepts in the use of GDL to enhance mathematics learners’ performance.

Learners’ Scaffolding Techniques: Their Advantages in Learning Mathematics

This study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the 312 randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023- 2024. The study employed the descriptive-correlational research design and utilized a validated questionnaire. Statistical methods employed in this study encompassed percentage, mean, weighted mean, and Multiple Regression Analysis. The findings revealed that learners have “very high” perceptions on the advantages of scaffolding techniques in learning Mathematics in terms of one-on-one peer tutorial, group study, teacher demonstration, video tutorial, and self-directed learning. Moreover, the overall academic performance rating of the learners in Mathematics is at the “satisfactory” level. Furthermore, the learners’ perceived effectiveness of the following scaffolding techniques significantly predicts their academic performance in Mathematics: one-on-one peer tutorial, group study, teacher demonstration, and video tutorial. By embracing and enhancing scaffolding techniques, educators can not only elevate the learning experiences of students in Mathematics but also potentially extend these positive outcomes to other academic disciplines.

The Effect of a Physically Active Academic Intervention on the Physical Fitness and Mathematical Performance of Grade 1 Learners in Cape Town, South Africa

AbstractCombining physical fitness (PF) and academic content can be a beneficial way to improve PF and mathematics performance of learners. The purpose of the current study was to establish whether a physically active academic intervention had an effect on the PF and mathematics performance of Grade 1 learners over 16 weeks. This intervention is based on an educational approach that combines physical activity into the academic environment. The goal is to enhance learning by learning through movement. Grade 1 learners [N = 119] from two schools in the southern suburbs of Cape Town, South Africa, volunteered to participate in this study. They were assigned randomly to an attentional control [n = 51] and an experimental group [n = 68]. Pre- and post-test data were collected with the Fitnessgram which measured their PF and the VASSI Mathematics Proficiency Test which measured their mathematical performance. The intervention included age-appropriate PF components that were incorporated into learners’ academic lessons. The results indicated that the experimental group performed significantly better (p < 0.01) in mathematics and upper body strength after the intervention. It could be assumed that these improvements can be attributed to the physically active academic intervention programme. These findings suggest that these types of interventions could encourage physical activity (PA) and enhance the PF and mathematical performance of young learners. The current study adds to South African Sport Science literature because it is one of few studies performed in this field that have produced significant results.

Errors and Misconceptions in Euclidean Geometry Problem Solving Questions: The Case of Grade 12 Learners

Euclidean geometry provides an opportunity for learners to learn argumentation and develop inductive and deductive reasoning. Despite the significance of Euclidean geometry for developing these skills, learner performance in mathematics, particularly geometry, remains a concern in many countries. Thus, the current study examined the nature of learners’ errors in Euclidean geometry problem-solving, particularly regarding the theorem for angle at the centre and its applications. Van Heile’s theory of geometric thinking and teacher knowledge of error analysis were used as conceptual frameworks to make sense of the nature of learners’ errors and misconceptions. Using a participatory action research approach, the study was operationalised by five mathematics teachers from four secondary schools in Motheo district in the Free State Province of South Africa and three academics from two local universities. The study analysed 50 sampled midyear examination scripts of Grade 12 learners from four schools. The findings of this study revealed that most learner errors resulted from concepts on Van Heile’s operating Levels 0 and 1, while the questions mainly required Level 3 thinking. The study recommends that teachers determine their learners’ level of geometric thinking and integrate this knowledge in their lesson preparations and material development.

The Effectiveness of Grade 9 Mathematics Teachers in Mahwelereng Circuit Secondary Schools

Teacher effectiveness plays an important role in the teaching and learning processes as aspects of education. The purpose of this study was to investigate the effectiveness of grade 9 mathematics teachers and its influence on learner performance. The study was led by three research objectives which were to examine the influence of teacher effectiveness on learner performance in mathematics, to explore what teachers can do to improve their teaching effectiveness of grade 9 mathematics, and to identify the qualities and attributes that influence learner performance in mathematics. It is important to address these questions to help school districts and policy makers in finding the solution to close the gap. An evaluation tool like a Teacher Effectiveness Rubric or Teacher Evaluation Rubric Score for a specified school year can be implemented. Research was conducted around it and relevant literatures were reviewed on themes and findings that emerged from different authors concerning effectiveness of mathematics teachers. This study involved five secondary schools and participants were five grade 9 mathematics teachers and their heads of departments. All participants were purposely selected. Participants agreed to take part by signing consent forms. Data collection was done using interviews, observations, and document analysis. Semi-structured interview questionnaire was conducted, and data was analyzed thematically. Findings recommended future research on how well teachers can approach teaching mathematics effectively and effective teaching methods that can help learners perform better in mathematics. The results provide information on how to increase teacher effectiveness with necessary support.

Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools

Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools.Aim: This study aimed to enhance subject supervisors’ role in ensuring quality teaching in preprimary and primary school mathematics.Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting.Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments’ reliability coefficients of 0.83 and 0.78 were determined using the Cronbach’s alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations.Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure.Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.

WORKTEXT AS SUPPLEMENTAL MATERIAL IN IMPROVING MATHEMATICS’ PERFORMANCE OF GRADE 9 STUDENTS

The study was primarily concerned with the effect of Worktext as supplemental materials in improving mathematics? performance of grade 9 students from three schools; Sto. Tomas Integrated High School (STIHS), Dayap National Integrated High School (DNIHS) and Santa Cruz Integrated National High School (SCINHS). The researcher identified the following: the level of perception of learners from three schools to the supplemental worktext in terms of objective, content and activity; the level of student?s attitude in distance learning using the supplemental worktext in terms of self-learning and time-management; the level of Math performance of learners from three schools with and without the use of supplemental worktext. The researcher also determined the difference in the Mathematics performance of learners from three schools with and without the use of supplemental worktext and the perception of learners to the supplemental worktext elements and their attitude towards distance learning significantly relates to their Mathematics performance upon using the supplemental worktext. Based on the summary of findings mentioned shows that worktext as supplemental material has a significant effect to the performance of the students. The significant relationship of the content of worktext and attitudes has no significant relationship with the performance of students. It was recommended that Mathematics Teachers may also develop and design their supplementary materials for their students which they think would be of great help for their students to develop and enhance their mathematics performance. It is also recommended to ask students about their perceptions of the materials to be implemented; this will greatly assist teachers in considering their attitudes when developing a material.

AN EXAMINATION OF THE IMPACT OF TEACHER FACTORS ON MATHEMATICS PERFORMANCE OF LEARNERS WITH DYSCALCULIA IN PUBLIC PRIMARY SCHOOLS IN STAREHE SUB-COUNTY, NAIROBI CITY COUNTY, KENYA

The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0929/a.php" alt="Hit counter" /></p>

Metacognition Application: The Use of Chess as a Strategy to Improve the Teaching and Learning of Mathematics

The aim of this study was to explore chess as an alternative strategy to improve the teaching and learning of mathematics. Purposive sampling was used to identify 25 experimental group learners and 26 control group learners. Experimental learners were drawn from two schools that offered chess, while control group learners were drawn from five non-chess-training schools. As such, 51 learners provided the data. The researcher administered a group test in an attempt to triangulate the findings of the study. Using chess as an alternative strategy to improve the teaching and learning of mathematics, it emerged from the main findings that the control group learners made far more contextual errors, compared to the experimental group, on the various problems that were presented. It also emerged that non-experimental learners were poorer in applying required basic steps to arrive at answers to the activities given to them compared to the experimental learners. The study further found that while both groups committed blended contextual and procedural errors, control group learners were dominant as compared to the experimental learners. This implies that the experimental group applied more metacognition in various problems and therefore outperformed the control group in the group test. Based on the above findings, the study concludes that chess training improves both teachers’ and learners’ application of metacognition in supporting learners’ performance in mathematics. The study recommends that since the use of chess serves as an alternative strategy to positively improve the teaching and learning of mathematics, chess training can be introduced to schools to enhance the mathematics performance of learners.

FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA

Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry. Keywords: poor performance, senior phase, qualitative research, case study design

The values learners consider as important in the learning of mathematics

Learners have different values, which could affect their learning and eventually their performance in mathematics. However, many teachers are unaware of these values. Therefore, this paper reports on a study that established the values learners consider as important in the learning of mathematics. The participants were 274 Grade 9 learners, selected purposively from one school in Gauteng, South Africa. An exploratory quantitative research method was adopted and data were collected with a standardised questionnaire developed by Seah (2011b). The results revealed that learners value 1) Hard work and effort when doing mathematics; 2) Various different methods to obtain the answer to a mathematics problem; 3) Authentic examples of shapes to understand their properties; 4) Demonstration and explanation of mathematics concepts and proofs; and 5) Teaching and explaining mathematical concepts. This paper highlights the values teachers should consider in the teaching and learning of mathematics in order to ensure better learner performance in mathematics. Furthermore, the paper adds to research on values in Mathematics Education within a South African context.

Status of the Performance of Learners in Mathematics at Elementary School Stage in Arunachal Pradesh: A Critical Study

Status of the Performance of Learners in Mathematics at Elementary School Stage in Arunachal Pradesh: A Critical Study

AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS

There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.

Foundation phase teachers’ use of manipulatives to teach number concepts: A critical analysis

Background: The poor performance of learners in mathematics has long been a matter of concern in South Africa. The Annual National Assessment (ANA) results reveal that the problem starts in the foundation phase with number concepts.Aim: This research sought to ascertain how foundation phase teachers used mathematical resources to teach number concepts as this may be one of the contributors to poor mathematics results.Setting: The purposively selected participants included five foundation phase teachers teaching Grades 1–3 at two schools in the Western Cape, in South Africa.Methods: The research was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected through lesson observations and interviews and analysed through the lens of Vygotsky’s sociocultural theory.Results: The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass systemic assessments. Teachers are inclined to rote teaching with drill work in preparation for assessments such as the ANA and the systemic assessment. Consequently, manipulatives are not necessarily used optimally or opportunely.Conclusion: This study recommends that teachers should receive the necessary training to use and follow Vygotsky’s Zone of Proximal Development and also make an effort to follow the guidelines indicated in the Curriculum and Assessment Policy Statement mathematics document in respect of how and when to use practical mathematical manipulatives.

Motivation and attitude of grade nine learners towards mathematics in King Williams Town Education District, South Africa

Successive governments of post-apartheid South African have sought to address the problems of learners in Mathematics by introducing various pro-active measures. However, these efforts by governments have not yielded the desired results in Mathematics. King William’s Town Education District is not immune to this poor performance of learners in Mathematics. This study therefore sought to find out the motivation and attitude of grade Nine learners towards Mathematics in the District. Three hundred and sixty grade Nine learners were selected for the study. A structured questionnaire was adopted as a research instrument in collecting data from the learners. The study showed that, learners lack motivation from their educators to study Mathematics and this adversely affects their attitude towards the subject. Mathematics educators were recommended to provide extrinsic motivations such as praises, gifts, to learners during Mathematics lessons. Scholarship to well performing students in Mathematics, feedback and Visitation of learners at home by their Mathematics educators should also be encouraged. On the other hand, learners must develop a positive attitude towards Mathematics. They must love the subject and make consistent efforts of studying Mathematics every day.Keywords: Educators, King William’s Town Education District, Learners, Mathematics, Motivation

Teacher classroom practices and Mathematics performance in South African schools: A reflection on TIMSS 2011

Teachers play an important role in the provision of quality education. The variety of classroom practices they use in interacting with learners play a critical role in the understanding of mathematical concepts and overall performance in Mathematics. Following the work done by Hattie (2009, 2012) in relation to classroom practices this study investigated the association between learner achievement and selected teacher classroom practices. The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, and Collaboration. The results showed a positive association between teachers’ high endorsement of the selected classroom practices and learner performance. The study also investigated how collaboration between Mathematics teachers affected learner performance. The analysis shows that teachers observing each other’s lessons affected the learners’ performance positively, although most teachers were not keen on collaboration with their peers. This study showed that various teacher classroom practices affect learner performance in Mathematics significantly and that these practices should be identified and mechanisms put in place to support teachers in terms of these practices. Keywords: hierarchical linear modeling; Mathematics performance; teacher classroom practice; TIMSS

Learners’ errors in secondary algebra: Insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test

It is well known that learner performance in mathematics in South Africa is poor. However, less is known about what learners actually do and the extent to which this changes as they move through secondary school mathematics. In this study a cohort of 250 learners was tracked from Grade 9 to Grade 11 to investigate changes in their performance on a diagnostic algebra test drawn from the well-known Concepts in Secondary Maths and Science (CSMS) tests. Although the CSMS tests were initially developed for Year 8 and Year 9 learners in the UK, a Rasch analysis on the Grade 11 results showed that the test performed adequately for older learners in SA. Error analysis revealed that learners make a wide variety of errors even on simple algebra items. Typical errors include conjoining, difficulties with negatives and brackets and a tendency to evaluate expressions rather than leaving them in the required open form. There is substantial evidence of curriculum impact in learners’ responses such as the inappropriate application of the addition law of exponents and the distributive law. Although such errors dissipate in the higher grades, this happens later than expected. While many learner responses do not appear to be sensible initially, interview data reveals that there is frequently an underlying logic related to mathematics that has been previously learned.

The role of socially accountable universities in improving the selection of medical students from rural and underserved areas

As rural areas in South Africa have a lack of human resources for health, selecting rural-origin learners for health sciences education can serve to improve the number of health sciences graduates choosing to work in these areas. Schools within rural areas are however characterised by poor infrastructure, limited access to water and electricity and fewer skilled teachers, resulting in poor performance of learners. The poor performance in mathematics and science is a concern as these serve as gateway subjects to the health sciences. The Stellenbosch University Area Health Education Centres (SU-AHEC) focus on interventions in rural and underserved schools with the aim of enhancing learner performance in mathematics and science to improve access to tertiary health professions education. This project is funded by the US President’s Emergency Fund for AIDS Relief in South Africa.

The Impact of Designed TPACK- Object Based Game on the Performance of JSS 2 Students in Mathematics

This paper sees to the design of Instructional Object Based Game (IOBG) using Technological Pedagogical and Content Knowledge (TPACK) framework and it imparts on the performance of students learning in mathematics as investigated from two sets of subjects. The sample consists of 200 Junior Secondary School 2 (JSS 2) students selected from 20 co- educational schools within Lagos Island and Eti-Osa educational Zones of Lagos State, Nigeria. Multi stage stratified random sampling was used to avoid interclass mixed. 50% proportionate on each zone and stratified simple random sampling technique was adopted to give non mixed schools within the zones equal chance of being taken. The first sets of subjects were learning in relation to game and performance, while the other set (control group) was treated with Mathematics Achievement Test (MAT) (conventional method). Lessons of 40 minutes on substitution were conducted for the two groups for two weeks, twice per week, which was conducted in each school for 4 weeks in the whole of the two zones. After the lessons the groups were treated with MAT and IOBG, control and experimental groups respectively. A quasi-experimental control group design with repeated measures analysis of covariance was adopted. Two separate summary results of ANCOVA showed that F (1,199) = 12.88 @ p = 0.013 and F(1,193) = 13.00 @ p = 0.00 implied that the use of OBG (game) in teaching and learning had significant effect on the performance of learners in mathematics. Calculated mean scores and 2-way ANCOVA result showed that gender has no significant influence on the performance of learners in either with the used of OBG or MAT.