Factors influencing South African grade 11 learners’ performance in Mathematics in Johannesburg West, South Africa
type: CreativeWork
description: This study investigated the factors influencing the performance of South African Grade 11 learners in Mathematics. The purpose of this research was to identify the underlying causes of poor Mathematics performance among these learners, which limited their eligibility for careers in fields such as engineering, finance, and computer science. The theoretical framework underpinning this study is the socio-ecological and conceptual framework is the Mbugua, Kibet, Muthaa and Nkonke’s (2012) model. A Mixed method was used to gain a comprehensive understanding of the performance of South African Grade 11 learners in Mathematics. The quantitative component involved a questionnaire administered to 150 Grade 11 learners from three selected schools, while the qualitative component included semi-structured interviews with six learners. Quantitative data were analysed using SPSS while thematic coding was done for the interview transcripts. Quantitative findings revealed significant correlations between parental education and student outcomes. The primary findings indicate that learner motivation, teacher-learner interactions, and access to resources have a significant impact on Grade 11 Mathematics performance. Socioeconomic factors and inadequate teaching strategies present considerable challenges. Effective interventions should prioritise building learner confidence, improving teacher-learner relationships, and ensuring equitable access to quality education. A key recommendation is to prioritize professional development for teachers, focusing on strategies like differentiated instruction, effective communication with learners, and the integration of technology to enhance teaching and learning in Mathematics.
abstract: This study investigated the factors influencing the performance of South African Grade 11 learners in Mathematics. The purpose of this research was to identify the underlying causes of poor Mathematics performance among these learners, which limited their eligibility for careers in fields such as engineering, finance, and computer science. The theoretical framework underpinning this study is the socio-ecological and conceptual framework is the Mbugua, Kibet, Muthaa and Nkonke’s (2012) model. A Mixed method was used to gain a comprehensive understanding of the performance of South African Grade 11 learners in Mathematics. The quantitative component involved a questionnaire administered to 150 Grade 11 learners from three selected schools, while the qualitative component included semi-structured interviews with six learners. Quantitative data were analysed using SPSS while thematic coding was done for the interview transcripts. Quantitative findings revealed significant correlations between parental education and student outcomes. The primary findings indicate that learner motivation, teacher-learner interactions, and access to resources have a significant impact on Grade 11 Mathematics performance. Socioeconomic factors and inadequate teaching strategies present considerable challenges. Effective interventions should prioritise building learner confidence, improving teacher-learner relationships, and ensuring equitable access to quality education. A key recommendation is to prioritize professional development for teachers, focusing on strategies like differentiated instruction, effective communication with learners, and the integration of technology to enhance teaching and learning in Mathematics.
author: Bakane, Rirhandzu Maureen
license: https://uzspace.unizulu.ac.za/bitstreams/f3aea192-0c3e-4450-9f86-4bb8430a9273/download
date published: 2025
date modified: 2026-07-24T06:17:06Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand