Factors Contributing to Poor Learner Performance in Mathematics: A Case of Selected Schools in Mpumalanga Province, South Africa

Autor/inn/en	Mabena, Nomsa; Mokgosi, Patricia Namayammu; Ramapela, Selina Serole
Titel	Factors Contributing to Poor Learner Performance in Mathematics: A Case of Selected Schools in Mpumalanga Province, South Africa
Quelle	In: Problems of Education in the 21st Century, 79 (2021) 3, S.451-466 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Performance Factors; Mathematics Achievement; Low Achievement; Barriers; Grade 9; Student Attitudes; Student Characteristics; Language of Instruction; Teacher Characteristics; Pedagogical Content Knowledge; Knowledge Level; Teacher Motivation; Developing Nations; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Leistungsindikator; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Teaching language; Unterrichtssprache; Pädagogische Kompetenz; Wissensbasis; Developing country; Developing countries; Entwicklungsland; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01