Factors influencing learner's achievement in Grade 10 Mathematics: the case of Nzhelele Central Circuit on Vhembe District in Limpopo Province

Abstract

Mathematics is one of the disciplines selected by the Department of Education as having the potential to contribute to an increase in the overall quality of education. Educators, parents and the government have expressed concern on the low levels of achievement in mathematics. This study studies the elements that influence the mathematical ability of tenth-grade students and evaluates the qualities that can serve as learning opportunities as well as how students take advantage of these possibilities. This study employed a multimethod research strategy that adhered to the pragmatist paradigm. The population of this study consisted of all department heads, mathematics teachers, and students enrolled in mathematics classes at 13 secondary schools in the Nzhelele Central circuit and Vhembe West area. These schools are located in the Vhembe West region. In the quantitative section of the study, learners' Mathematics grades from the nine secondary schools included in the sample were picked by stratified random sampling. Three secondary schools, three department heads, and six instructors were randomly selected to participate in the qualitative phase of the study. The schools were chosen using a sampling strategy. The sample of qualitative data included two subject advisers, three department heads, and six educators. Interviews were conducted to assemble information regarding these individuals' perceptions of the options for the study of mathematics and how learners utilize these chances. All of the data for this study were collected via a semi-structured individual interview. Learners were picked at random from the community to complete surveys; 30 students from each school were selected. A total of 270 students were questioned. On the qualitative data, thematic analysis was performed, while SPSS was used for statistical analysis of the numeric data. Contact was made with the Vhembe district office to inquire about gaining authorization to conduct the study. Participants in the study were in no way identifiable. The findings of this study indicated that there are opportunities that, if explored appropriately, might considerably improve mathematics instruction and learning.