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Makhwathana, R. M. Sinthumule, D. A. Manthada, Avhatakali 2025 2025-09-12T09:02:28Z 2025-09-12T09:02:28Z 2025-09-05 Manthada, A. 2025. Students academic performance of the bridging mathematics modules at a rural university. . . https://univendspace.univen.ac.za/handle/11602/2915 Manthada A. Students academic performance of the bridging mathematics modules at a rural university. []. , 2025 [cited yyyy month dd]. Available from: Manthada, A. (2025). <i>Students academic performance of the bridging mathematics modules at a rural university</i>. (). . Retrieved from Manthada, Avhatakali. <i>"Students academic performance of the bridging mathematics modules at a rural university."</i> ., , 2025. TY - Thesis AU - Manthada, Avhatakali AB - Many degrees at the university require a pass in Grade 12 Mathematics as part of their entry requirements. Due to low achievement in Grade 12 Mathematics, students are compelled to start by bridging Mathematics at the university level, which provides a pathway to qualify for specific study programmes and work toward their ideal careers. The study aimed to explore factors that influence students’ academic performance in Mathematics bridging modules. This research utilized a qualitative design and was guided by interpretivist ideology. The study's population consisted of all students, lecturers, and heads of departments involved in the two bridging Mathematics modules. A purposive sampling technique was employed to select participants for the study. A purposive sample of six students (three from each bridging module), two lecturers (one from each bridging module), two heads of departments (one from each bridging module), and two focus groups (one from each group) was used in this study. Data were collected through individual face-to-face and focus group interviews, as well as classroom observations, and were analysed thematically. Time management, attitudes, overcrowding, group work, workload, timetable clashes, and unstable venues were found to influence students’ academic performance. The study recommended strategies that can be used to improve bridging mathematics modules academic performance, such as bridging the modules that students have failed only, dividing large groups into two or three groups, and a change of module contents. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Academic Performance KW - Attitude KW - Bridging Modules KW - Pure Mathematics KW - Mathematics Literacy KW - School KW - UUndergraduate Mathematics LK - https://univendspace.univen.ac.za PY - 2025 T1 - Students academic performance of the bridging mathematics modules at a rural university TI - Students academic performance of the bridging mathematics modules at a rural university UR - ER - D. Ed. (Curriculum Studies) Department of Professional and Curriculum Studies Many degrees at the university require a pass in Grade 12 Mathematics as part of their entry requirements. Due to low achievement in Grade 12 Mathematics, students are compelled to start by bridging Mathematics at the university level, which provides a pathway to qualify for specific study programmes and work toward their ideal careers. The study aimed to explore factors that influence students’ academic performance in Mathematics bridging modules. This research utilized a qualitative design and was guided by interpretivist ideology. The study's population consisted of all students, lecturers, and heads of departments involved in the two bridging Mathematics modules. A purposive sampling technique was employed to select participants for the study. A purposive sample of six students (three from each bridging module), two lecturers (one from each bridging module), two heads of departments (one from each bridging module), and two focus groups (one from each group) was used in this study. Data were collected through individual face-to-face and focus group interviews, as well as classroom observations, and were analysed thematically. Time management, attitudes, overcrowding, group work, workload, timetable clashes, and unstable venues were found to influence students’ academic performance. The study recommended strategies that can be used to improve bridging mathematics modules academic performance, such as bridging the modules that students have failed only, dividing large groups into two or three groups, and a change of module contents. University Capacity Development Grant (UCDG) 1 online resource (xvi, 191 leaves): color illustrations en PDF University of Venda Academic Performance Attitude Bridging Modules Pure Mathematics Mathematics Literacy School Undergraduate Mathematics UCTD 510.071168 Mathematics -- South Africa Mathematics -- Study and teachings -- South Africa Universities and colleges -- South Africa Students academic performance of the bridging mathematics modules at a rural university Thesis open.access