Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Autor/inn/en	Bhagwonparsadh, Yudvir; Pule, Kereng Gilbert
Titel	Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase
Quelle	In: Research in Social Sciences and Technology, 8 (2023) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Mathematics Achievement; Student Promotion; High School Teachers; High School Students; Low Achievement; Grade 9; Grade 10; Educational Strategies; Teacher Attitudes; Mathematics Instruction; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Support of studies; Studienförderung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; School year 09; 9. Schuljahr; Schuljahr 09; Lehrstrategie; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study investigated the effects of condonation on the promotion of senior phase mathematics learners into the FET phase in a high school in KwaZulu-Natal. Condoned learners were assisted to progress, despite not meeting the pass requirements. The study suggests learning support strategies teachers could use to improve condoned FET mathematics learners' performance. An exploratory case study investigated the condonation policy and its effects thereof. Interviews were conducted with two mathematics teachers, and open-ended questions were posed. The data analysis entailed collating the data, followed by a thematic data analysis approach. The literature study was done on pertinent theories, prior studies, and pragmatic research. The findings suggest that condoned learners did not master the foundational knowledge and accumulated knowledge gaps. Consequently, learners struggle to achieve good performance in FET mathematics. This may lead to condoned learners failing FET mathematics, dropping mathematics in favour of more uncomplicated mathematical literacy, or dropping out of school rather than completing Grade 12. The study recommends that condoned senior phase mathematics learners struggling to perform well in FET mathematics need to undergo an individualised learning support programme. Teachers will then employ various academic teaching and learning support strategies to help improve learners' FET mathematics performance. The success of learning support depends on a collaborative relationship between nurturing teachers and parents and positive discipline in group teaching within supplemental classes. (As Provided).
Anmerkungen	Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01