INVESTIGATING FACTORS AFFECTING LEARNER PERFORMANCE IN MATHEMATICS FOR SOUTH AFRICA
INVESTIGATING FACTORS AFFECTING LEARNER PERFORMANCE IN MATHEMATICS FOR SOUTH AFRICA

Summary/Abstract: Stakeholders in the within the education sector expect learners, especially Grade 12 learners to perform well in their studies. Indeed, learners do perform well in other learning areas but are not doing so well in Mathematics. Hence, the study intended to establish whether there is a relationship between factors influencing learner performance and Mathematics as a learning area in schools. A quantitative (survey) method was utilised using a questionnaire. A purposive sampling method was used, from the population (N=150). The questionnaire was administered to a sample (n=50). All administered questionnaires were returned without any errors. The results indicated a strong positive and significant correlation between independent variables (educator attitude, learner attitude, parental influence) and a dependent variable (learner performance in Mathematics) of the study. The study produced (r=.25, n=50, p-value-.00)); (r=.22, n=50, p-value=.00); and (r=.23, n=50, p=.00), respectively. The results indicated a statistically significant relationship between independent and dependent variables. The analysis of variance (ANOVA) model was statistically significant (F (5.982) = p-value=.00)). While the Model summary (R-Squared (R2)) produced 68% and the Durbin-Watson statistic 1.92. The results contributed to the body of knowledge within the education field.

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