The effects of condonation on the promotion of senior phase mathematics learners into the FET phase
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Date
2021-07
Authors
Bhagwonparsadh, Yudvir
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The purpose of this study was to investigate the effects of condonation on the promotion of senior phase mathematics learners to the FET phase in a selected combined school situated in the Amajuba district in Newcastle in the province of KwaZulu-Natal. The intention of this investigation was to suggest possible learning support strategies teachers could use to improve the performance of condoned mathematics learners in the FET. These learners were assisted to reach the FET phase, despite their not meeting the academic pass requirements; however, they did not receive any academic support to overcome their gaps in knowledge. The literature study was conducted on pertinent theories and the end results of prior studies involving similar concerns and pragmatic research. The researcher used an exploratory case study strategy, that is, a qualitative method in a case study paradigm to investigate the condonation policy and the effects thereof on mathematics by conducting interviews with learners in focus groups and with mathematics teachers. Open-ended questions were compiled for individually interviewing the mathematics teachers and the two focus groups of learners. The data analysis entailed the collation of all the data collected from the participants. The data were transcribed into text, read, coded and categorised, after which themes emerged. A thematic data analysis approach was then followed to analyse the data. The findings suggest that condoning senior phase learners and promoting them to the FET phase result in their not mastering the foundational knowledge required to learn FET mathematics. Hence, condoning senior phase learners in mathematics results in their accumulating gaps in knowledge. Consequently, they struggle to achieve good performance levels in FET mathematics. This may lead to condoned learners failing mathematics in the FET phase, dropping mathematics in favour of the easier mathematical literacy or dropping out of school before reaching Grade 12. Furthermore, the findings of the study suggest that condoned senior phase mathematics learners need to undergo an academic support programme to be retaught the foundational knowledge they have not acquired as a result of condonation. They need to be retaught the basic mathematical concepts by receiving academic support outside the normal school day. An academic support programme is an individualised learning support programme for each condoned mathematics learner who is struggling to achieve good performance levels in FET mathematics. The individual support programme for mathematics comprises various academic teaching and learning support strategies the subject teacher should use to help improve learners’ performance in mathematics. The success of a learning support programme depends on the collaborative relationships stemming from a nurturing teacher, involved parents and positive discipline among learners in group teaching within supplemental learning classes.
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Keywords
Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2021, Condonation, Individual support plan, Learning support strategies, Improved learner performance in mathematics, Condonation policy - Case studies, Mathematics - Study and teaching