Mukuna, K. R.Baloyi-Mothibeli, S. L.Ajimudin, Fatima2022-06-292022-06-292021-11http://hdl.handle.net/11660/11703The performance of learners who reach Grade 7 level tends to decline owing to a number of factors. Presently, learners from more impoverished communities are denied access to the trending resources, which places them at a disadvantage. Psychological factors, social and academic factors affect learners and this impacts their academic performance. Learners who reach Grade 7 are in the same school in South Africa as the Grade 6s, because in the previous curriculum that South Africa used, the differentiation only came about in Grade 8. In the CAPS curriculum, a new phase starts in Grade 7. It would be problematic for Grade 7 to be physically moved to a new school. Thus, the difficulty in Mathematics occurs when learners reach Grade 7. The study focused on learners who reach Grade 7 in the same school in South Africa as the Grade 6 learners, because in the previous curriculum that South Africa used, the differentiation only came about in Grade 8. In the CAPS curriculum, a new phase starts in Grade 7. It would be problematic for a Grade 7 learner to be physically moved to a new school. Thus, the difficulty in Mathematics occurs when learners reach Grade 7. The study seeks to explore the most imposing factors that influence Grade 7 learners’ performance in Mathematics at the Senior Phase. Furthermore, the study aims to explore the best teaching strategies for mathematical concepts thereby enhancing the performance of learners. The study also aims to help parents guide learners in choosing the most beneficial methods of achieving their goals in Mathematics. The objectives of the study were to explore the reasons why learners’ marks tend to be lower when they reach Grade 7, and identifying the challenges that militate against learners’ academic performance. Considering the above will allow teachers to adopt the best strategies to mitigate the challenge of marks decreasing. Six teachers, who were the participants for this study, were purposively chosen from the six schools selected for the study. Also selected for this study were six focus groups of four learners each. The qualitative research approach located within the contours of the interpretivist paradigm were chosen for this study. The case study design was used as the research design. Semi-structured interviews were conducted with the teachers and focus group discussions were held with the learners during the data collection process. Data were organised into categories and analysed using thematic analysis, which uses themes. Bronfenbrenner’s Ecological Systems Theory formed the theoretical framework underpinning this study. This theory proposes that individuals develop in relation to environmental conditions, the time spent in the environment, and an individual’s personal characteristics. The limitations of the study included the fact that the sample was small and drawn only from public schools in a predominantly rural province. The results of the study were that learners displayed resilience in the face of the difficulties they experienced and the teachers ascertained that the learners recover quickly from the difficulties they may experience. However, the study found that although teachers are adequately trained and experienced in Mathematics, they need to enhance their curriculum delivery skills to include 21st century skills. This will ensure that learners remain focused and engaged during classes. Furthermore, the learners felt excluded by the outdated teaching pedagogies used by their teachers. One of the recommendations derived from the findings of the study is that teachers ought to adopt learner-centred teaching pedagogies that continue to keep learners engaged. Learners are exposed to modern digital technologies like television, computers and mobile phones, to which schools do not have adequate access. The study further recommends that teachers must modify their teaching approaches to learner-centred approaches that consider the use of digital technologies and thus respond appropriately to learners’ interests. Teachers should teach learners time management skills to capacitate them to manage their time when undertaking their academic work. This study further suggests that schools should elicit the aid of social services to support learners in difficult socio-economic situations (SESs).enDissertation (M.Ed. (Educational Psychology))--University of the Free State, 2021Education PsychologyEducation Performance -- Grade 7 LearnersCAPS curriculumDissertationUniversity of the Free State