What causes learner migration from mathematics to mathematical literacy in selected schools in the North-West Province?

Abstract

This study investigated causes of learner migration from Mathematics to Mathematical Literacy in the selected schools in the North-West province. A concurrent embedded mixed method design was followed in this study. Three schools of Rekopantswe Area Office in Mahikeng (North-West province, South Africa) were randomly selected, and the target group were learners and teachers of Mathematics and Mathematical Literacy subjects. Data were collected concurrently. Quantitative data were collected by means of a structured questionnaire which was administered to teachers and learners. The quantitative component of this study consisted of a sample of 93 learners and 6 teachers from the three selected schools and the Qualitative component consisted of 3 Heads of Department and 6 learners. Qualitative data were collected by means of a semi-structured interview of Mathematics Heads of Department and journal writings from two learners per school. In the qualitative phase, the text data obtained through the interviews and documents was coded and analyzed for themes. Inductive and typological models were used in data analysis. Inductive model of data analysis allows the researcher to identify themes that emerge from the data. In an inductive model, themes emerge from the data not from predetermined categories. In a typological model, themes or categories are predetermined. Typological analysis involves dividing the data into categories or groups. In the quantitative phase, data were analysed by means of descriptive statistics. The results were summarized and displayed in graphs and tables. Frequency analysis was conducted to identify valid percentages for responses to all the questions in the questionnaire. The main findings on causes of learner migration from Mathematics to Mathematical Literacy were: failing and repeating a grade, poor foundation of Mathematics in the lower grades as well as in Grade 10, learners' perception that Mathematical Literacy is an easy way out of Mathematics, learners not practising Mathematics every day and teachers' teaching strategies in Mathematics. It is therefore recommended that continual teacher in-service programmes be provided by the Department of Education; support and monitoring of teachers with the aim of teacher-development should be done; SMTs in the schools should hold career guidance fairs at the beginning or middle of Grade 9 to help learners to choose the correct subjects which will be aligned with their careers.